EXSS3062 Week 2 Lecture 2

Slide 1: Title Slide

• Course: EXSS3062 – Motor Control & Learning.

• Lecture Title: Motor Learning (ML 2) – Stages of Skill Acquisition Learning.

• Presenter: Dr. Shaun Abbott (Discipline of Exercise and Sport Science).

Slide 2: Acknowledgement of Country

• Recognizes the Traditional Owners of Australia.

• Acknowledges the Gadigal people of the Eora Nation as custodians of the land where the University of Sydney is located.

• Pays respects to Elders past, present, and emerging.

Slide 3: Copyright Notice

• Standard copyright disclaimer under the Copyright Act 1968.

• Restricts unauthorized reproduction or distribution of lecture materials.

Slide 4: Unit Learning Outcomes

• LO3: Explain and evaluate theoretical models and hypothetical explanations in motor control and skill learning.

• LO4: Identify how individual constraints (e.g., existing motor abilities) influence teaching strategies in motor skill learning.

Lecture Learning Outcomes

1. Identify characteristics of Fitts & Posner’s three-stage motor learning model.

2. Explain motor learning processes affecting movement coordination and behavior changes.

3. Apply Fitts & Posner’s model to coaching, rehabilitation, and performance settings.

Slide 5: Recommended Reading

• Key Texts:

• The Constraints-Led Approach – Renshaw et al. (2019) (Chapter 6).

• Dynamics of Skill Acquisition – Davids et al. (2008).

• Motor Learning & Control – Magill & Anderson (2021) (Chapter 12).

• Skill Acquisition in Sport – Hodges & Williams (2019) (Chapter 2).

• Electronic copies are available on Canvas.

Slide 6: Blank or Transition Slide

Slide 7: Fitts & Posner’s Three Stages of Learning Model (1967)

• Model explains how motor skills develop with experience and practice.

• Stages:

1. Cognitive Stage (beginner learning phase).

2. Associative Stage (intermediate, refining skills).

3. Autonomous Stage (advanced, automatic execution).

Slide 8: Cognitive Stage (Early Learning)

• Characteristics:

• Learning the rules, techniques, and facts of the movement.

• High verbal processing (declarative knowledge - “What needs to be done?”).

• High attention demand (working memory heavily involved).

• Movements are:

• Slow (due to excessive cognitive processing).

• Inconsistent (frequent errors).

• Inefficient (poor coordination).

• Rapid performance gains in this stage.

Slide 9-10: Cognitive Stage - Working Memory’s Role

• Information Flow:

• Input (observed movement) → Working Memory → Action Perception → Performance.

• Definition: The ability to retain limited information actively while completing a task.

• Reference: Claes et al. (2013).

Slide 11: Associative Stage (Intermediate Learning)

• Characteristics:

• Learner understands task requirements and explores how to improve movement.

• Fewer errors; able to identify and correct mistakes under stable conditions.

• Transition from declarative knowledge → procedural knowledge.

• Movements become:

• More fluid.

• More consistent (less variable).

• More efficient (better energy use).

• Performance gains occur at a slower but steady rate.

Slide 12: Associative Stage & Implicit Learning

• Implicit Learning:

• Learners become less dependent on verbal instruction.

• Higher rate of automatic skill execution.

• Less reliance on explicit declarative knowledge.

• Key Concept: Learning bypasses conscious effort and is absorbed implicitly.

Slide 13: Autonomous Stage (Advanced Learning)

• Characteristics:

• Movements are automatic – minimal conscious thought required.

• Learners can process external information (dual-tasking).

• Observed errors are purposeful (intentional adaptations).

• Enhanced decision-making.

• Movements are:

• Accurate.

• Consistent (reliable).

• Efficient.

• Adaptable to different environments.

• Performance plateaus but remains high.

Slide 14: Automaticity in Motor Learning

• Definition: Performing a skill with minimal cognitive effort.

• Key Concept: “Focus on the target, not the movement.” (Breivik, 2013).

• Indicators of Automaticity:

1. Self-Report: Asking learners to describe their thought process.

2. Psychophysiology: Measuring mental effort.

3. Attentional Focus: Ability to perform dual-tasking.

• Flow vs. Clutch State:

• Letting it happen (intuitive movement – beginner level).

• Making it happen (controlled execution – expert level).

Slide 15: Novice-to-Expert Changes in Movement Variability

• Key Research: Wilson, Simpson, Van Emmerik, & Hamill (2008).

• Stages of Movement Coordination:

1. Novices: Highly variable, uncoordinated movements.

2. Intermediates: Movement patterns stabilize.

3. Experts: Adaptive, controlled movement patterns.

Slide 16: Skill Learning & Mental Effort

• Skill Proficiency vs. Movement Variability vs. Mental Effort

• Fitts & Posner’s Learning Stages Recap:

• Cognitive Stage: High mental effort, high movement variability.

• Associative Stage: Refined movements, lower mental effort.

• Autonomous Stage: Effortless execution, highly stable coordination.

Slide 17: Implications for Instructional Skill Learning

• For Clinicians & Coaches:

1. Consider the Task:

• What cues help success?

• Where is relevant information?

2. Consider the Individual:

• Tailor learning to skill level, personality, preferences.

3. Promote Adaptability:

• Teach learners to execute skills in different conditions.

Slide 18: Closing Slide

• Reminder: Attend Tutorial 2 in the Susan Wakil Health Building.

Summary of Key Takeaways

1. Motor learning occurs progressively through Cognitive, Associative, and Autonomous stages.

2. Cognitive Stage: High mental effort, verbal knowledge, inconsistent movement.

3. Associative Stage: Refinement of movement, procedural learning, smoother execution.

4. Autonomous Stage: Automatic execution, adaptability, decision-making.

5. Instructional strategies should consider task complexity, learner variability, and adaptability.