Explain the motor learning concepts

Motor learning is a subdiscipline of motor behavior that examines how people acquire motor
skills. Motor learning is a relatively permanent change in the ability to execute a motor skill as a
result of practice or experience. This is in contrast to performance, the act of executing a motor
skill that results in a temporary, nonpermanent change. Recall that motor learning is the
process of acquiring the ability to produce skilled actions.
The first characteristic of motor learning is that a process is required to induce a change in the
ability to perform skillfully. A process, in regard to acquiring a skill, is a set of events or
occurrences resulting in a change in the state or end product. Dropping temperatures would be
the process that causes water to change form. Drills in sport are processes with the goal of
improving the capability to perform skillfully. For instance, soccer juggling is a common method
(process) to improve ball control in soccer players. A player who tears her anterior cruciate
ligament must undergo months of physical therapy (process) to rehabilitate her knee and
regain her strength and flexibility. The goal of conducting a process is to increase the strength
of this state, be it altering the temperature to change the state of water, or promoting motor
learning through practice drills or physical therapy sessions.
Anyone who has started to play a musical instrument understands how difficult it is at first to
translate notes on a sheet into finger movements, but it becomes easier with practice. Paul Fitts
and Michael Posner described this well-known characteristic of motor learning in 1967. In a
book entitled Human Performance, the well-known psychologists proposed three stages of
learning motor skills: a cognitive phase, an associative phase, and an autonomous phase.
 The first stage is the cognitive stage, in which students learn about what the skill they are
developing means, how it works, and why it might matter. Joanna knows that when she learned
to hit a baseball, she first watched other players hit and thought about what went into the
relevant movements.
In the second state, known as the associative stage, students practice the movement again and
again with the help of someone else. Joanna remembers that she used to be really clumsy
hitting a ball, but a coach would stand over her, guide her movements, offer advice, and help
her tune into what her body was doing. The associative stage is often the longest stage of
motor learning.
The third stage is the autonomous stage, where students continue to practice the movement,
but they no longer need the close guidance of a coach. Joanna has been hitting a ball on her
own for years now, but she sometimes goes to a batting cage to practice. In the autonomous
stage, she remembers the advice and guidance of her coaches, but she does not need them
right there with her any more.