APPLIED

MOTOR
CONTROL AND
LEARNING OF
EXERCISE

BPED 3
THE THREE STAGES OF MOTOR LEARNING AND
SKILL ACQUISITION

The Cognitive Stage

• The initial learning of a new skill
DEVELOPING A
MISTAKES EXTERNAL FEEDBACK
MENTAL PICTURE

Athlete is not receiving

any internal feedback
Characterized by a lot of Visualizing the execution
Ongoing, positive
inconsistency! of the skill
feedback comes from an
external source e.g.
coach

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THE THREE STAGES OF MOTOR LEARNING AND
SKILL ACQUISITION

The Associative Stage

• Improving technique and skill execution
INTERNAL FEEDBACK DEVELOPING A
PRACTICE + MENTAL PICTURE
KINAESTHETIC SENSE

Athlete starts to understand

and improve the movement
whilst doing it
Continual improvement
Characterized by a lot of Athlete begins to associate
their movement with a
means less mistakes
inconsistency!
positive or negative
outcome

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THE THREE STAGES OF MOTOR LEARNING AND
SKILL ACQUISITION

The Autonomous Stage

• A high degree of accuracy and
consistency INTERNAL
FEEDBACK

Athlete’s able to detect +

correct most of their errors
Feedback is almost entirely
SKILLS COME internal
REDIRECTING Coaches need to have a
AUTOMATICALLY
FOCUS scientific understanding of
the sport to help fix
biomechanical errors

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 THE 3 STAGES OF LEARNING

COGNITIVE ASSOCIATIVE AUTONOMOUS

• Initial learning of a new • Improving technique and • High degree of accuracy

skill skill execution and consistency

 LEARNING THE  PRACTICE,  I’M A PRO

BASICS PRACTICE,
PRACTICE!

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 FEEDBACK CONTROL CONDITIONS

Feedback control conditions is a situated form of

motor control relying on sensory information
about performance and specific sensory input
from the environment, in which the movement is
carried out this sensory input while process does
not necessarily cause conscious awareness of the
action.
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 FEEDBACK CONDITIONS
FEEDBACK CONDITIONS DESCRIPTION
KNOWLEDGE OF PERFORMANCE (KP) • Knowledge of Performance (feedback related to
specific aspects of performance)
VS.
VS.
KNOWLEDGE OF RESULTS (KR) • Knowledge of Results (feedback only related to
the correctness of response)
• High frequency feedback (feedback after every
trial)
HIGH VS. LOW FREQUENCY
VS.

• Low frequency feedback (feedback only after

some attempts)

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 FEEDBACK CONDITIONS
FEEDBACK CONDITIONS DESCRIPTION
• Immediate feedback (feedback
immediately following attempt)
IMMEDIATE VS. DELAYED
VS.

• Delayed feedback (feedback provided

with a delay, e.g., 5 sec)

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SIMILARITIES AND DIFFERENCES:
TEACHING AND COACHING

TEACHING COACHING

• Focus on skill • Focus on skill

development enhancement
• Guided by National • Guided by National
Standards for PE National Standards for
• Open to all students Standards Coaches
• Focus on instruction • Students try out
and development and/or are selected
• Focus on
Competition and
winning

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THANK YOU FOR LISTENING!