IB
  Sports, 
  exercise and                                                                     Skill in sport
  health 
  science
  Topic 5
  Skill in sport      5.3.1 Distinguish between learning and 
                      performance
  Sub-topics              Learning is a relatively permanent change 
                          in performance brought about by 
  3. Principles of 
  skill learning          experience, excluding changes due to 
                          maturation and degeneration.
                          Performance is a temporary occurrence, 
                          fluctuating over time.
                          A change in performance over time is often 
                          used to infer learning.
                                                                                                 IBO February 2007
  IB
  Sports, 
  exercise and                                                                            Skill in sport
  health 
  science
  Topic 5
  Skill in sport       5.3.2 Describe the phases (stages of 
                       learning)
  Sub-topics                             Stages of Motor Learning
  3. Principles of 
  skill learning       1.     Cognitive/verbal (early phase) 
                       2.     Associative/motor (intermediate phase)
                       3.     Autonomous (final phase)
                       •    Developed by Fitts and Posner (1967)
  IB
  Sports, 
  exercise and                                                                     Skill in sport
  health 
  science
  Topic 5
  Skill in sport      5.3.2 Describe the phases (stages of 
                      learning)
  Sub-topics              Cognitive/Verbal Stage
  3. Principles of 
  skill learning          Is the earliest phase of learning, when the 
                          performer understands what needs to be 
                          done. There is quite a lot of trial and error 
                          in this stage, the beginner trying out 
                          certain movements which may be 
                          successful or fail. The successful strategies 
                          can be reinforced by the performer 
                          experiencing success or by being told by 
                          there teacher that the move is 
                          unsuccessful.
                                                                                             Honeybourne et.al 2004 
  IB
  Sports, 
  exercise and                                                                     Skill in sport
  health 
  science
  Topic 5
  Skill in sport      5.3.2 Describe the phases (stages of 
                      learning)
  Sub-topics              Unsuccessful strategies should not be 
                          dismissed because all experiences can be 
  3. Principles of 
  skill learning          worthwhile. The performer should 
                          understand why failure occurred in order to 
                          avoid the same experience in the future. To 
                          establish understanding teachers may use 
                          demonstrations or other methods of 
                          guidance. It is important that relevant cues 
                          are highlighted by the teacher and 
                          recognised by the performer.
                                                                                             Honeybourne et.al 2004 
  IB
  Sports, 
  exercise and                                                                     Skill in sport
  health 
  science
  Topic 5
  Skill in sport      5.3.2 Describe the phases (stages of 
                      learning)
  Sub-topics              The associative/motor/practice stage
  3. Principles of        In this stage the performer practices, and 
  skill learning
                          compares or associates the movements 
                          produced with the mental image. This is 
                          the stage at which feedback occurs and 
                          the learner gradually becomes more aware 
                          of the increasingly subtle and complex 
                          cues. During this stage a vast 
                          improvement in performance usually 
                          occurs.
                                                                                             Honeybourne et.al 2004