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3.1.2.3 Principles and theories of learning and performance Categorise
Target Level
C
Running Total
0
0%
Attempt
1 of 2
Click on an item, then click on a category to place it. Or, drag and drop the item into the correct category. Organise all items before clicking 'Check'.
Cognitive
Associative
Autonomous
The learner has total knowledge of how to perform the skill
Movement can occur with little cognitive effort
Fewer basic errors are made, but errors during the more complex movements still occur
Making basic errors is common due to the trial and error nature of this stage
Overlearning the skill to build a motor programme for the movement involved
The learner relies on guidance to perform the skill due to a lack of understanding themselves
Very few errors are made throughout the whole skill movement
The learner gains a personal understanding of the key components of the skill
Uses physical practice to form understanding of how the sub-routines of a skill are combined
This stage takes place in an unpredictable environment so the performer can adapt to specific situations
Intrinsic feedback is most effective at this stage
There is a balance between conscious and autonomous control
The skill is performed inconsistently, with only a slight improvement being made
This stage should take place in a predictable environment
Skills are successfully performed on a consistent basis, with only a slight improvement being made
Uses mental practice to form understanding of the basic motor patterns of a skill
Skill performance becomes more consistent, with the largest improvement being made during this stage
Learning should be made enjoyable in order to maintain motivation
Extrinsic feedback in this stage can help refine skills
Uses analysis of physical practice to advance understanding