Stage of Learning

1. Practice (associative) stage Preparation (cognitive) stage Automatic (autonomous) stage Stage of Learning • Continuum from Preparation, through Practice to Automatic Your starting point Progression to Automatic

2. Preparation Stage • At this stage you find out what the skill involves and make your first attempts at learning each part of the movement. • These parts are referred to as SUBROUTINES. • Reliant on a lot of instruction and feedback to learn how to do skill • Features of performance identifiable at this stage are: • Just recognisable • Looks clumsy • Looks rushed • Not controlled / fluent • Lack of consistency • Limited repertoire of skills • Poor decision making

3. FIXED STYLE PRACTICE Used when a skill needs to be practiced repeatedly This is often known as a drill Ideal for skills that are closed Also used significantly when initially trying to overcome weaknesses in a movement

4. Hockey – Elimination Technique Fixed style Shadow Unopposed repetition Specific to skill being developed Predictable and certain which is required at stage of learning Focus attention on weakness Allows learning to take place Remove pressure demands / decision making from practice Easy to complete building confidence and kinaesthetic awareness Gain feeling for correct movements

5. Practice Stage • At this stage you are able to link together all the required subroutines of the skill. • Major errors in performance are gradually eliminated • Still reliant on feedback but starting to self evaluate due to better understanding of skill • Features of performance identifiable at this stage are: • Reasonably comfortable • More recognisable • Some degree of control / fluency • Broader repertoire of skills • Greater consistency • Some good decision making

6. Distributed Practice • Distributed practice - Attempts at the skill are divided up with intervals in between to allow for rest, mental rehearsal and feedback. Used in difficult, dangerous or fatiguing skills.

7. VARIABLE PRACTICE Used when a skill needs to be practiced in a variety of situations This is often known as opposed or conditioned games Ideal for open skills that are unpredictable Allows for the development of the skill and decision making qualities

8. Hockey – Elimination Technique Variable style Unopposed Repetition Opposed repetition (Pressure) Conditioned games Appropriate to progressed level of skill performance Consolidates and refines subroutines in more challenging context Unpredictable and uncertain which is required due to skill classification Decision making built into skill practice Begin to adapt technique to meet demands of variable practice Progresses skill development to be more like game More challenging which maintains motivation and interest in skill development Builds pressure into practice Identifies whether learned subroutines can be repeated under pressure Deception, timing and economy of effort all developed Develops a skilled performance

9. Automatic Stage • At this stage, most key subroutines have become automatic in the performance. • Performer much less reliant on instruction – self evaluation mainly used • Features of performance identifiable at this stage are: • Controlled and fluent movements • Economic in terms of effort • Consistently effective • Wide repertoire of skills • Quick and effective decisions.

10. Hockey – Elimination Technique Variable style Opposed repetition (Pressure) Small Sided Games Fine changes made to technical movements Refinement of actions in search for more efficiency Increases challenge to match performance requirements Development of creativity in variable context

11. Describing a practice Keep the description clearly focused on what you did. Imagine someone reading the description – could they follow the description and do the practice ? Include: Diagram Organisation Distance Number of repetitions It is more important that you can understand why you are using specific methods of practice to develop skill at stages of learning.

12. 2011 5(c)Justify the course of action you took to improve your performance. (6 marks) • candidates should be convincing in their argument about whyone method was selected • Structure: • In weeks 1+2 I was in….SOL….I did…..Reason’s I did this were….Slow pace…effective subroutines learned…. • For example As I was at the cognitive stage – I used many shadow/repetition practices to ensure – etc. At the associative stage I used some shadow/repetition practices progressing to combination drills…etc. At the automatic stage of learning I knew to use more pressure/problem solving drills as these would challenge me more…etc. I found the? skill very difficult so decided to use gradual build up as this would…etc. In weeks 1&2, I concentrated more on simple drills…in weeks 3-4, I progressed to more complex drills such as…etc this built my confidence as I reached my target of…etc.