Physical Education EC-12 PACT
(2022/2023) Already Passed
Ann Gentile's Motor Learning Stages
In stage 1, the learner is getting the idea of the movement. In stage 2, the learner focuses on
fixation, or working on con
...
Physical Education EC-12 PACT
(2022/2023) Already Passed
Ann Gentile's Motor Learning Stages
In stage 1, the learner is getting the idea of the movement. In stage 2, the learner focuses on
fixation, or working on consistency and closed skills (e.g., executing the skill in isolation) and
diversification, or working on open skill in changing environments.
Ann Gentile's Motor Learning Stage 1
the learner is getting a grasp on the movements that are required for the skill. The learner decides
on the regulatory and nonregulatory conditions needed to perform the movement.
Regulatory Conditions
include things like equipment type, positions of players, and the proximity to the goal. These
aspects must be considered before a learner can be proficient.
Nonregulatory Conditions
conditions are those characteristics of the environment that have no influence or remain as
indirect influences on the movement characteristics required to achieve an action goal
Ann Gentile's Motor Learning Stage 2
the learner focuses on fixation, or working on consistency and closed skills (e.g., executing the
skill in isolation) and diversification, or working on open skill in changing environments.
Fitts and Posner's Motor Learning Stages
stages of learning are the cognitive stage, the associative stage, and the autonomous stage.
Cognitive Stage
the learner makes lots of errors, is inconsistent, and focuses heavily on the skill cues. During this
stage, the teacher is more direct with instructions, which include both verbal instructions and
demonstrations, to help the learner understand the movements. This first stage is similar to
Gentile's stage 1 (getting the idea of the movement).
(Fitts and Posner's Motor Learning Stages)
Associative Stage
the learner has grasp on the skill and understands the skill movement patterns. This learner will
start to become more consistent in movement patterns. As such, they will rely less on skill cues
and begin to refine movement by trial, error, and feedback, which aids in the development of
self- correction skills. During the associative stage, the teacher designs the practice activities
after identifying the errors and providing corrective feedback.
(Fitts and Posner's Motor Learning Stages)
Autonomous Stage
the movements become automatic and the student can perform skills independently. The learner
is able to self-correct during the autonomous stage. During this stage, the teacher should focus on
motivation and design activities that refine the movements.
(Fitts and Posner's Motor Learning Stages)
Bernstein's Motor Learning Stages
focus on the degrees of freedom problem. The degrees of freedom problem refers to the
variations that can take place in a complex movement because of the number of isolated types of
movement involved in accomplishing a movement skill.
Degrees of Freedom Problem
refers to the variations that can take place in a complex movement because of the number of
isolated types of movement involved in accomplishing a movement skill.
(For instance, when a pitcher throws a baseball, his feet, legs, torso, arms, and hands are
involved in throwing the ball. Therefore, the goal is to reduce the number of problems that can
arise from degrees of freedom that may impede success to achieve the desired movement.)
Coordination
The ability to use two or more body parts together
Complex Movement
involve at least two compound movements. No other movement is more violent, explosive, and
comprehensive than a Clean and Jerk or a Snatch. Both of these movements incorporate loads of
muscle.
Open Skills
occur in dynamic environments where things are always changing, like during team sports. There
are players, a ball (or object), coaches, and spectators, all of which create an unpredictable
environment and impact performance.
Closed skills
occur in environments that are stable and predictable, like golf. Closed skills are often introduced
when teaching novice learners, so that they can focus solely on the skill, or when teaching a
closed and controlled activity, like archery. Activities that are open in team sports are often
taught in progression from closed (e.g., dribbling in isolation) to open skills (e.g., dribbling
during game play) to increase competency.
Motor Learning
the study of skill acquisition processes and includes the factors that help or hinder motor skill
performance. Motor learning can be a permanent or semi-permanent change. Once a person
learns how to ride a bike, they will not forget-even after a long absence of riding. Motor learning
cannot be observed directly. Instead, performance is observed over time to evaluate consistency
and proficiency in a movement skill, which aids in making a determination about whether or not
learning has occurred.
Motor Performance
the demonstration of a skill or set of skills. In contrast to motor learning, motor performance is
not permanent, as it is contingent upon other factors. While one may have learned how to
perform a jump shot in basketball, the success of the jump shot will differ based on the changing
environment. Further, the individual's fitness level, fatigue, stress, and other factors impact
performance. In contrast to motor learning, motor performance can be observed.
Bernstein's motor learning stages
breaking down motor tasks into smaller pieces to develop regulation of individual movements,
then integrating them to develop coordination between those movements.
Bernstein's motor learning stage 1
freezing the limbs, which involves regulating as many degrees of freedom necessary to produce
the desired movement.
(For example, the leg and foot action of an overhand throw might be restricted so that the novice
learner can focus on the arm motion of the throw.)
Bernstein's motor learning Stage 2
releasing the limbs as degrees of freedom gradually increase as skills become more proficient.
Bernstein's motor learning Stage 3
exploiting the environment, (expert stage), which is when the learner is able to perform the tasks
in a variety of situations. For example, throwing at different speeds, throwing while running,
throwing at various distances and levels, and throwing with defenders all exploit the environment
in different ways.
Knowledge of performance
is the quality of a performance. It is often felt by
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