How does performance change as a learner moves through the stages of learning?
Fitts and Posner's three stages of learning (cognitive, associative and autonomous), the characteristics of each stage, and the link to feedback, practice and performance plateaus.
A focused answer to AQA A-Level PE skill acquisition on the stages of learning, covering Fitts and Posner's cognitive, associative and autonomous stages, their characteristics, the feedback and guidance each needs, and the performance plateau.
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What this dot point is asking
AQA wants you to describe Fitts and Posner's three stages of learning, give the characteristics of a performer in each stage, link each stage to the most appropriate guidance and feedback, and explain what a performance plateau is and how to overcome it.
The cognitive stage
Performers in this stage need clear demonstrations, visual and simple verbal guidance, one or two cues at a time (because attention is easily overloaded), and frequent positive external (extrinsic) feedback with knowledge of results to know what is right and to stay motivated. They cannot yet use intrinsic feedback because they have no accurate kinaesthetic sense of the movement. Practice is best distributed (with rest between attempts) so the beginner is not overwhelmed or fatigued, and complex skills may be broken down using part practice.
The associative stage
In the associative (practice) stage the performer practises and refines the skill. Movements become more consistent and fluent, errors are fewer and smaller, and the learner begins to detect and correct some of their own errors using kinaesthetic (intrinsic) feedback. Many recreational performers stay in this stage.
The autonomous stage
The performance plateau
A performance plateau is a period during learning where there is no improvement in performance despite continued practice, seen as a flat section on the learning curve between the rapid early gains and any later improvement. Causes include loss of motivation, boredom, fatigue, poor or repetitive coaching, a target set too low or reached too early, the difficulty of the next phase of the skill, or temporarily reaching the limit of current ability. It can be overcome by setting new and challenging but achievable goals, providing varied and high-quality practice to maintain interest, offering accurate and motivating feedback and rewards, ensuring adequate rest to manage fatigue, and breaking the skill down to target a specific weakness. AQA expects you to treat a plateau as usually a coaching, motivation or practice problem that can be solved, not an inevitable ceiling.
Exam-style practice questions
Practice questions written in the style of AQA exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
AQA 20204 marksDescribe the characteristics of a performer in the associative stage of learning and explain how the guidance and feedback they need differs from a performer in the cognitive stage.Show worked answer →
AO1/AO2. Associative-stage characteristics: performance is more consistent and fluent, errors are fewer and smaller, the basic motor programme is forming, and the performer begins to detect and correct some of their own errors using kinaesthetic (intrinsic) feedback. Difference from the cognitive stage: a cognitive-stage beginner needs frequent demonstrations, visual guidance and positive extrinsic feedback with knowledge of results, because they have no kinaesthetic sense and need motivation. An associative performer can use more detailed verbal guidance, knowledge of performance and growing intrinsic feedback to refine technique, with negative feedback introduced to correct specific faults. Reward the named characteristics plus a clear contrast in the guidance and feedback appropriate to each stage.
AQA 20183 marksExplain what a performance plateau is and suggest how a coach could help a performer move beyond one.Show worked answer →
A performance plateau is a period during learning in which there is no improvement in performance despite continued practice (a flat section on the learning curve). Causes include loss of motivation, boredom, fatigue, poor or repetitive coaching, a target set too low or too early, or temporarily reaching the limit of current ability. To move beyond it the coach can set new, challenging and achievable goals, vary the practice to maintain interest, provide accurate and motivating feedback and rewards, ensure adequate rest to manage fatigue, and break the skill down to address a specific weakness. Reward a correct definition plus at least two appropriate, justified strategies.
Related dot points
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A focused answer to AQA A-Level PE skill acquisition on classifying skills, covering the skill continua, types and methods of practice (massed, distributed, fixed, varied, whole and part) and the types of transfer of skills.
- Theories of learning including operant conditioning, cognitive (insight) learning, Bandura's observational learning, and the use of reinforcement, the principles of effective practice and the development of schema.
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- The types of guidance (visual, verbal, manual and mechanical) and their advantages and disadvantages, and the types and roles of feedback (positive, negative, intrinsic, extrinsic, knowledge of results and knowledge of performance).
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Sources & how we know this
- AQA A-level Physical Education (7582) specification — AQA (2016)