Cognitive Learners
Amelia Napier
Year 12 PD/H/PE
Mr. Grant
• Design a suitable plan for teaching cognitive learners to acquire a skill through to autonomous:
Skill is the ability to consistently perform movements with control and precision. The acquisition of new motor skills, however, includes a gradual developmental progression which requires an individual’s thinking processes to work efficiently with their physical abilities. Such a theory was put forward by Paul Fitts and
Michael Posner in 1967, with the overarching model suggesting that learning takes place in three distinct stages: cognitive, associative, and autonomous. The transition through these three phases allows the individual to learn how to perform movements that were previously unfamiliar …show more content…
With conceptualisation essential for movement production, clear and concise explanations/demonstrations are essential in communicating such information. For example, a tennis coach may focus on a basic forehand technique. In this early phase of learning, the coach will place particular emphasis on the visual aspect of being side on to the ball, with the racquet parallel to the ground. Depending on the skill, however, an athlete will typically make frequent and gross errors, as they develop the synchronisation between mind and muscle - known as the kinaesthetic sense. Once the individual has a basic understanding of the skill, the coach will then employ a part-practice method, in a closed environment to help the athlete refine a particular aspect of the task. The part practice method involves a skill being broken down into smaller components, with each sub-skill practised separately. This practice method is ideal throughout the cognitive phase, as it allows the learner to enhance their …show more content…
Therefore, delayed and extrinsic feedback is paramount when teaching cognitive learners, as it helps to reinforce successful skills, correct or modify unsuccessful skills, and motive the athlete. Delayed feedback
(or terminal feedback) refers to information provided to the athlete after the skill has been performed.
Usually communicated externally, such feedback also relates to extrinsic feedback - that which emanates from an outside source, such as a coach or spectator. As this stage typically revolves around the grasping of a particular concept, performance elements tend not to be incorporated in this stage of learning. However, basic skill drills employed will allow the athlete to focus on the relevant cues in performing the skill without additional pressure. For example, a coach my include a closed, dribbling drill into his plan for a beginner basketball team to help develop their hand-eye-coordination. While this performance fundamental does not encompass tactical or strategic elements, when utilised in conjunction with part-practice and external
Amelia
Year 12 PD/H/PE
Mr. Grant
• Design a suitable plan for teaching cognitive learners to acquire a skill through to autonomous:
Skill is the ability to consistently perform movements with control and precision. The acquisition of new motor skills, however, includes a gradual developmental progression which requires an individual’s thinking processes to work efficiently with their physical abilities. Such a theory was put forward by Paul Fitts and
Michael Posner in 1967, with the overarching model suggesting that learning takes place in three distinct stages: cognitive, associative, and autonomous. The transition through these three phases allows the individual to learn how to perform movements that were previously unfamiliar …show more content…
With conceptualisation essential for movement production, clear and concise explanations/demonstrations are essential in communicating such information. For example, a tennis coach may focus on a basic forehand technique. In this early phase of learning, the coach will place particular emphasis on the visual aspect of being side on to the ball, with the racquet parallel to the ground. Depending on the skill, however, an athlete will typically make frequent and gross errors, as they develop the synchronisation between mind and muscle - known as the kinaesthetic sense. Once the individual has a basic understanding of the skill, the coach will then employ a part-practice method, in a closed environment to help the athlete refine a particular aspect of the task. The part practice method involves a skill being broken down into smaller components, with each sub-skill practised separately. This practice method is ideal throughout the cognitive phase, as it allows the learner to enhance their …show more content…
Therefore, delayed and extrinsic feedback is paramount when teaching cognitive learners, as it helps to reinforce successful skills, correct or modify unsuccessful skills, and motive the athlete. Delayed feedback
(or terminal feedback) refers to information provided to the athlete after the skill has been performed.
Usually communicated externally, such feedback also relates to extrinsic feedback - that which emanates from an outside source, such as a coach or spectator. As this stage typically revolves around the grasping of a particular concept, performance elements tend not to be incorporated in this stage of learning. However, basic skill drills employed will allow the athlete to focus on the relevant cues in performing the skill without additional pressure. For example, a coach my include a closed, dribbling drill into his plan for a beginner basketball team to help develop their hand-eye-coordination. While this performance fundamental does not encompass tactical or strategic elements, when utilised in conjunction with part-practice and external
Amelia