Discuss the value of a practitioner, coach, teacher’s ability to observe and appreciate the learner’s stage of learning. What are some of the possible identifying characteristics that distinguish different stages of learning?
Motor Behavior Analysis
Teachers play a significant role in different stages of learning. Kal, Prosée, Winters & van der Kamp (2018) note that teachers promote learning by motivating the learners to master new concepts based on the stage of learning. Notably, one of the duties of the educators is to guide the students to learn. The teacher achieves this by implementing an appropriate taxonomy of teaching which matches the skills of the learner based on the learning stage generate self-understanding of the information being taught. Additionally, the teachers are also valuable in observing the learners stage of learning since they offer guidance about how to understand, manipulate, use and retain knowledge obtained when learning. This is evident as the teacher provides feedback on the learning process which makes it easier for the learner to establish areas of strengths and weakness and how to enhance the learning process (Bressel, Vakula, Kim, Bolton & Dakin, 2018).
There are three fundamental stages of motor learning such as cognitive, associative, and autonomous learning stages. The stages are unique as a resulting of distinguished features. The learning stages can be distinguished based on behavioral changes (Choi, Sadamune, Nakamura, Suita, Miyakawa & Maeda, 2018). For instance, visual cues are more valuable in the cognitive stage of learning unlike in the other stages. On the associative stage, the proprioceptive cues become move valuable in the learning process. This cue refers to the ability of the learner to focus more on their body movement to space and the derived input from the muscles and joints. More practice enhances the ability to learn. At the autonomous stage, the motor skill is more automatic and less cognitive input is needed in comparison to the motor stage of learning. Therefore, performing the mastered skill becomes simple (Choi et al., 2018).
Bressel, E., Vakula, M. N., Kim, Y., Bolton, D. A. E., & Dakin, C. J. (2018). Comparison of motor skill learning, grip strength and memory recall on land and in chest-deep water. PLoS ONE, 13(8), 1–13.
Choi, Y., Sadamune, R., Nakamura, Y., Suita, M., Miyakawa, S., & Maeda, S. (2018). The effect of sleep on motor skill learning in young badminton players aged 6-9 years. Sleep & Biological Rhythms, 16(1), 141–147.
Kal, E., Prosée, R., Winters, M., & van der Kamp, J. (2018). Does implicit motor learning lead to greater automatization of motor skills compared to explicit motor learning? A systematic review. PLoS ONE, 13(9), 1–25.