4.1 Cognitive Stage

The cognitive stage marks the beginning of motor learning, where learners first encounter a new skill. It's characterized by high cognitive activity, inconsistent performance, and conscious movement control. Learners focus on understanding basic mechanics and verbalizing steps to process information.

During this stage, feedback and instruction are crucial. Learners rely on verbal guidance and demonstrations to develop a mental picture of the skill. Performance is typically effortful and inefficient, with high variability and observable errors, as learners consciously control each movement component.

Characteristics of the Cognitive Stage

Initial Phase of Motor Learning

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• Learners are first introduced to the skill and begin to understand the basic movement requirements
• Learners exhibit a high degree of cognitive activity as they actively think about the skill and consciously control their movements
• Performance is typically inconsistent, with large fluctuations in accuracy and timing of movements (e.g., a novice golfer's inconsistent swing)

High Attentional Demand and Verbalization

• The cognitive stage is characterized by a high attentional demand, as learners must focus on understanding the skill and coordinating the necessary movements
• Learners often verbalize the steps of the skill to themselves or seek verbal guidance from instructors to help process the new information (e.g., a beginner swimmer repeating the steps of the freestyle stroke)
• Learners actively engage in problem-solving and hypothesis testing to figure out the most effective way to perform the skill

Learner Focus in the Cognitive Stage

Understanding Basic Mechanics and Requirements

• The learner's primary focus is on understanding the basic mechanics and requirements of the skill
• Learners aim to develop a cognitive representation or mental picture of the skill, which includes the sequence of movements, timing, and spatial orientation
• Attention is directed towards the step-by-step execution of the skill, with learners consciously thinking about each component of the movement (e.g., a novice tennis player focusing on the grip, stance, and swing)

Identifying Relevant Environmental Cues

• Learners focus on identifying the relevant environmental cues and stimuli that are essential for performing the skill successfully
• Learners attempt to understand how to adapt their movements to different conditions and constraints (e.g., a beginner skier learning to adjust their technique for different slopes and snow conditions)
• Learners actively seek information and feedback from the environment to refine their understanding of the skill

Feedback and Instruction in the Cognitive Stage

Importance of Feedback and Instruction

• Feedback and instruction play a crucial role in the cognitive stage, as they help learners acquire knowledge about the skill and guide their practice efforts
• Verbal instructions and demonstrations provide learners with a clear description and visual representation of the skill, aiding in the development of a cognitive representation
• Feedback during the cognitive stage should be frequent and detailed, as learners require a high degree of guidance and information to refine their understanding and performance of the skill

Types of Feedback

• Augmented feedback, such as knowledge of performance (KP) and knowledge of results (KR), helps learners understand the critical aspects of the skill and make necessary adjustments
  • KP feedback focuses on the quality and technique of the movement, providing information about the learner's form and execution (e.g., a coach providing feedback on a gymnast's body position during a routine)
  • KR feedback provides information about the outcome of the movement, such as accuracy or success in achieving the goal (e.g., a basketball coach informing a player about the number of shots made during practice)
• Intrinsic feedback, such as proprioceptive and visual information, also plays a role in helping learners understand and adjust their movements (e.g., a dancer using the mirror to observe and correct their form)

Performance Outcomes of the Cognitive Stage

High Variability and Inconsistency

• Performance in the cognitive stage is characterized by high variability and inconsistency in the execution of the skill
• Learners often make large, observable errors in technique and struggle to achieve the desired outcome consistently
• Movements tend to be slow, jerky, and uncoordinated, as learners consciously control each component of the skill (e.g., a beginner pianist playing a piece with uneven tempo and incorrect notes)

Effortful and Inefficient Performance

• Performance is typically effortful and inefficient, requiring a high degree of cognitive resources and attentional focus
• Learners may exhibit a "freezing" or "stiffening" of their movements, as they focus on the individual steps rather than the fluid execution of the skill (e.g., a novice dancer performing a routine with rigid and hesitant movements)
• As learners progress through the cognitive stage, their performance gradually becomes more consistent and accurate, setting the stage for the next phase of learning (e.g., a beginner juggler successfully completing a three-ball cascade with increasing regularity)