Stages of Learning

W hen developing motor skill profi ciency, regardless of whether in alpine skiing or re-learning how to walk after a serious accident, learners progress through various stages. Several models have been proposed, each examining the progression from beginner to expert from a different perspective. These models can assist practitioners in defi ning the needs of their learners throughout the learning process and, in turn, enable practitioners to select appropriate instructional activities. As you learn about each model, you should take three

considerations into account. First, although the models present each stage as distinct, in reality one stage blends gradually into the next and transitions between learning stages cannot be clearly delineated (Christina & Corcos, 1988; Fitts & Posner, 1967). Second, a learner can be in different stages for different

skills. A soccer player, for example, might be considered highly skilled in dribbling but only a novice for heading the ball, if the latter skill is just being introduced. Finally, stages of learning are not dependent on age. Just ask Landon Shuffett, an expert billiards player at only 7 years old! (You can learn more about him at the adjoining website.)

Fitts and Posner’s Three-Stage Model

To facilitate skill acquisition, practitioners must understand what is happening during the learning process from the learners’ perspective. One popular model, which psychologists Fitts and Posner proposed in 1967, suggests that learners pass through three distinct stages. These stages are defi ned by the behavioral tendencies learners display at various points throughout the learning process, as shown in Figure 5.1.