Motor skill learning stages
Even though motors skills vary widely in type and complexity, the learning process that individuals go through when acquiring various motor skill is similar. Paul Fitts (1964; Fitts & Posner, 1967) has proposed three stages (or phases) of learning.

The first stage, is the cognitive stage which is characterized by the learner’s trying to figure out what exactly needs to be done. Considerable cognitive activity is typically required in this stage, in which movements are controlled in a relatively conscious manner. Because learners use (overt or covert) self-talk, this stage has also been labeled the “verbal stage” (Adams 1971). During this phase, learners often experiment with different strategies to find out which ones work or don’t work in bringing them closer to the movement goal. Also learners tend to pay attention to the step-by step execution of the skill, which required considerable attentional capacity. The result of using conscious strategies is that the movement is relatively slow, abrupt, and inefficient and that performance is rather inconsistent.

Once the learner has acquired the basic movement pattern, the second, or associative, phase of the learning begins. This is characterized by more subtle movement adjustments. The movement outcome is more reliable, and the movements are more consistent from trial and trial. Inefficient cocontraction are gradually reduced, and the movement becomes economical. In addition, at least parts of the movement are controlled more automatically, and more attention can be directed to other aspects of performance.

After extensive practice, the performer reaches the autonomous phase (termed “motor stage” by Adams 1971), which is characterized by fluent seemingly effortless motions. Movements are not only accurate, with few errors, but more also very consistent. In addition, movement production is very efficient and required relatively little muscular energy. This skill is performed largely controlled automatically at this stage, and movement execution required little of no direct attention.

Thus, one thing that seems to change considerably as we gain experience with a skill is the amount of attention that we need to dedicate to its skill execution. Some studies have looked more closely at how attentional demands and intensity changes as individuals go through different phases of learning. The function of what individuals direct their attention can affect at different learning stages on how the performance of golf swing motor skills.

This article is from the book  'Attention and Motor Skill Learning" by Dr. Gabriele Wulf 2007.

Philip Ang
Asian Golf Centre
Certified & Licensed USGTF Master Golf Teaching Professional - USA
Certified Professional Teacher and Trainer - University of Cambridge UK
Singapore Sport Council - NCAP Level 1, 2 & 3
Singapore WDA-WSQ ACTA Certified Trainer & Assessor
Certified Neuro-Linguistic Programming (NLP™) Practitioner - USA
Certified Professional Clubmaker by GCA (USA)
GCA Winner International Clubmaker of the Year - USA

"The outcome of your golf shot performance depends
 on the ability to think positively and clearly before making your swing execution" Philip Ang