Associative Stage
Overview
The Associative Stage is the second stage in the three-stage model of skill acquisition proposed by psychologist Fitts and Posner in 1967. This model describes the cognitive processes involved in learning a new skill, with the Associative Stage being the phase where the learner begins to understand the underlying mechanics of the skill and starts to refine their technique. This stage is characterized by a decrease in errors and an increase in skill efficiency as the learner's movements become more fluid and coordinated read more.
Fitts and Posner's Three-Stage Model
Fitts and Posner's model of skill acquisition is a widely accepted framework for understanding how we learn new skills. The model proposes three distinct stages: the Cognitive Stage, the Associative Stage, and the Autonomous Stage. The Associative Stage is the second phase of this model, following the Cognitive Stage and preceding the Autonomous Stage read more.
Characteristics of the Associative Stage
During the Associative Stage, the learner's primary focus is on practicing the skill and making slight adjustments to improve performance. This stage is characterized by:
- A decrease in large, gross errors: As the learner becomes more familiar with the skill, they are able to identify and correct major mistakes.
- An increase in skill efficiency: The learner's movements become more fluid and coordinated, leading to improved performance.
- A greater understanding of the skill: The learner begins to understand the underlying mechanics of the skill, which allows them to refine their technique.
- A shift from conscious to unconscious thought: As the learner becomes more comfortable with the skill, they begin to perform it with less conscious thought.
Transition from Cognitive to Associative Stage
The transition from the Cognitive to the Associative Stage is marked by a shift from conscious, deliberate thought to more automatic, unconscious thought. During the Cognitive Stage, the learner is focused on understanding the basic mechanics of the skill. They are likely to make many errors and their movements may be choppy and uncoordinated. As they transition into the Associative Stage, their understanding of the skill deepens and their performance becomes more fluid and automatic.
Transition from Associative to Autonomous Stage
The transition from the Associative to the Autonomous Stage is marked by the skill becoming largely automatic. The learner no longer needs to consciously think about each step of the skill. Instead, they are able to perform it smoothly and efficiently, with minimal conscious thought. This transition is often marked by a significant increase in performance speed and a decrease in errors.
Factors Influencing Progression
Several factors can influence how quickly a learner progresses through the Associative Stage. These include:
- The complexity of the skill: More complex skills typically require a longer Associative Stage as the learner refines their technique.
- The amount of practice: The more a learner practices a skill, the quicker they will progress through the Associative Stage.
- The learner's previous experience: Learners with previous experience in related skills may progress through the Associative Stage more quickly.
- The quality of feedback: Effective feedback can help the learner identify and correct errors, speeding up their progression through the Associative Stage.
Implications for Teaching and Coaching
Understanding the Associative Stage has important implications for teaching and coaching. During this stage, learners benefit from plenty of practice and constructive feedback. Coaches and teachers should focus on helping learners refine their technique and correct errors. They should also encourage learners to start thinking more deeply about the underlying mechanics of the skill, as this can help them progress to the Autonomous Stage.