In order to formulate a teaching or training program, a coach must first appreciate the stages of learning, and teach students as proposed by these distinct stages. The learner progresses through three phases; cognitive, associative and autonomous.
In the cognitive stage, the coach must indicate what is required to complete the skill. They must indicate how the performance is determined, and how the first trials of the new skill are to be undertaken.
In the associative stage, the learner has a basic grasp of the task, and the form of teaching must change from declarative to procedural. This means that the skill is not simply described, but the individual steps are outlined and performed. Motor patterns become set in this stage, so it is important the coach makes any required corrections before automaticity begins to emerge.
In the autonomous stage, attention demands are reduced, so the teacher can start to introduce the skill into the context in which it will be used (the inclusion of an exercise in a training session, where intensity is increased). Patterns of the skill should still be reinforced.
The coach must appreciate that the stages are not discrete, and for maximum effect they must break down the skill and teach it for transfer (use of previously learned skills in a new situation), specifically in the final stage. Deliberate practice is essential for learning.
