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Correct Answer: sandy stops to figure out how to jump over an obstacle.
the three stages of learning motor skills, as identified in educational psychology, are crucial for understanding how individuals progress in acquiring new physical abilities. these stages are the cognitive stage, the associative stage, and the autonomous stage. each stage represents a different level of proficiency and understanding in the learning process.
in the **cognitive stage**, the learner is essentially a beginner and spends time understanding and figuring out what exactly needs to be done. this stage involves a lot of mental activity, such as listening to instructions, watching demonstrations, and mentally picturing the movement. at this point, the learner makes many errors and has to think consciously about how to perform the skill. the example of sandy stopping to figure out how to jump over an obstacle perfectly illustrates this stage. sandy's actions show that she is actively thinking about the mechanics of the task, trying to understand how to coordinate her movements to achieve the jump, which is characteristic of someone in the cognitive stage.
moving to the **associative stage**, the learner has a basic understanding of the motor skill and begins refining the technique. this stage is marked by less frequent and less severe errors compared to the cognitive stage. the learner starts to understand how to adjust their movements to improve performance and consistency. however, they might not yet be able to adjust without thinking or may not know the best way to correct errors. this stage is about practice and getting better at applying what they've learned in the cognitive stage.
finally, in the **autonomous stage**, the skill becomes mostly automatic. the learner performs the motor skills efficiently and consistently with little cognitive effort. they can also detect and correct their own errors in real-time. this stage is characterized by high levels of proficiency and the ability to perform the skill in different contexts with minimal thought.
considering these explanations, sandy's situation where she stops to figure out the mechanics of jumping over an obstacle is a classic example of someone in the cognitive stage of learning motor skills. she is in the initial phase of learning, where understanding and mental representation of the skill are being developed. unlike a more advanced learner, sandy needs to consciously think about each aspect of the action before attempting it, which is typical for learners in this stage. her actions do not yet have the fluency and automaticity seen in the later stages of skill acquisition.
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