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Get the Competitive Edge with Ken DeHart

Learning a new skill can be quite challenging.  There are 4 basic stages we often encounter to take a new skill from unawareness to an unconscious performance level.

Stage 1

Unconsciously Incompetent – I didn’t know I needed to know that or that it existed.

Ex. I didn’t know I needed to have a continental grip for a serve!

Stage 2

Consciously Incompetent – I have a hard time remembering to use that or do that.

Ex. I find using a continental grip difficult and forget to change to that grip to serve.

Stage 3

Consciously Competent – If I think about it I can remember to use that grip

Ex. I have to make a conscious thought to select my continental grip before I serve.

Stage 4

Unconsciously Competent – I can do it or use it without thought, it is just part of what I do.

Ex. Using a continental grip is how I always hold my racquet to serve.

While this is a simple example of the 4 stages of learning, it identifies why as a player it is difficult to make changes in our game instantly.  It also shows why we as coaches must be aware of which level a player is at in attempting to make changes in their game and to be able to correctly assist them.

We often wonder why a student cannot make a change that we are working on.  We need to find out if they even know the change needs to be made.  We also need to determine how important they feel the change is we want them to make and do they want to make the change.

Two other factors to consider are:

1. What they will receive as a result of making the change.
2. What will happen if they do not make the change.

The stages in between, when the student keeps forgetting to make the change and needs to consciously think about the change before using it can take some time.  It can be a frustrating period where the student has to think before performing.  It was much easier to rely upon an automatic response they were using (although we felt it was in need of a change).

Results can be damaging as losses may occur to players they normally beat and performance levels can be inconsistent.  Students are tempted to just go back to what they already knew and be satisfied with at least knowing what to expect.

With guidance and persistence they will reach the point where the changes become automatic and they will be prepared to perform with out conscious thought.  From here they will be ready to look for new areas they can add to the list of unconscious behaviors that improve their level of performances.

Students may not always start at the “unconsciously incompetent” level.  They may choose a skill they were aware of but had given up on and now choose to work on adding it as an “unconsciously competent” skill.  They may also choose to modify an unconscious competent skill to move it to a new performance level.

Being aware of the 4 stages of learning may help students understand the road map to acquiring new skills or at least appreciate why the journey can be long or difficult.  Awareness of these 4 stages should also helpful to instructors in understand where students are in the stages of learning and how best to help them along their way.

The next time you have to do something, determine which of the 4 stages you are at.  You may find more patience from this awareness as you move through the journey off acquiring possession of new ideas, skills and techniques in your life.

Ken DeHart
USA High Performance Coach
PTR & USPTA Master Professional
PTR International Pro of the Year
Wilson Premier Advisory Staff

Photo Credits: delboy1203

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