1. FACTORS AFFECTING LEARNING 3.3 The Event

2. PRIOR LEARNING: FACTORS AFFECTING LEARNING  Age Motor performance tends to deteriorate after the age of 30. Some activities also suit people of a certain age. Eg. Swimmers tend to prosper at a younger age than some other sports.  Sex Some activities suit males, while others are easier for females to learn. The difference in muscle, body shape, flexibility etc cause the difference  Inherited characteristics ie. Genetics Some activities suit certain body types. There are plenty of differences in height, weight, strength, flexibility, vision, endurance, hearing.  Level of ability Some performers have experienced a wider range of experiences and are better suited to learning a new skill. This may include things such as balance, co-ordination

3.  Level of ability Some performers have experienced a wider range of experiences and are better suited to learning a new skill. This may include things such as balance, co-ordination  Intelligence / Mental ability Some performers have an advantage because they are better at concentrating, have better memories or have a better tactical appreciation  Previous experience Learning is easier if the performer has had previous experience with a skill that is related to the new skill being learned. Eg. Squash player learning badminton.  Motivation Learning is quicker if the performer is motivated  Environmental conditions These can include things like distractions or equipment as well as the obvious such as weather conditions, temperature Sociocultural influences Individuals are affected by their social conditions such as those involving competition, co-operation or performing in front of an audience. Cultural influences such as tradition, family background, friends and economic status. London 2012

4. SELECTIVE ATTENTION The ability to attend only to relevant stimuli from the display to pass on to the perceptual mechanism. It is the ability to “screen” or “filter” information. Try this: Awareness Test

5. AROUSAL CONTROL  To maximise performance you need to be in optimal state of arousal Arousal PerformancePerformance

6. AROUSAL CONTROL  Arousal (or activation) is the ‘degree of preparedness, alertness and excitement present in a performer. To achieve at your best you need to be at the ‘optimal arousal’ state, ready to participate, not under- or over-aroused.  Under arousal often shows up as over-relaxation or lack of interest.  Over arousal can be seen as excessive tension and nervousness  The optimum arousal level varies from person to person, and for the same person, from task to task.

7. TRANSFER OF LEARNING  Past experience in activity may help develop skills in a similar activity. This application of existing subroutines to a new skill is termed transfer of learning.  There are five types of transfer:  Negative  Positive  Zero  Direct  Unequal

8. TRANSFER OF LEARNING NegativePositive Where the skills learning in one area do not transfer positively to the learning of a new skill, e.g. learning to drive an automatic then having to drive a manual car. Where the skills learned in one area transfer positively to the development of skills in another, e.g learning to do forward rolls in gymnastics then learning how to do tumble turns in swimming.

9. TRANSFER OF LEARNING ZeroPositive Where the skills learned have impact on the learning of new skills. Where the skills transfer directly to the learning of skills in another e.g smash in tennis and a smash in badminton Unequal Skills from one sport helps the learning of another more than the reverse.

10. SPEED V ACCURACY Have you noticed that the faster you move your mouse, the more likely you are to miss the icon you are moving to click? Similarly, you also know that you need to slow down to ensure that your key goes into the lock when you want to open your front door?

11. QUALITY OF FEEDBACK Refer back to your notes on feedback. Feedback should always be:  Suited to the level of the performer  Focused on only one or two aspects  Based on previous attempts or experiences  Visual or physical (showing video or demonstrating)

12. STEREOTYPE THREAT Steele (1995) defines stereotype threat as “a socio-psychological factor that can impede physical performance” Have you ever been affected by stereotype threat? When? How?

13. CHOKING AND PERFORMANCE See notes on 246 -247 Have you ever been affected by choking? When? How?

14. Task Go back through your session plans and evaluations and make notes on when and how you were affected by any of the factors discussed.