1. Section B: Acquiring, developing and performing movement skills 3. Motor skill development

2. Syllabus Knowledge of the progression from motor abilities to fundamental motor skills, to sport specific skills Awareness of the influences of early experiences and environmental exposure

3. Learning and performance: definitions of learning It is generally accepted that for learning to have taken place there has to be a recognisable change in behaviour This change must be permanent The performance improves over time as a result of practice and/or experience becoming more consistent in terms of its – Accuracy – Efficiency – Adaptability

4. Definitions of learning The more or less permanent change in behaviour that is reflected in a change in performance (B. Knapp) A change in the capability of the individual to perform a skill that must be inferred from a relatively permanent improvement in performance as a result of practice or experience (R. Magill) A relatively permanent change in behaviour due to past experience (D. Coon) A set of processes associated with practice or experience leading to relatively permanent changes in the capability of skilled performance (R. Schmidt) The following is agreed upon: – Learning is not a ‘one-off’ lucky effort/performance – Learning is relatively permanent – Learning is due to past experience and/or practice

5. How do we judge if a skill has been learned? Observe – behaviour/performance Measure/test – behaviour/performance Evaluate – behaviour/performance Translate – the information gained into meaningful conclusions Infer – that learning has or has not taken place Reasons for evaluating if learning has occurred Give meaningful feedback Assess whether goals have been achieved Assess effectiveness of coaching Record progress over time Evaluations can be: Formative (ongoing) or summative