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Core 2: Factors affecting performance.

How does the acquisition of skill affect performance?

The Learning Environment

The learning environment is a major factor in the development of skills. It involves a number of characteristics, which will affect the rate of learning of a skill. If you are already familiar with these characteristics, go to the bottom of the page and test yourself using the scenarios within the student activity. Otherwise explore each characteristic by clicking on the headings listed below.

The Physical Environment

The physical surrounds of the practice area and factors associated with the weather can play a major role in the rate a skill is learnt. This section explores some examples of how this may occur.

The Nature of the Skill

The nature of the skill includes factors such as whether the skill is an open or closed one, self or externally paced, involves gross of fine motor skills or is a discrete, serial or continuous skill. These factors are explained further in this section.

The Practice Method

To learn and improve skills, then practice is required. There are a number of different ways in which skill practice sessions can be conducted. This section examines some of these practice methods.

Feedback

Feedback is the process of a performer receiving information about the performance of a skill or a series of skills. The performer will receive information from internal sources and external ones.

Student activity
The following scenarios are designed to check your understanding of the effect of the learning environment on the acquisition of skill. Read through each scenario and answer the questions. Each situation asks you to suggest how both the rate and level of learning for the individual could be improved. Scenario 1: A young and inexperienced individual wants to learn how to play soccer. They know very little about the game and have yet to develop any of the skills required. During training, the coach of the team organizes modified and full field games and the beginning player does not get many touches of the ball, as he/she is not very good. The player is getting frustrated as he/she cannot understand what is required to improve his/her performance and so that he/she can become more involved in the game. When learning the skills of the game, is it best to learn the skills in a closed or open environment? Why is a game situation a more open environment? What type of practice could the coach use to improve the situation for the young players? What type of feedback would benefit the player at this stage of skill acquisition? Scenario 2: An athlete is trying to learn the Frosby Flop (high jump). The individual keeps getting tired as a result of their constant jumping and they have not improved their performance. What is the nature of the skill of the Frosby flop? What type of practice would be best to learn this type of skill? With the individual at the beginning stage of skill acquisition what type of feedback do they require to assist them in improving the height that they jump?

Student activity

The following scenarios are designed to check your understanding of the effect of the learning environment on the acquisition of skill. Read through each scenario and answer the questions. Each situation asks you to suggest how both the rate and level of learning for the individual could be improved.

Scenario 1:

A young and inexperienced individual wants to learn how to play soccer. They know very little about the game and have yet to develop any of the skills required. During training, the coach of the team organizes modified and full field games and the beginning player does not get many touches of the ball, as he/she is not very good. The player is getting frustrated as he/she cannot understand what is required to improve his/her performance and so that he/she can become more involved in the game.

When learning the skills of the game, is it best to learn the skills in a closed or open environment? Why is a game situation a more open environment?
What type of practice could the coach use to improve the situation for the young players?
What type of feedback would benefit the player at this stage of skill acquisition?

Scenario 2:

An athlete is trying to learn the Frosby Flop (high jump). The individual keeps getting tired as a result of their constant jumping and they have not improved their performance.

What is the nature of the skill of the Frosby flop?
What type of practice would be best to learn this type of skill?
With the individual at the beginning stage of skill acquisition what type of feedback do they require to assist them in improving the height that they jump?