Specific Factors affecting learning

1. Specific Factors affecting learning 6.4 Characteristics of the Learner Essentials: pg 246

2. Characteristics of the Learner • The characteristics of the learner may affect the ability for learning to occur: • Age / Physical Development • Cognitive Development • Psychological Development (Maturity Level) • Gender • Previous Experience • Cultural Considerations

3. Age / Physical Development • Early Childhood • Coordination developing but not at a level that allows for fine and controlled movements • This ability develops with age → expectations need to match physical ability • Elderly • May have reduced movement due to ‘wear and tear’ • Again, expectations must match physical ability level • Coaches need to modify their teaching to accommodate for the learner’s capabilities

4. Cognitive Development • Problem-solving: • Younger learners may find this difficult and require a more direct style of teaching • Adults may appreciate the challenge and take to a problem in small groups to solve a problem • Language: • More complex words may not be in the vocabulary of young learners – need to modify the language used as a coach • E.g.: using words like ‘pronate’, when you want a beginner to turn their forearm such that their palm faces down, may not be understood

5. Other Characteristics • Psychological Development (Maturity Level) • ‘Should’ increase with age • Gender • Learners may come into a sport with different degrees of exposure to certain movement patterns or skills • Learners in a co-ed environment, therefore, may be quite varied • Research suggests that males learn through more visual means → coaching mixed groups require more than one approach to maximise learning

6. Other Characteristics • Previous Experience • With previous experience in a sport, a person is more likely to be at a more advanced technical and tactical level compared to those without the experience • Cultural Considerations • Certain cultures show preference over some sports to others → with a multicultural group, there may be an array of skills brought to the table • E.g.: some may have good hand-eye coordination, whereas, others in the same group may exemplify foot-eye coordination