SPECIFIC FACTORS AFFECTING LEARNINGEssentials: pg 246

6.4 Characteristics of the Learner

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

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

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

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

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