VARIABLES AFFECTING MOTOR LEARNING AND PERFORMANCE

Variables Affecting Motor Learning and Performance

Variables Affecting Motor Learning and Performance

Introduction

The main purpose of sports practices to improve the competition ability of an athlete to perform. Many contribute to an effective performance, competition, and this is one of motor learning. Motor learning "application of skill or experience performing a set of processes related to the ability to cause changes in a relatively permanent"(Lebedev, 2005).

Variables Affecting Motor Learning and Performance

Improved performance, not by itself constitutes learning. And not only improved performance indicates that learning has occurred, and then endured only performance improvement. Critical for understanding motor learning and reflections on the distinction between learning and performance is appreciated. The purpose of this article, the separation of track and field coaches to demonstrate a practical understanding of the effects of learning and performance is to show how you can benefit.

There are various aspects of motor learning that requires careful definition of the above. First, practice, or experience the many factors that only those with concerns about the performance of learning skills, an enhanced ability to contribute to the engine though. For example, the only physical growth, especially among young people, sports can bring about performance improvement are welcome. However, this development is not an application of growth variable (Schmidt, 1991) are not considered because the learning product. Engine performance changes occur as a result of motor skills practice just learning about. (Mattar, 2007)

Second, motor learning including changes in the central nervous system is a set of processes, not directly observable. Although not observed in the motor learning processes, is a product. That is, the advanced skill performance in the lead up to practical changes in the central nervous system. As a result, engine performance testing of evidence can be obtained about the motor learning processes. We observe performance improvement resulting from the application; generally believe that learning has occurred.

However, it must be added an important qualification. As a result of a change in the performance of motor learning skills in order to accept the change, a relatively must be permanent. It must persist. There are many variables that may affect the performance of the application, but some of the effects of this produce are relatively transient. (Mattar, 2007)

For example, the effects of skill performance being rapidly destroyed arousal level of warming, fatigue, etc. These factors are primarily the effect of performance may be affected for the moment. Of course, to maximize the effectiveness of coaching, these variables (performance variables) to temporarily affect the performance and which (called the learning variables) that affect the performance of a relatively permanent manner is very important for coaches to understand. (Mattar, 2007)

The ability to perform this skill as a result of relatively permanent changes in motor learning, despite guarantees by highlighting the changes is not necessarily useful. Learning can be negative - is gaining a bad habit. Naturally, the usual coach is a positive effort to encourage learning where skill is required and is available in some future time, the athlete becomes ...