Learning Versus Performance

Motor learning has been described as a set of processes associated with practice or experience that leads to relatively permanent changes. It has four distinct characteristics:

1) It is a process of acquiring the capability for skilled action;

2) It is a result of experience or practice;

3) It cannot be measured directly but only inferred through behavior; and

4) It produces relatively permanent changes in behavior (Shumway-Cook & Woollacott, 2012).

In this definition, it is required that a relatively permanent change in performance must occur as a result of practice to be able to infer that motor learning has occurred. To golfers, how well they can do it “permanently”, or at a minimum, consistently is whether or not they have learned it. This also would imply that they could perform on the course with their “learned” skill. But when a player is in the early phase of learning, there are those skills that are merely short-term alterations. Those initial movements when a golfer is making a change are not actually considered learning if they are only temporary (Schmidt & Lee, 2005). Students need to understand the distinction between learning and performance so they do not expect to be ready for the course when they have not fully learned the movement.

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@Jstruebs Totally.
I never should have downloaded this app... https://t.co/UsPg9pmiRO
This is soooooo sweet! https://t.co/hWC5xEQ5Eg
@mfinneygolf Just about. But with consequences that you can’t really create all too easily on the range.
Oh I’ll find you 🔎 (thank you😊) https://t.co/cHgVhOK8eV
RT @DJPie: A caddie said this to our group one time and it fundamentally changed my life https://t.co/EjvpPu3XNW