A6.What factors affect learning?

Central to the concept of ‘scaffolding’ is the concept of providing assistance with tasks students are unable to master for themselves. With this in mind, the way in which a teacher pitches their expectations of students is key. This is where prior knowledge of student abilities and differentiation methods come in to their own. A teacher should try to engage all students as fully as possible by pitching the expectations and skills at the appropriate level. This will in turn create a success rich environment where students want to achieve and learn. The environment a teacher creates will also encourage motivation from the teacher and peers. If we have a class which is motivated they are more likely to learn, persist with skills and try and help their peers. In conjunction with motivation, enthusiasm from the teacher also has a significant effect on students. If students get a sense that the teacher enjoys there job and has their best interest at heart, they are more likely to feel valued and want to succeed. Another aspect which affects learning is the type and frequency of feedback. Feedback is one mechanism a teacher uses to develop learning and reinforce expectations. Throughout the feedback process praise is also a useful tool to provoke and maintain learning as well as reward individuals (Fishman & Tobey, 1978; Silverman, 1991). Finally Vygotsky mentions the term ‘relatedness; students often seek the reasons why they are asked to complete certain skills/tasks. If a student understands the how these skills can ultimately improve their physical competence/success in physical education they are more willing to try. If they feel the task is completely unrelated to what they are interested in then they will become disengaged and not be motivated to learn.

References & Research

Fishman, S. & Tobey. C. (1978). Augmented feedback. In W.G Anderson & G. Barettes (Eds).What’s going on in gym: Descriptive studies of Physical Education classes. Motor Skills: Theories into practice. 1:51-62.

Silverman, S. (1991). Research on teaching in physical education. Research Quarterly for Exercise and Sport, 62, 352-365.