Learning is a relatively permanent change in the capability to perform a motor skill resulting from practice or experience. Performance is the observable execution of that skill at a particular time and may change temporarily without indicating learning.
The Reasoning
Learning cannot be observed directly. Instead, it is inferred from a performer’s improvement across time, especially when the improvement remains after practice has stopped or can be applied in a new situation.
Performance is directly observable and measurable during practice or competition. However, it can fluctuate because of motivation, fatigue, anxiety, environmental conditions, feedback, or temporary physical readiness.
| Feature | Learning | Performance |
|---|---|---|
| Meaning | Change in the capability to perform a skill | Execution of a skill at a specific moment |
| Duration | Relatively permanent | Often temporary and variable |
| Observation | Inferred rather than directly observed | Directly observed and measured |
| Main evidence | Retention and transfer after practice | Results during practice or competition |
| Example | A student can still perform a tennis serve accurately one week later | A student serves accurately during one coached session |
A performer may show excellent performance without genuine learning. For example, continuous feedback from a coach might produce immediate accuracy, but the athlete may perform poorly when that feedback is removed. Conversely, learning may have occurred even when performance temporarily declines because the athlete is tired or anxious.
A retention test evaluates whether the performer can reproduce the skill after a period without practice. A transfer test assesses whether the learned skill can be applied under different conditions or to a related task. Both provide stronger evidence of motor learning than performance during the original practice session.
Exam Technique
For an IB SEHS response, define both terms and emphasize the distinction between a relatively permanent capability and temporary observable behaviour. Correct the common misconception that immediate improvement automatically proves learning: examiners expect reference to retention, transfer, or consistency over time.