LEARNING CURVE ITS TYPES AND

IMPLICATIONS IN PHYSICAL
EDUCATION AND SPORTS

PRESENTATION BY
DR. RAJESH KUMAR
CLASS-BA 2ND YEAR
P.G. G.C.G. SECTOR-11, CHANDIGARH
LEARNING CURVE
Learning curve is the graphic depiction of the process of learning. As one way of
understanding the acquisition of learning is to examine the course of its growth, the learning
curve provides us with the means for such an examination. A student's progress in learning a
given skill may be conveniently portrayed by charting a learning curve. It is a graphic
representation of a person's improvement or lack of improvement in a given activity.

Although learning curves do not tell us the whole story, since the acquisition of a skill must be
translated into performance before it can be traced on a curve, they do provide us with some
basis for understanding the process of learning. There really is no single curve, so many factors
influence the direction taken by the learner that there are many learning curves.

A quantitative record of an individual's performance is taken at stated intervals during the

course of learning an activity, and the results are plotted on a two-axis chart. The measure of
mastery or success is generally plotted on the vertical axis and the amount of practice, time
spent or number of trials is plotted on the horizontal axis.

The shape that the learning curve will take depends on the units that are chosen to depict the
course of learning. For example, if the improvement is to be measured in terms of heights
cleared in high jump, or length of throw made in discus throw, the curve will tend to rise with
successive practice periods, as depicted in Figure 1.1 On the other hand,
Graph Depicting Progress of a Discuss Thrower
if the improvement is to be measured in terms of time needed to complete the task, for
example, to run 100 meter race, the curve will tend to descent with successive periods of
practice because the athlete will be running with progressively decreasing timings because of
the gains by repeated practice sessions, as illustrated in Figure 1.2.
TYPES OF LEARNING CURVES
 Basically, there may be three types of learning curves.
 Learning curve with positive acceleration: This type of curve indicates that later gains
are larger than the earlier gains. The slow movements in the early phase may be due
to the fact that the learning or development that is taking place is of such a nature as
not to be manifest and thus does not appear on the curve. We must not overlook that
learning may consist of changes within the learner that cannot become manifest or
be apparent until by accumulated practice and experience, the learning acquires a
certain degree of structure of precision. The period during which this takes place is
the period of little or no apparent progress. It is something like observing the
erection of a building where most of the essential underground work on which the
erection of the structure depends, is not visible. The teacher must be aware that a
certain amount of teaching is the groundwork which must be viewed as an
investment with long range returns. Children often absorb a great deal of learning
and knowledge before they can demonstrate what they have acquired.
 The positively accelerated form of learning may create some problems of motivation
in the early phase of learning. The learner is strongly stimulated by success, and
where this is lacking, he may give up before he can realize more measurable amounts
of success. Generally, this kind of learning takes place in the case of a younger
person who is more readily satisfied with his performance or level of learning
acquired and does not clearly realize the difference between his level and the more
integrated or perfected level. We must keep in mind that even though the gain so far
as it can be depicted on the learning curve may be rather less, this phase of learning
activity is inevitable and lays a necessary foundation for the later great or higher
progress. Once the slow progress of the early part is overcome, the student can be
encouraged by showing him the continuing increase in progress.
Learning curve with negative acceleration: When the improvement in the initial phase of
learning is greater than in the final phases, the learning curve is negatively accelerated. It
appears that the enthusiasm in approaching a new learning situation and the use of
previous learning related to the present task account for the rapid gains in the beginning.
When the novelty of a new learning wears off, it results in loss of interest. The difficulty
often encountered in the more precise aspects of final learning also leads to slower gains.
During this phase the teacher or the coach must encourage the learner by rewarding the
effort and by providing feedback to continue in his learning, for the reason that all the
benefits of practice and efforts are often not readily visible and even if some over learning
takes place by continued use of previously acquired learning or skill, the same is also
beneficial for efficient retention. Although the gains during the final phase of learning may
appear to be minimal, such gains may be crucial for accepted performance.

Learning curve with plateau and limits: In some cases when the rate pf learning is
negatively accelerated, the progress of learning levels off and then increases again if the
practice continues. This leveling off or plateau can be easily mistaken for the limits of
learning, and when it is so considered both by the teacher and the learner, the chances of
further progress will be quite low. Actually, in such cases the plateau should be
understood as a sub-limit i.e. the limit for a particular part of the entire task. It has been
observed that when the shift from one type of learning to another type takes place, the
learner goes through a period during which he consolidates the earlier learning before he
moves on to more complex ones. In such situations, the teacher should assist the learner
to move over to the next higher level of learning. Plateau is followed by another period of
gains and finally the curve approaches its limits which may be due to the stage of
development of the learner or by the nature of the task. In the learning process, however,
the real limits do exist, limits that can be explained or understood in terms of
physiological makeup of the learner at a particular period in his development, or in terms
of task to be mastered.
 IMPLICATION IN PHYSICAL
EDUCATION AND SPORTS
 The learning curve is of great importance and has serious implications in
physical education and sports. It is of immense practical value to a physical
education teacher and all those involved in teaching and training programme.
Physical skills cannot be learnt and mastered without repeated attempts, and
uncharted, unguided attempts would prove futile and wastage of time and
energy. Learning curve plays a very important role in providing direction to
such attempts. According to Cratty, "The shape of a motor learning curve is a
function of the spacing of the trials, and the capabilities of the performer, as
well as the nature of the task" Indeed, the learning curve is an excellent
indicator of a learner's level of performance.
 In physical activities and sports, it is desirable to have as good a start as possible
when some new skill is taken up. Thus, if the physical education teacher is well
prepared to start a new skill or topic, and knows what he is going to do and how
to do it, then a good beginning is more likely. Learning curve comes handy to a
physical education teacher in his efforts as it is a chart which depicts the various
levels of learning from stage to stage. It also reveals the speed or pace at which
progress is being made. The initial state, the rate of improvement, plateau, their
duration and levels, and limits apply directly to his teachings.
Variations in sports achievements is a rule and cannot be avoided, for many factors
and conditions influence performance and cause these variations. If a chart is made of
day by day learning and performance, great variations in the efficiency will be found.
By closely analyzing these variations, a physical education teacher can monitor the
athlete's performance and can suggest remedial measures by carefully analyzing these
variations. Infact, the graphic depiction of one's performance is one of the most
motivating force which compels an athlete to strive for higher excellence.

Learning curve serves the physical education teacher as a guide. It reveals the
progress made by the athletes pursuant to his efforts. If the learning curve indicates
slow initial start, it may serve a caution to the physical education teacher to analyze
the factors, circumstances which are hampering the proper initial start. In case the
curve is indicating a rapid initial start, it conveys the message to the teacher that the
training is preceding on the right path and he has to put in efforts to maintain this
acceleration.

We have seen in the earlier part of this chapter while dealing with learning
curve that no one can continue to improve indefinitely in every given task and
his improvement is bound to slow down after some time. This period or phase
called plateau, is inevitable in all the learning processes including those
involving physical activities. When the learning curve depicts that the athlete's
learning process is slowing down or has reached the plateau
The physical education teacher can analyze the factors which were
responsible for decrease in the pace of learning process. He can formulate
strategies to enable the athlete to overcome the plateau and resume his
upward and further progress in the task. If he finds that plateau is a result of
complexity involved in the learning of the task, he can immediately device
and improvise strategies simplifying the complexity involved. If boredom or
fatigue is the reason for stagnation, he can introduce novelty in the activity
and through innovative methods he may be able to renew the interest and
enthusiasm among the athletes. Many times when the athlete is on plateau he
may be feeling that he has no motive or purpose, and may not be trying very
hard. A resourceful and foresighted physical education teacher may devise
motivational techniques, keeping in view the peculiarities of the athlete,
thereby facilitating the athlete in overcoming the plateau. There, probably, is
no way of entirely preventing plateau, but it may be lessened in number and
be shorter in duration if the athlete is highly motivated and his interest is well
maintained. In certain cases a physical education teacher can allow the
athlete to take a few days off or turn to a different task when he is failing to
show any betterment in his performance. Furthermore, from the learning
curve a physical education teacher can note when the athlete seems to be
poorly motivated, without much interest and seemingly on plateau. He can,
then, introduce new materials, try new methods, vary the activities, and
consciously work to get the athlete rise above the plateau.
 An important message conveyed by the learning curve is the
indication that the athlete has overcome the plateau. He has
succeeded in putting behind the staleness and is ready to
renew his efforts for high and better performance. Sudden
spurt in the learning curve after the plateau is a signal to the
physical education teacher that with proper guidance and
direction, the athlete is ready to strive for better performance.
 Another important implication of the learning curve in physical
education and sports is that it forewarns the teacher and trainer
regarding the impending physiological limits, beyond which it
is not possible for the athlete to make further progress.
 A wise physical education teacher, with the help of athletes, can
chart individual's and group's performance in the form of
learning curves. When this can be done, they know what
progress is being made by them. This will motivate many of the
athletes. The salient features of the learning curve enables the
teacher to solve many of the problems which adversely affect
the learning process.
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