ABSTRACT
Leaders of outdoor experiences are often required to facilitate development of motor skills. However, as Thomas (2007) reported most outdoor leadership training courses do not include topics on motor learning. Physical activities such as canoeing and kayaking, skiing and climbing require the development of specific perceptual-motor skills for successful performance. Even the humble backpacker changes walking gait and requires new skill patterns (Orloff & Rapp, 2004). At a practical level understanding how learners acquire functional movement patterns is essential for considering issues such as: (1) selecting ergonomically designed equipment for each learner; (2) organising and structuring learning environments and teaching tasks; (3) planning and management of exercise and practice programmes; (4) prevention of injury and associated health and safety considerations; and (5), understanding the nature of individual differences at various levels of performance (Davids et al., 2008).
