Learning Environment

Abstract

The purpose of this chapter is to discuss the educational approach to mental performance enhancement. We will discuss education theories and principles of learning that could underpin the development and implementation of a human performance program, as well as explore the teaching techniques and contextual issues specific to operational learning environments (i.e., as opposed to schools, or other educational institutions). The purpose of discussing educational theory in relation to evidence-based mental performance training is to help practitioners and end-users understand how people attain, recall, and acquire pertinent knowledge (i.e., mental skills) so that mental performance programs are grounded in the evidence regarding how people learn. Researchers on the science of learning have noticed a consistent disconnect between the beliefs of how one learns (a person’s personal theories) and what the evidence suggests actually aids learning. Personal theories have the tendency to go awry through two mechanisms: first, individuals hold false beliefs about learning; and second, their metacognitions (a person’s thoughts about their thoughts) can be inaccurate. This chapter seeks to join relevant education theories with an exploration of examples of teaching methods in mental performance. When developing mental performance training, combining evidence-based theories and processes layered with a nuanced understanding of specific operational environments will set up the learning environment for success.

Cite this paper

@incollection{degirolamo2024learning,
  title = {{Learning Environment}},
  author = {DeGirolamo, Silvia and Pedersen, Claus Rønnow and Corneliussen, Jesper and Kjærgaard, Anders and Pattyn, Nathalie},
  pages = {201--225},
  year = {2024},
  doi = {10.4324/9781003378969-13}
}

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