Performance load, “the greater the effort to accomplish a task, the less likely the task will be accomplished successfully”(Lidwell, Holden & Butler, 2003), is the underlining affect and rule when undertaking a task that is too large to be accomplished to the fullest level. To complete a task your level of mental and physical activity is required to achieve a goal that is set out. The performance load needs to be low in order to complete the task successfully and avoid errors; if the load is high you are introducing ways that errors can be made. Performance load can be divided into two loads, cognitive and kinematic.
Exploring the cognitive load theory you need to develop an understanding of it, the theory starts from the idea that our working memory is limited with respect to the amount of information it can hold, thus therefore the number of operations it can perform on any specific information. Dr. John Sweller is currently working at the University of New South Wales, Sydney, Australia. He leads a team investigating cognitive processes and their applications for teaching techniques and instructional design, with cognitive load theory being the major framework (Sweller, 1996).
Kinematic load is the degree in which physical activity is performed, the number of steps and the amount of force that it takes. Kinematic load describes the degree of physical activity required to do something. For example the number of steps and movement required.
Sweller, John (1988) Cognitive Load During Problem Solving: Effects on Learning. Vol 12, pp 257-258.
Kidwell, W., Holden, K., & Butler, J. (2003). Universal Principles Of Design. United States: Rockport Publishers.
Misha, S., Sharma, R. C. (2004). Interactive Multimedia in Education and Training. United Kingdom: Idea Group Publishing.
Sweller, J., (1994). Cognitive load theory, learning difficulty and instructional design. University of NSW, Elsuier Science Ltd.