A wide array of factors have the potential to influence the learning of a new skill.  Of paramount importance, however is the individual.  Each person is unique in how they acquire skills, and will be affected by learning factors in an individual manner.  Factors affecting learning can be separated into two major categories: (1) Practice Variables and (2) Individual Variables.

Practice Variables

Practice variables include skill presentation techniques, environment, equipment, forms of rehearsal, blocked or random practice, and type of feedback given (Schmidt & Wrisberg, 2000).  The absence or presence of any of these variables can have a profound effect on learning.  As well, individuals may learn better using one technique versus a different technique.

Skill Presentation Techniques

Instructions are useful for explaining to the learner what they might expect from the movement.  Instructions are helpful in building the foundations for a skill.  A problem with instructions is that they often don't describe the more subtle aspects of the movement
Demonstrations are used in conjunction with instructions to further solidify skill foundations.  Modeling, may help the learner observe movements that cannot be described verbally.  Demonstrations can sometimes provide too much information for the beginner learner to process.
Guidance techniques can range from procedures in which only slight assistance is offered to more restrictive forms.  Guidance is only effective for performance when it is augmented by regular practice, otherwise it is ineffective at supporting learning changes.

 Factors such as location, distractions, surface and weather can change the learning experience.  Environmental factors can also include the number of people in a group learning the same skill.  It is also important to determine if learning which occurs is one setting is transferable to another.

Equipment  considerations include size and weight of the basketball, height of the hoop, and wheelchair modifications and/or differences.

Physical rehearsal is essential for learning to occur.  Different forms include simulator practice, part practice and slow-motion practice.  Depending on which technique is used, the learning outcome may vary.
Mental rehearsal is questionable as to whether or not it results in learning.  Recent studies suggest that mental practice does lead to some learning improvements, as is in fact better than no rehearsal (Zelaznik, 1996).

Blocked practice entails individuals practicing a sequence repetitively.  This leads to performance improvements, but not necessarily learning improvements.
Random practice is more effective than blocked practice at facilitating learning.

Feedback is fundamental to skill acquisition.  Feedback needs to tell the learner information about the movement production and the desired outcome.  Motivating feedback is more successful at facilitating learning processes.

Motivational levels
Attitudes
Body Type
Cultural Background

Fitness level

Learning style - visual, verbal, kinesthetic

Previous experience - with the skill, socially

Genetics

Fatigue and level of arousal

Attention, information-processing capability and memory

Age

Stage of learning

Level of residual function is determined by the site of the lesion (lower lesions = greater muscle control), the severity of the injury (complete vs. incomplete), and physical and cognitive abilities.
The age at the onset of paraplegia affects the level of existing motor skill.  Generally, the greater the age of the individual prior to the onset of their condition the greater the advantage they have in relation to their previous sports experience and development of basic motor skills.
Wheelchair athletes are more likely to have balance related and biomechanical efficiency difficulties than able-bodied athletes.