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A practice schedule where one skill or task is practiced repeatedly before moving onto a different skill or task. It's used early in motor learning but may not be as effective for skill retention and transfer.

A training strategy where the skill is practiced in its entirety. It's used when the skill is highly interdependent and difficult to separate into parts.

Encouraging the learner to focus on the effect of their actions on the environment rather than their own movements, which leads to more automatic and efficient movement patterns.

Encouraging the learner to focus on their own body movements rather than the outcome of the movement, typically used when learning the basics of skill.

A practice schedule where various skills or tasks are practiced in a random order, enhancing retention and application of skills through the contextual interference effect.

The idea that providing too much guidance during skill acquisition can be detrimental as learners may become dependent on the guidance and fail to develop their own error-correction strategies.

A training strategy where a complex skill is broken down into parts or segments that are practiced individually before integrating them back into the whole skill.

Information provided by an external source (such as a coach or video analysis) to complement intrinsic feedback. It is vital for pointing out aspects of performance that are difficult for the athlete to detect.

Augmented feedback regarding the outcome of a movement attempt, which helps learners understand the success of their actions.

The rate at which feedback is provided to a learner. Striking a balance is key, as too much feedback can overwhelm, while too little can hinder progress.

Feedback provided after a task is completed. It helps in the processing of information and understanding the outcomes of actions.

Feedback that comes naturally as a result of performing the action, such as the feel of the ball off the foot in soccer. It is necessary for the development of autonomous skill.

Gradually reducing the amount of feedback provided over time to foster independence and improve retention of the skill.

Feedback that is given during the execution of a task. It is used to make immediate corrections but may also lead to dependence if overused.