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Implicit Motor Learning is the acquisition of motor skills without the explicit awareness of the underlying mechanisms, advantageous in sports as it reduces interference under stress.

Motor Imagery is the mental simulation of movement without actual movement, which can activate similar neural pathways as physical practice and improve sports performance.

Attentional Focus affects motor learning and performance, with an external focus (on the effects of movement) generally resulting in better outcomes than an internal focus (on the movements themselves) in sports.

Variable practice involves practicing a skill in various contexts, while constant practice involves repeating a skill in the same context, with variable practice often leading to better generalization in sports.

Perceptual-Motor Skill Learning involves the coordinated process of perceiving environmental stimuli and executing motor responses, crucial for sports like driving a racecar or hitting a baseball.

Feedback plays a significant role in motor learning, providing information that helps athletes correct errors, refine their skills, and facilitate proprioception in sports.

Motor learning is the process of improving the smoothness and accuracy of movements, and is crucial for the acquisition of sports skills, leading to automatic and efficient performance.

The Power Law of Practice states that improvements in speed or quality of performance are rapid at first and decrease over time, important for setting realistic training goals in sports.

Practice Distribution, or the Spacing Effect, suggests that skills are learned and retained more effectively when practice sessions are spaced out rather than crammed, beneficial for long-term sports skill retention.

Adaptation involves adjusting to changes in the environment or task demands, while calibration refers to fine-tuning motor skills, both critical for optimal performance in sports.

Specificity of Learning dictates that motor learning is specific to the task, the conditions under which it is practiced, and the processing requirements, emphasizing the need for sport-specific practice.

Muscle memory refers to the motor cortex's memorization of motor skills, facilitating improved and more automatic execution of sports skills after repeated practice.

Transfer of learning occurs when a skill learned in one context improves the performance of a related skill in a different context, important for adapting sports skills to various situations.

Self-Controlled Practice allows athletes to have some degree of control over their training variables. This autonomy can increase motivation and potentially optimize motor learning in sports.

Dual-Task Training involves practicing while simultaneously performing a cognitive task, which can improve the automaticity of skills and attentional control in sports.

Blocked practice involves practicing the same skill repeatedly, while random practice involves varying the skills practiced, with random practice generally leading to better transfer in sports.

Intrinsic motivation derives from internal rewards, like enjoyment, while extrinsic motivation involves external rewards. Both types can influence an athlete's engagement and persistence in motor learning for sports.

Fitts's Law describes the trade-off between speed and accuracy: the faster the movement, the less accurate it tends to be, which is an important factor in targeting and striking sports.

Motor Skill Variability refers to the variations in motor performance across repeated attempts, which can assist in learning and adapting to new conditions in sports.

Expertise in sports is achieved through extensive practice and skill acquisition. It involves high levels of proficiency, efficiency, and automaticity in skill execution.

A Motor Program is a set of muscle commands that are structured before a movement sequence, allowing for rapid initiation of movement once started, essential for quick responses in sports.

Schema Theory suggests that motor learning involves the development of abstract representations (schemas) that can be applied to new contexts, facilitating versatility in sports.

There are three stages of motor learning: cognitive, associative, and autonomous. Progression through these stages leads to enhanced sports performance as movements become more automatic.

Observational Learning involves learning from watching others, which can be effective in acquiring sports skills through the observation of skilled performances and behaviors.

Fitts and Posner's Three-Stage Model describes the phases through which an individual progresses during skill acquisition in sports: cognitive, associative, and autonomous stages.

Contextual interference refers to the interference that occurs when learning multiple skills at the same time, which can actually lead to better retention and transfer of skills in sports.

Whole vs. Part Practice determines whether a skill should be practiced in its entirety or in separate parts, which depends on the complexity and organization of the task in sports.

The Challenge Point Framework posits that optimal learning occurs when the difficulty of the task is appropriately matched to the learner's skill level, an important consideration for sports training intensity.