
Final Review –PEES 228 Motor Learning
PRACTICE DESIGN FACTORS (Chapter 8)
1. Explain how the decision to practice skills as a whole or in parts can be made.
***** HINT: (think about the complexity and organization of the skill; what are these
and how do they influence the decisions for part/whole practice; capability of learner)
2. Three ways to practice skills in parts - Be able to identify and give an example of
how to use each way to practice in parts. Which works best for different
circumstances?
3. Describe the 3 different ways the segmentation method (based on spatial and
temporal elements) can be implemented and give an example of when this type of part
practice would be most appropriate (part-whole, progressive part, repeated part). Be
able to take a task and break it down like the example of the punt in the book.
4. Be able to take a task and based on the complexity, organization and specified
capability to the learner decide which method of practice would be best.
4. Discuss the concepts of speed/accuracy trade-off and bi-lateral transfer (relative to
GMP)
5. Describe the characteristics of effective goals; types of goals; which leads to better
performance.
PRACTICE SCHEDULES (Chapter 9)
1. Be able to discuss contextual interference effect and how it impacts learning and
performance – what does research tell us?
2. According to the research which type of practice is most beneficial in learning
discrete/serial skills and which is best for learning continuous skills? Be prepared to
present support for why this is the case?
3. Compare and contrast differences between
a. constant practice and variable practice;
b. blocked and random
c. massed and distributed
4. Be able to discuss which type of practice is most effective for teaching different types
of skills and other factors related to “best” practice.
5. Describe the process of developing a skill using variable practice based on the GMP and schema theory and
dynamical systems theory. Use ALL of the language and concepts from the theories
DIAGNOSING ERRORS (chapter 10)
1. Identify and describe the five causes of errors in performance and the types of errors
that fall into each of these categories
2. Identify and describe strategies the teacher/coach can use to help the learner correct
the different types of errors
3. Be able to discuss the factors involved in deciding whether an error should be
corrected or not.
FEEDBACK (chapter 11)
1. Define feedback.
2. Identify and describe the two major categories of feedback (intrinsic and augmented
—including subcategories of each). Be able to discuss proprioceptive information –
what it is, how it informs…
3. Define KR and KP- provide examples
4. Identify and discuss functions of augmented feedback
5. Compare and contrast error-based and corrective feedback.
6. Compare and contrast descriptive (evaluative) and prescriptive (corrective) feedback.