ABSTRACT
Motor skill acquisition can be thought of as the gradual harmonizing of a number of complicated processes in order to achieve a consistent output. Typically, the harmonizer (learner) gains insight into the performance of the skill by analysis of the motor problem, and formulates strategies based on the accumulation of ‘declarative’ knowledge of the task. This knowledge is manipulated in working memory to support performance and the efficacy of the strategies is evaluated using outcome feedback. Successful attempts tend to be repeated and eventually stored in long-term memory, whereas unsuccessful attempts tend to be disregarded. These processes are often augmented by additional instructions, conveyed verbally, perhaps, by a well-intentioned coach or therapist. The performer practices and develops the skills until they become second nature or automatic; that is, they no longer rely on the action recipes that were formulated during the early stages of learning. At this point, the competent performer may engage in competition against other individuals, or exhibit his or her special abilities publicly. Unfortunately, the motor output of even the most well-practiced performer can sometimes be disrupted.
