ABSTRACT
Practice is generally considered one of the most critical contributors to motor learning in most domains of human activity, including sports (Schmidt & Lee, 2005). However, in addition to the sheer number of practice trials, other factors (e.g., instructions, feedback, movement demonstrations, imagery, action observation) have been shown to influence the extent and rate of learning. In the research literature, these factors are often considered on the basis of the information they convey to the learner. Yet human learners are more than neutral processors of information, and there is accumulating evidence to suggest that learning is optimized by practice conditions that account for motivational factors.
