ABSTRACT

Physical practice has long been regarded as the single most determinant factor of motor skill acquisition, and early models of motor skill learning advocated this position (Adams, 1971; Crossman, 1959; Fitts, 1964; Schmidt, 1975). Often expressed by the old adage “practice makes perfect,” this idea easily relates to the common observation that extensive practice is necessary to master a complex motor skill. Although the importance of physical practice of motor skills is undeniable, recent evidence demonstrates that the neurobiological changes that constitute the foundation of learning do not occur during physical practice. Specifically, the pioneering works of Merzenich (Merzenich, Kaas, Nelson, Sur, & Felleman, 1983) and Taub (1980) on brain plasticity provided clear demonstrations that learning modifies neuronal connections within the adult brain. Physical practice has been associated with the enlargement of specific cortical motor maps (Karni et al., 1995; Pascual-Leone et al., 1995) and the recruitment of different brain networks (Doyon & Benali, 2005). However, these changes require significant synaptic reorganization that involves the expression of specific genes and the creation of new proteins (Kandel, 2001; McGaugh, 2000). Just as Rome was not built in a day, this neuronal reorganization requires time to be completed and is therefore likely to extend beyond practice sessions.