ABSTRACT
Magill (2009) defined motor skill learning as “a change in the capability of a person to perform a skill that must be inferred from a relatively permanent improvement in performance” (p. 169). Research has provided evidence that practice is the single most important factor responsible in learning to perform a motor skill (Barnett, Ross, Schmidt, & Todd, 1973; Del Rey, Wughalter & Whitehurst, 1982; Fitts, 1954; Guadagnoli, Holcomb, & Weber, 1999; Krigolson & Tremblay, 2009; Starks, 2000; Swanson & Lee, 1992). Practice effectiveness, however, is related to how it is structured and the type, timing, and amount of feedback the learner receives while practicing (French, Rink, Rikard, Mays, Lynn, & Werner, 1991). (See also Chapter 14 in this volume, “Instruction Based on Feedback.”) Maximizing the quality of the learner’s skill practice opportunities is a primary goal of physical education teaching.
