ABSTRACT
H ave you ever watched an elite snowboarder such as Shaun White and been impressed with the precision, style, and power of his performance? How did he get to the point where his performance seems so
effortless and smooth, when we know that in actuality his heart must be racing? How do we design practice schedules to develop these skills in elite athletes? What kind of feedback do we give novices or elite performers to maximize their performance? These questions are central to the study of the acquisition of motor skills or motor learning.
