ABSTRACT
The notion that variability in movement and context is a necessary ingredient for skill development and generalizability has strong theoretical underpinnings. In fact, a fundamental prediction of Schmidt’s schema theory (refer to Chapter 3) is that variable practice will enhance the development of the learner’s schema. This schema, in turn, will enhance the performer’s capability to select the appropriate response specifi cations or parameter values to accomplish a movement goal. Proponents of dynamic systems theory also contend that skill acquisition is best achieved through the modifi cation of constraints, forcing learners to engage in a continuous search for task solutions (Newell & McDonald, 1992).
