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 over three decades 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; Starkes, 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 et al., 1991). Maximizing the quality of the learner’s skill practice opportunities is a primary goal of physical education teaching.
