Motor Learning

LAB 7 (Practice Variability)

Purpose
The purpose of the lab activity is to afford the opportunity to observe the effect of variable practice on the
adaptability of novel motor skill performance.

Background
One’s ability to perform a learned skill in a novel context or to perform a variation of the skill that has been learned
depends greatly on the variability of the motor skill practice. More variable practice, while resulting in decreased
practice performance and increased errors, should result in greater retention, transfer and, therefore, adaptability of
the skill being practiced. The practice can be varied by addressing the regulatory conditions of the skill (i.e., those
factors that can affect the actual movement, like where the pass is thrown in the skill of catching a football) that can
vary in a performance situation, and/or the non-regulatory conditions (i.e., those factors that don’t affect the
movement per se but certainly can affect the skill performance, like physiological fatigue in the skill of free-throw
shooting) that may vary in a performance situation. When we are dealing with open skills we tend to want to vary
both regulatory and non-regulatory conditions in practice. However, in closed skills, where the regulatory
conditions should not change (that is why they are “closed”), we can vary practice by addressing the non-regulatory
conditions.

Equipment
1. beanbags or Fall 20: “Paper Balls” (at least 5, provided by student)
2. floor target
3. data collection sheets

**Thus, FALL 2020, REPLACE “BEANBAGS “ WITH “PAPER BALLS” BELOW.

Task
The class will be divided into two groups. One group will practice the novel skill using variable practice. The
variable practice (VP) group novel skill will be tossing a beanbag, from a given distance, over your shoulder
(with your non-dominant hand) in an attempt to hit a target on the floor (“0” range on the target grid as
depicted on pg. 6), the control practice group (CP), will also practice the novel skill but will do so from a single set
distance (4 m) from the target. Knowledge of results (error direction and magnitude, e.g., -2, +5, 0) will be given to
each subject and recorded following each practice trial. After a brief period of no-practice, both groups will perform
a set of transfer trials from a single set distance from the target. The transfer test distance will be determined by the
investigator prior to the groups performing the test (i.e., no subjects will know what the transfer test performance
distance is while they are practicing the skill). No knowledge of results will be given to the subjects as they are
performing the transfer test, but the error direction and magnitude will be recorded for each trial.

Procedures
1. Half of the students will be assigned to the VP group and the other half of the students will be assigned to the CP
group. The professor and one other student (or two students) will act as the investigators (INVs), will record scores,
and give KR to each subject. So, data will be collected on subjects (SBJs) in each group.

2. SBJs who are not being tested should face away from the testing area at all times. This is to remove any potential
effects of modeling on performance.

Lab 5: 1
VP GROUP: 3. Prior to performing the task (practice or test), the SBJ will give INV his/her data sheet. Each SBJ
will be asked to perform the skill of tossing a beanbag, with his/her Non-dominant hand, over his/her
shoulder (non-dominant side) to the target (i.e., his/her back will be to the target). Each SBJ will perform 3
practice trials at each of the three distances (total trials = 9) in the following order:

SBJ: 3 trials at 6 m, 3 trials at 2 m, 3 trials at 4 m

4. INV should inform SBJs that the goal is to hit the target (“0” range on the target grid) with every trial. They
should also understand that, in terms of KR, a score of “0” means that he/she were on target, a positive (+) score
means he/she was farther than the target, and a negative (-) score means that he/she was short of the target. Any
beanbag tossed that does not reach the grid is scored “-10”, and any beanbag that is tossed past the grid is scored a
“+10”. If a toss is to the right or left of the target grid, INV should score the toss as he/she would have if the width
of the target grid had extended far enough right or left such that the toss would have landed on the grid. INV should
also remind the SBJs to view the target PRIOR to performing each trial.

5. After each trial, INV should record the SBJ’s score in Data Table A and give the subject KR. No other
information should be given in the KR other than a direction (-/+) and magnitude (0-10) of the performance error.
No KP should be given and the SBJ should not be allowed to view his/her performance results. You must face
away from the target area while throwing.

6. Once every SBJ has completed his/her practice trials, each SBJ will perform a transfer test of 5 trials from a
single set distance. Every SBJ will perform the test from the same distance (which will determined by the INV). It
is important that the transfer testing order be the same as the practice order. That is, SBJ 1 will be tested first, then
SBJ 2, then SBJ 3, and then SBJ 4. This is to control the amount of lay-off each SBJ has between his/her practice
and retention test. The transfer test trials will be conducted in the same manner as the practice trials where the INV
will remind the SBJs to view the target prior to performing each trial and will give KR to the SBJs after each trial.

7. After each test trial, INV should record the SBJ’s score in Data Table A.

CP GROUP: 3. Prior to performing the task (practice or test), the SBJ will give INV his/her data sheet. Each SBJ
will be asked to perform the skill of tossing a beanbag, with his/her non-dominant hand, over his/her shoulder (non-
dominant side) to the target (i.e., his/her back will be to the target). Each SBJ will perform 9 practice trials at a
distance of 4 m.

4. INV should inform SBJs that the goal is to hit the target (“0” range on the target grid) with every trial. They
should also understand that, in terms of KR, a score of “0” means that he/she were on target, a positive (+) score
means he/she was farther than the target and a negative (-) score means that he/she was short of the target. Any
beanbag tossed that does not reach the grid is scored “-10”, and any beanbag that is tossed past the grid is scored a
“+10”. If a toss is to the right or left of the target grid, INV should score the toss as he/she would have if the width
of the target grid had extended far enough right or left such that the toss would have landed on the grid. INV should
also remind SBJs to view the target PRIOR to performing each trial. However, they should wait until INV has
cleared the previously tossed beanbag from the grid before viewing the grid.

5. After each trial, INV should record the SBJ’s score in Data Table A and give the subject KR. No other
information should be given in the KR other than a direction (-/+) and magnitude (0-10) of the performance error.
No KP should be given and the SBJ should not be allowed to view his/her performance results. You must face
away from the target area while throwing.

6. Once every SBJ has completed his/her practice trials, each SBJ will perform a transfer test of 5 trials from a
single set distance. Every SBJ will perform the transfer test from the same distance determined by the INV. It is
important that the transfer testing order be the same as the practice order. That is, SBJ 1 will be tested first, then
SBJ 2, then SBJ 3, and then SBJ 4. This is to control the amount of lay-off each SBJ has between his/her practice
and transfer test. The transfer test trials will be conducted in the same manner as the practice trials where the INV
will remind the SBJs to view the target prior to performing each trial and will give KR to the SBJs after each trial.

7. After each test trial, INV should record the SBJ’s score in Data Table A.
Lab 5: 2
Data Reduction
1. For your individual data, calculate the average absolute error (AE) for your 9 practice trials. Do this by
calculating the mean absolute error (signs removed) over the trials. Record your mean AE for your particular group
under “Class Data”.

2. For your individual data, calculate the average constant error (CE) for your 9 practice trials. Do this by
calculating the mean constant error (with signs included) over the trials. Record your mean CE for your particular
group under “Class Data”.

3. Under “Class Data”, calculate the mean AE for the practice trials and the mean CE for the practice trials for each
group.

4. For your individual data, calculate the average absolute error (AE) for your 5 transfer test trials. Do this by
calculating the mean absolute error (signs removed) over the trials. Record your mean AE for your particular group
under “Class Data”.

5. For your individual data, calculate the average constant error (CE) for your 5 transfer test trials. Do this by
calculating the mean constant error (with signs included) over the trials. Record your mean CE for your particular
group under “Class Data”.

6. Under “Class Data”, calculate the mean AE for the transfer test trials and the mean CE for the transfer test trials
for each group.

Data Presentation
1. Create 4 separate bar graphs comparing the 2 groups (VP vs. CP) for the following POMs (i.e., you will have
one graph for each of the following POMs): Practice AE, Practice CE, Test AE, and Test CE. For each graph:
1. You will have two bars, one for each group. The bars will reflect the group means for the variable of
interest (i.e., Practice AE, Practice CE, Test AE, or Test CE).
2. Your y-axis will be labeled “Absolute Error (Distance Units)” or “Constant Error (Distance Units)”. For
the two AE graphs, your y-axis should run from 0 to 10 distance units. For the two CE graphs, your y-axis
should run from –10 to +10 distance units.
3. Your x-axis will be labeled “Practice Type” where variable (VP) and control (CP) are noted.
4. Don’t forget to title your graph using an appropriately descriptive title.

Questions
Answer the following questions using a personal computer. To answer these you need to know what AE and CE
are proposed to reflect as POMs. And please don’t forget to apply the theories addressed in this lab (refer to
your notes and textbook for help):
1. Discuss in detail the group differences (data) with regard to both AE and CE during the practice trials. Was this
what you expected? Why or why not. Use your notes and text for help.
2. Discuss in detail the group differences (data) with regard to AE and CE during the retention test trials. Was this
what you expected? Why or why not. Use your notes and text for help.
3. Detail a specific example of how you might implement your own variable practice program for people learning a
new motor skill, and detail how you think this variable practice would be beneficial to the skill learning and
subsequent performance of the skill.

Lab 5: 3
 Data Table A: INDIVIDUAL DATA

Group = Sub# =
Pract. Trial Distance Score AE CE
1
2
3
4
5
6
7
8
9

Mean=
Test Trial Distance Score AE CE
1
2
3
4
5

Mean=

Lab 5: 4
 Data Table B: CLASS DATA (Practice)

VP GROUP CP GROUP
Subject AE CE Subject AE CE
1 1
2 2
3 3
4 4
5 5
6 6
7 7
8 8
9 9
10 10
11 11
12 12
13 13
14 14
15 15
16 16
17 17
18 18
19 19
20 20
21 21
22 22
23 23
24 24
25 25

Group Mean =     Group Mean =    

Lab 5: 5
 

Data Table C: CLASS DATA (Transfer Test)

VP GROUP CP GROUP
Subject AE CE Subject AE CE
1 1
2 2
3 3
4 4
5 5
6 6
7 7
8 8
9 9
10 10
11 11
12 12
13 13
14 14
15 15
16 16
17 17
18 18
19 19
20 20
21 21
22 22
23 23
24 24
25 25

Group Mean = Group Mean =

Lab 5: 6
 Target Grid Example
+10
+9
+8
+7
+6
+5
+4
+3
+2
+1
++++++++++++++++++++++++++++++++++++++++++GOAL=0
++++++++++++++++++++++++++++++++++++++++++GOAL=0
-1
-2
-3
-4
-5
-6
-7
-8
-9
 -10
SUBJECT FACING 

Lab 5: 7