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Motor learning is a “relatively permanent” change, resulting from practice or a novel experience, in the capability for responding (Guthrie, 1952)."
.. practice .. novel experience .. both work towards .. improving the capability of a football player to respond .. in the best possible way .. to every situation that would come up against during the course of a football game ..
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It often involves improving the smoothness and accuracy of movements and is obviously necessary for complicated movements such as speaking, playing the piano and climbing trees; .."
.. improve .. smoothness and accuracy of movements .. for a player .. and for all players in the team .. fluent game .. where the goals will come from .. what makes a game exciting .. and worth watching it ..
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..but it is also important for calibrating simple movements like reflexes, as parameters of the body and environment change over time."
.. called simple movements .. mechanized .. automatic .. embedded within .. the play .. of a player .. an arsenal of movements that the player performs .. without thinking .. their execution assumed .. is done without hesitation .. flawless .. being part and parcel .. of the player .. the idea behind .. being called reflexes ... the bedrock of each player ..
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Motor learning research often considers variables that contribute to motor program formation (i.e., underlying skilled motor behaviour),.."
underlying skilled motor behaviour .. nature provided .. all what gives an edge .. to a football player .. considered as variables .. what makes one player different from another .. what makes one be .. better for defense ..or attack
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..the sensitivity of error-detection processes (Adams, 1971; Schmidt, 1975), and the strength of movement schemas (see motor program; Schmidt, 1975). "
.. error-detection .. how sensitive it is .. sensitivity considered .. how minute the errors might be .. and yet been detected .. and certainly improve upon them .. managing to notice .. to draw one's attention .. to what caused the error .. detect it .. learning how to remedy .. find the solutions .. tailored to one's deep knowledge of self ..
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The “relatively permanent” aspect is important, as it implies the capability to respond appropriately is acquired and retained."
what has been learned .. is consolidated .. within the make-up of the player .. steadfastly woven .. in its form of play ..
the essence .. of 'relatively' .. in the "permanent" aspect .. meaning that while .. all that has been learned ..is expected .. to firmly establish self .. firmly acquired and retained .. but nevertheless that is not the end of it .. of learning .. as there is 'room' .. for more to be learned .. the process is on-going
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As a result, the temporary processes that affect behaviour during practice or experience should not be considered learning, but rather transient performance effects."
temporary processes .. if one regards .. as is .. the whole aspect .. of motor learning .. as a system .. it pays to have the knowledge .. of what is part of the system .. and what is not ..
what is systemic .. and what non-systemic .. as it would have been expected .. any non-systemic elements or entities .. would not contribute into the learning process .. and beyond the non-contribution .. it might even hinder the learning process .. as attention would be focused on matters .. either trivial and/or detrimental .. as one said .. the deletion of non-systemic attributes .. is a necessary and ..satisfying condition
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As such, the main components underlying the behavioural approach to motor learning are structure of practice and feedback given."
the main learning components .. practice .. and feedback ..
upon the retained and acquired .. structure of play .. what is used .. while practicing .. while playing the game .. as that structure is challenged .. the novel attribute .. what is displayed and put forth .. by the other players, primarily opponents .. becomes the feedback .. what the player has considered the appropriate reactions to be .. how to best, handle the novel situation .. to counteract the pressures put forth .. and that feedback .. would alter the structure of play .. aiming to .. entering in a cycle .. of feedback and practice .. theoretically .. never-ending
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The former pertains to the manipulation of timing and organization of practice (potentially for different subtasks or variations of the task) for optimal information retention (also see varied practice), ... "
optimal information retention .. optimally acquired and retained .. practice .. the play .. of a football player .. all the simple movements .. the reflexes .. built .. in a player's varied repertoire .. each by its own .. exercised on-and-on in the pitch .. striving to perfection .. the optimal attribute .. that gets the game going .. and altogether the movements .. as a whole .. make up the players, the Messies , the Samarases .. the players that we know and admire
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..while the latter pertains to the influence of feedback on the preparation, anticipation, and guidance of movement."
how the feedback ..changes .. the simple movements .. reflexes
