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My freshman year of college, I started working as a personal care attendant for a woman with muscular dystrophy. She is in a wheel chair, has no mobility, but a sharp brain. In the two years that I have worked for her I spent at least two months training to be able to lift her off the toilet, lift her into bed and feed her among other tasks. She has to talk us through everything she is feeling and what the best form of picking her up is. While she really does like to give a lot of feedback (sometimes too much), I wouldn't be able to do the things she needs done on a day to day basis with out her continual augmented feedback. While this woman could use some work with the sandwich affect, her type of augmented feedback really was essential to learning the skill. I needed this feedback while practicing because only she knows how her body needs to move. Its also a very unique skill, it can't be practiced on other people because their bodies aren't immobile in the ways hers is. Therefor augmented feedback is the best source of learning this task.

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In middle school I also participated in softball. I often found myself struggling to hit the ball far in softball, but I was quick so my coach wanted me to get on base as much as possible. The best way he could think of to help me achieve this was to teach me how to bunt. When bunting you must start with the bat behind your shoulder, so it looks like you are going to swing, but right as the pitcher throws the pitch you pull your bat forward and let the ball hit it and fall to the ground short. Most people weren't expecting me to bunt and I was able to fake them out by holding the bat like I was going to swing normally. Right after the onset of the ball dropping short, the other team's reaction time was delayed because their psychological refractory period. The refractory period causes a limitation or delay in the action preparedness because the brain must respond to the initial stimulus (batting normally) before it can respond to the second stimulus (bunting). Faking the other team out really helped improve my softball game back in the day.

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Before taking this course, I never would have thought that Kinesiology applies to things other than sports. When I was in elementary and middle school, I played piano. It took me a while to master the piano. I was still at an intermediate level by 6th grade (three years after I started piano).  In 6th grade they started offering band to students and I really wanted to try a new instrument, besides piano. I ended up going with the flute. In the first 2 weeks of playing flute I was at a similar level of performance as I was with the piano. Positive transfer played a huge role in my ability to pick up the flute so quickly. According to the Identical Elements theory, I know that the flute and piano utilize similar compound parts. My fingers had to move quickly to different keys in a patterned way. They used about the same force to create sounds and had very similar movement patterns. This transfer made learning so easy and set me ahead of other kids that started playing an instrument for the first time in 6th grade.

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Among other sports, I also dabbled in basketball. While, basketball wasn't my strongest sport, I did play it long enough to have the key aspects of it ingrained in my memory. My brother, who is six years younger than me showed interest in basketball at a young age as well. He was too young to start playing basketball but I decided to take him under my wing as my prodigy. I thought I should first start with teaching him how to shoot a basketball, as that is a key part to being successful at the sport. I started with a demonstration shot where I shot the basketball how I normally do. Then I tried to explain to him how to shoot it, but I had lot of difficulty in doing so. I tried to keep teaching him through demonstration but he needed more verbal instruction and I couldn't find the right words to describe shooting. As it turns out I was struggling to teach him how to shoot because it had been ingrained in my procedural memory, it was non-conscious and automatic. Similar to riding a bike, I will always be able to shoot a basketball because it has been stored in my long term memory where the capacity is unlimited and things are much less likely to be forgotten. Even if I utilize an implicit memory test years from now, I may not have a perfect shot but I will still know the mechanisms for shooting.

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I have been playing soccer since I was five years old. I am a very active person and love to stay busy; out of all the things that keep me busy soccer has always been my favorite. In soccer everyone wants to score lots of goals and score them in the coolest way possible. On a fateful day in June of 2015 my team made it to the sectional finals and we were playing our rivals. It was a few minutes into the second half when my teammates and I were assembling to take a corner kick. I was standing at the top of the box and my teammate lofted a ball perfectly in front of the goal. I timed my run to make it to the spot that the ball was going to drop and watched it come into focus, getting bigger and bigger until my forehead made perfect contact with the ball and it hit the back of the net, which you can see in the attached photo. To time my head hitting the ball I had to utilize tau, at the critical value I started to lunge my head forward to connect with the ball at the exact perfect time. After ten years of playing soccer I had ample prior knowledge of the size of a soccer ball and how this teammate usually took her corner kicks which aided in my ability to initiate the interpretive action of heading the ball.