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The index of difficulty is a measure used to describe how difficult the execution of a particular task is. The difficulty of movement is determined by the distance between targets (A)  that one is moving between and the width of the target (W). Index of difficulty can be calculated using ID = log2(2A/W). This equation helps us understand that as the distance between two targets incrases, the index of difficulty increases. On the other hand, as the width of the target incrases, the index of difficulty decreases. An example of this in the real world can be seen when needing to press the elevator buttons 5 for yourself and 6 for another passanger. The larger that the elevator floor buttons are, the lower the index of difficulty of this task will be. Since the buttons for floors 5 and 6 are next to eachother, there will be a low distance between targets (A). Since this distance is low, it can be predicted that the task will have a relatively low index of difficulty. If the task were to press buttons 2 and 12, the buttons would likely be much farther apart. Increasing the distance between targets (A) will increase the index of difficulty of this task.

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This image shows handwriting from six different subjects. Can you guess which subjects are female, and which are male?

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In motor learning, the question of individual differences asks why we observe that one person is better at a skill than another, even if the two are provided the same amount and approach of practice. One important factor for evaluating individual differences is biological sex. Typically, those who are female tend to outperfom males on tasks heavily dependent on sensory discrimination, rapid manipulation, and fine motor tasks. Sensory descrimination describes one's ability to differentiate between two similar conditions. For example, a female would likely be better at noticing subtle shade differences in colors. Males, on the other hand, would be more likely to not be able to detect subtle differences in tone or shade. Fine motor tasks are those that require one to use small muscle groups in a precise manner. Typing and taking handwritten notes are examples of fine motor skills. Since it is typically seen that females have better fine motor performance than males, we can predict that females will be able to type faster and have neater handwriting when compared to males of the same age.

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The snowboard instructor uses declarative knowledge to provide verbal instructions to their student about how to snowboard.

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There are two distinct types of memory systems that relate to motor learning. These systems demonstrate the differences between physically being able to perform a given task versus how to describe verbally how to perform that task. The declarative memory system is the conscious memory system. This is the system that tells you what to do for a given task. When a snowboard instructor provides verbal instructions to their student on how to properly snowboard, they are demonstrating their declarative knowledge of the subject of snowboarding. The second type of memory system is the procedual system that is nonconscious and automatic. The snowboard instructor has been snowboarding for many years, therefore they are able to use their perceptual knowledge in order to perform well on the slopes. The do not need to consciously think about what they are doing; they use their "muscle memory" in order to perform the task.

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These images show a breakdown of the steps that one must take in order to perform either a backhand or forehand strike in tennis.

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The two ends of the contexual interference spectrum are blocked and random practice. Blocked practice describes practice in which the task performed in each trial is the same for a given block. Random practice describes practice in which each trial has a different correct response or outcome. An example of blocked vs. random practice can be seen in someone learning how to respond to tennis serves. The task they are performing is either a forehand or backhand swing to return the serve. In blocked practice, the server would serve five serves to the forehand for the first block. Then, they would perform five serves to the backhand for the second block. Random practice contrasts with blocked practied in that the reciever would not know if they will be expcted to perform a forehand or backhand return as a response to the serve. Generally, random practice is considered a more effective method of practice when compared to blocked practice. This may be due to the elaboration hypothesis. The elaboration hypothesis states that in random practice, the person works with multiple strategies and must compare and contrast them. This level of cognition with comparisons and contrasting themes is not present in the blocked practice. As a result, those who participate in random practice will have more memorable / effective practice compared to those who do blocked practice as they need to keep their task representations in their working memory for higher levels of cognition (comparisons and contrasting theme recognition).

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A personal trainer provides augmented feedback for their client who is learning how to perform a weighted squat. 

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Augmented feedback can enhace skill learning. It is defined as feedback (comments, constructive criticism) from an external source (a coach, a friend with practice with the skill). This feedback provides information about the knowledge of result and / or knowledge of performance.
While there are many skils that can be learned without augmented feedback, there are many instances in which augmented feedback can help the learner learn more quickly and / or help them perform at a higher level.
The personal trainer in the image above shows how one can provide support for someone who is learning a new skill. She uses physical contact to guide the learner towards making the correct movements. She may also use verbal feedback to tell the learner what the did well, in addition to what they need to make improvements on.