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Motor abilities are crucial for people to be able to coordinate a skill, especially true for those who are athletes. There are two ideas when it comes to motor abilities, and those are that motor skills are general, meaning that if an individual is good at one skill they are most likely to be good at another related skill. This is true of sports such as basketball and football. Another idea is the Specificity of Motor Abilities Hypothesis. This states that the number of motor abilities is large, and all are independent and each skill we perform is dependent on a large number of abilities. One type of motor ability is rate control. Rate control is known as the "ability to produce continuous anticipatory movement adjustments in response to changes in the speed of a continuously moving target or object." Rate control occurs when an individual is driving a car on the highway and has to make the decision to slow down when approaching a vehicle, or change lanes to speed up and pass them. Motor abilities give us the ability to be able to do a wide variety of skills in every day life.

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Contextual interference involves two different types of practice: blocked practice and random practice. Blocked practice involves learning a skill with the repetition of a pattern, such as shooting a certain amount of jump shots from the same location and same distance from the basketball hoop. After a certain number of shots, an individual would move spots on the court to practice this skill from a different location. Random practice involves learning a skill with no pattern or sequence. For example, shooting a jump shot from a different location and distance after every shot. This way an individual does not get too used to the location, and rather gets practice from multiple spots on the court. It has been proven that random practice is better for the retention of a skill which would be beneficial in sports to transfer the skill over to a real life game.

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Positive bilateral transfer has proved that it exists in many occasions. Bilateral transfer can be symmetric or asymmetric. It is symmetric if an individual practices the skill with their preferred hand and then the skill transfers to the non-preferred hand, and vice versa for asymmetric. Bilateral transfer occurs due to cognitive explanation, meaning the cognitive strategies that are associated with the performance of the skill and how to achieve the skill. Many girls these days apply eye makeup, which can be quite difficult if some are like me and do their right eye makeup with their right hand, and their left eye makeup with their left hand. It took me a good amount of practice with my right hand and right eye for the skill to transfer over to my left hand and left eye due to the fact that I am right handed. The skill of applying makeup to my non-preferred side has now gotten easier and quicker with the practice of my preferred hand.

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Consolidation is a process by which a new memory is slowly moved into long-term memory. Consolidation can be enhanced in a number of different ways, but one of the most important ones, especially for a college student, is through sleep. Memory gets consolidated during slow wave sleep meaning rehearsing experiences you had while you were awake. Some students choose to pull all nighters to study for exams, but this is not necessarily the best way to study. Sleep is extremely important in order for knowledge to be transferred to one's long-term memory. Cramming the night before an exam can give a student the opportunity to memorize the information, but it will not be beneficial in the long term.

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Motor skills can be classified based on the size of primary musculature required or by the specificity of where movements of the motor skill begin and end. An example of a motor skill is running for exercise. This would be classified as a gross musculature, continuous motor skill. It is classified as gross motor because it involves the use of large musculature to achieve the skill. It is classified as a continuous skill because it has arbitrary beginning and end locations. Continuous motor skills typically involve repetitive movements, which is true of running. There are other ways to classify motor skills such as fine motor skills which involve the movement of small muscles, and as discrete or serial motor skills.

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Augmented feedback is a term used to describe feedback after performing a skill that comes from a source outside of the person performing the skill. There are two different types of augmented feedback: knowledge of results (KR) and knowledge of performance (KP). Knowledge of results gives information about the outcome of the performance of the skill while knowledge of performance gives information about the movement characteristics of the performance of the skill. Augmented feedback allows a person to alter their performance of the skill in order to improve to get to their goal. Augmented feedback is useful in settings such as a physical therapy rehabilitation center. In high school I went through many years of physical therapy with different physical therapists. One therapist in particular wasn't of much help because she did not provide me with feedback during exercises so I never truly knew if I was performing the exercises correctly. It would have been helpful to hear about my results in a way such as "you completed 10 more leg raises today than you did two weeks ago" or feedback on my performance such as "tighten your gluteal muscles as you perform your leg raises to get the best workout possible." There are four different answers to the question "how essential is augmented feedback for skill acquisition?" One of the answers to that question is "augmented feedback can be essential for skill acquisition."

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Working memory is the memory system responsible for the processing of new information with already-stored information. It responds to "right now" situations by accessing long-term memories for the use of short-term memories. Working memory is used in situations such as decision making and problem solving. Being a student, working memory is constantly being used especially when test taking. While taking a test, a student must read the test question and then access their long-term memory to access the answer before manipulating the information in a way to respond to the question. Working memory serves as an interactive workspace where memory processing activities happen. It involves both storing and processing information. The duration of working memory is about 20-30 seconds and the capacity is about five to nine items. The capacity can be increased with the use of chunking. The goal of working memory is to remember what you were just told and then use previous memories to complete the task.

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Bimanual coordination is defined as the use of both of the upper limbs simultaneously, either at the same time (symmetric) or at different times (asymmetric). We use bimanual coordination in our everyday life, sometimes without even knowing it. Musicians, such as drummers, use bimanual coordination when playing the drums. Most of the time their arms are performing different movements, at the same time, to create different sounds. Bimanual coordination is one of the reasons that there are so many different sounds in music. Striking the instrument at alternating times and at different forces allows for a plethora of notes. It is more natural for the body to perform symmetric bimanual coordination rather than asymmetric bimanual coordination. For example, it is quite difficult to complete the task of patting your head and rubbing your stomach at the same time. When most people attempt to perform this task, they usually end up either rubbing their head and stomach or patting both their head and stomach.