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Coordination is the patterning of the head, body, and limb motions relative to the patterning of environmental objects and events. Coordinated tasks can be classified into discrete, continuous, or serial tasks. Research typically goes into discrete actions like reach to grasp and continuous actions like finger wiggling. Coordinated actions have many task specific variables. For example, if I was interacting with an object, I would need to think about its intrinsic and extrinsic properties. The intrinsic properties would be its size and shape, whereas the extrinsic would be the properties of the object in the environment. Tasks involving the hands and arms can be classified as bimanual or unimanual, depending on if one or both arms are being used. Additionally, bimanual is split into symmetic where both sides do an identical motion or asymmetric where both arms are doing distinctly different tasks. These tasks can be in phase or out of phase, meaning that they are doing the identical motion at the same time or 180 degrees out of sync. An example form my childhood where coordination and an object were involved would be kickball at recess. We would often play with whatever ball was available. The intrinsic properties would change as the ball may be different sizes from week to week. The extrinsic properties would be wherever the ball is on the field and the direction it is moving. As for a bimanual task, playing guitar would be an example of an asymmetric bimanual coordination task. For me, my left hand would be fingering the correct chord, where the right hand would be plucking or strumming all or some of the strings.

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Practice variability is the variety of movement and context characteristics experienced when practicing a skill. Practice can be set up in numerous ways, including random, constant, or blocked. Random trials would mean that there is no particular order in trial conditions and they occur randomly in order. Constant would mean that there is no change in context, and blocked would be chunks of trials with similar contexts. This could be 6 trials of using one's right hand, followed by 6 trials using one's left. Research has shown that during acquisition, that practice variability, especially random, has a greater number of errors. For transfer, random trial contexts generally does the best. In my life I used practice variability in my musical pursuits. When learning all of the scales for my saxophone, I used to try and learn them in a blocked format. I would only advance to the next scale once I felt comfortable on the prior. This led to me doing okay on tests but limited my long term retention. In high school, when I had to learn even more scales and recite them faster, I implemented a more random practice regime. I would have the individual I practice with pick a scale and try and recite it. This led to me retaining the skills better over the years in high school and may have played a role in how quickly I was able to pick up scales on new instruments.

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Feedback can be intrinsic (inherent) in nature when it can be seen. For example, throwing a dart at a target offers intrinsic feedback in the fact that one can see where the dart lands. Augmented feedback, however, is supplemental to inherent feedback and provides additional information on the task. There is four ideas with augmented feedback that will be discussed. To begin, augmented feedback is essential for skill acquisition. This applies to tasks where inherent feedback is difficult or unavailable. For me, this could be trying to learn a skill in the dark. Another idea is that augmented feedback may not be needed for skill acquisition. This is when augmented feedback is redundant with inherent feedback. As someone who has played saxophone for many years, someone telling me that I hit a wrong note would be redundant as it is easy for me to detect my errors. A third idea with augmented feedback is that it can enhance skill acquisition. This is known to be more applicable to skills that can be learned in the absence of augmented feedback, but can be learned more quickly with augmented feedback is received during practice. An example in my life would be with learning to do bike repairs. Using resources, I had an idea on how to realign my derailleurs, but implementing this to the actual skill took a long time. Once I began to receive knowledge of performance feedback from my roommate on what I am doing correctly and incorrectly, I was able to progress much quicker. Finally, augmented feedback can hinder learning. This occurs when the learner becomes dependent on augmented feedback. This feedback is usually presented at the same time as performance, at the end of every trial, and can be erroneous. An example of this in my life would be when I learned to play some board games as a kid. My cousin would change the rules and tell me when I was and was not following them. Unknown to me, but the rules were incorrect, so when I played it with others I performed poorly at the game.

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Fitts' Law of Speed-Accuracy Tradeoff can be applied to most daily activities. In a broad sense, this law is an inverse relationship between speed and accuracy. This means, the faster one does a task, especially an aiming task, the less accurate it will be. Fitts' Law also contains an Index of Difficulty, or ID, in his equation. The ID is influenced by the amplitude and the width of the target, and the equation for this is ID = Log2(2A/W). The smaller the target, the more difficult the task. This is defined with the variable W for width of target. Likewise, the farther two targets are from each other, the more difficult it is to move quickly between the two. This is defined using the variable A for amplitude. Using this, Fitts' Law can predict motion time (MT) using the equation MT = a +b[Log2(2A/W) with "a" being simple reaction time and "b" being the slope of the line. This equation states that any two tasks with the same ID have the same average MT. This concept applies to most areas of life, but can be seen easily when I play frisbee golf. The ID in this case would be related to the size of the basket and the distance to the basket. Further baskets would have a higher ID, and would thus would require longer motion time in the swinging phase of the throw to remain accurate. For short throws where accuracy is less important, speed can be greater while not reducing the accuracy so much so that I miss the basket. Finally, this is seen in the initial drive, as accuracy isn't the primary goal, having a fast, powerful throw is. Throws may go farther but they suffer for accuracy then.

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Top-5 shots of US Disc Golf Championship 2016

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Mental practice is the cognitive rehearsal of a physical skill without large physical movements (not including meditation or day dreaming). This type of practice utilizes two kinds of imagery: internal and external. Internal is imagining the sensations associated with the skill, as if they are feeling what should be expected during an activity. External imagery is a third person view of yourself performing a skill. It is possible for an individual to only be able to do one type, both, or neither of the imagery techniques. Mental practice plays to roles in motor behavior in that it can improve the acquisition of motor skills and can aid in performing a well--learned skill. For myself, mental practice is a commonly used tool. When I used to play musical instruments, I would often think through the notes before attempting to play them. This was done mainly for new pieces, which could be considered a novel task. As for performance, I would use mental rehearsal of the feelings I would have in the as the anchor leg of the 4x800m or 4x400m relay. I would visualize a clean handoff of the baton, and imagine myself being able to outkick the other runners. This boosted my confidence going into races and reduced any feelings of discomfort or doubt on how the race may go.

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USA crushes Kenya in 4x800m World Relay - Universal Sports