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I started running track my seventh-grade year for my school district's middle school team. I also wanted to try field events like triple jump and high jump. I fell in love with high jump because I liked how it incorporated running and jumping with each other. The first meet I jumped at, I didn't jump very high, my step count was off, and my form was not good. I continued to high jump throughout middle school and decided to keep going in high school. In high school, I had a coach that was excited to coach me and teach me proper form. First, we worked on my approach and steps. Once I started getting that, my jumps started getting better and I learned how and when to snap as I crossed the bar. This continued practice helped me improve and hit a personal record of 5'2"! I was able to maintain around 5' throughout the rest of my career. This is an example of motor learning because of my continued improvement from start to finish. I was also consistent in the heights I was jumping once I learned proper form and speed. Even though I only practice high jump during track season in the spring, I was able to perform high jumping after that long break period. The conditions of each meet were very different, some meets it was hot and sunny while others it would be sleeting and windy. My ability to perform in these conditions shows adaptability in novel contexts, specifically in the physical environment. When I started learning high jump, I was part of the cognitive stage of Fitts' and Posner's 3 stage model. I was talking to myself a lot, whether it was counting my steps or telling myself when to jump. As I began to jump more often, I transitioned into the associative stage where I had better strategies about how to jump. I learned how to more appropriately arch my back and snap at a good time so I did not hit the bar. In my last two years of high school, I hit the autonomous stage. I was able to detect and correct my errors as I made them as well as being able to process information from the environment because I had less attention on the movements themselves.

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I started playing volleyball in fifth grade for my middle school. In eighth grade, I started playing club volleyball to get ready for high school volleyball. My freshman year I made varsity which hadn't happened in a long time. I also switched club teams and played up a grade with them. I was the starting middle for my high school team for all four years. In those four years, my playing ability increased dramatically. I became a stronger and smarter hitter, a better blocker, and a good defender in the back row. To be a better blocker I needed to learn how to read my hitters better. My sophomore year coach always told me "ball, setter, hitter, ball, hitter, ball." It helped me a lot because I was able to read where the ball was going before it got to the setter and where the hitter was before the ball got to them. This translates really well to basketball. In basketball, rebounding is a key aspect of the game. I used what my coach told me my sophomore year to help me become a better rebounder. I switched the words to "shooter, ball, rim, ball" so it would fit basketball better. By doing this, I was able to read where the ball was going to hit on the rim, move to the ball, and grab the rebound. This is an example of positive transfer in both theories. The identical elements theory has a similarity of skill and context which is moving to the ball and stopping it. I was able to use augmented feedback that my coaches were giving me to help enhance the movements I was making. It allowed me to learn what I needed to do quicker than if I was to make adjustments with no help at all. I used their coaching with my inherent feedback to become a better rebounder. The transfer-appropriate processing theory is a similarity in rules and strategies which is applying the saying to both volleyball and basketball.

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I have been playing basketball since about fourth grade. It quickly became a sport I fell in love with. In playing, defense has become my favorite part of the game. I loved stopping my opponent, blocking down on shots, getting steals, and overall making them frustrated that they could not score. When I was younger, it was more difficult for me to do these things because I was less aware of what may happen or what my opponent may do. As I got older and developed a deeper understanding of the game, I became better at reading those defensive plays. I knew where my opponent wanted to go, where they wanted to pass, and when they wanted to shoot. I was also better able to rebound the ball and see where it was going and jump out of bounds to save the play. Spatial or event anticipation explains why I have gotten better at making those reads over time. Event anticipation is knowing what kind of stimuli are going to be presented and what kind of responses are going to be required. As I learned more about the game of basketball, I started noticing patterns and actions that come out of certain situations, which helps event anticipation and decreases reaction time. I could use my previous knowledge to make educated guesses on what would happen next. There is also a lot of temporal anticipation that comes into play a lot. It is knowing when the stimulus is going to arrive. If I know when the player is going to want to pass the ball, it makes it easier for me to anticipate where the pass is going and get a steal. I learned how hard and fast people pass and what passes take longer or shorter amounts of time. By knowing this, I can read and anticipate when the ball would reach me and where it is best to intercept these passes. I can also use this information on offense to determine how long it will take my defense to reach me and how quickly I need to shoot the ball to make sure it does not get blocked. Without these anticipations, defense would be a lot harder.

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This is my friend, Drew. He plays hockey for the Oregon Tradesmen junior hockey team. He practices almost every day with his team and by himself. The coaches take some of the most important concepts of hockey and implement them into practice. They take concepts like shooting, passing, stick handling, and defense and create drills surrounding those skills. They might do drills like skating the full ice while handling the puck, passing to their teammate where they then shoot. This incorporates some of the key elements. However, coaches may do drills that focus on only one of those skills. A drill could be passing back and forth between the team or just taking shots on the goalie. However, these drills are placed throughout the entire practice. By doing this, they create more random patterns of practice. When the practices are random with different skills incorporated throughout, the players are better in games even though they may be worse in the practices. This is because they do not know what is happening next. This creates more cognitive work for the players which creates better memory. This is how the elaboration hypothesis works. It says that the more cognitive work someone has to do, the better memory they have later. The retention and transfer for the players are better than if the practices were blocked and they only worked on one skill at a time. The randomized practices also work with the action plan reconstruction hypothesis. This hypothesis states that when new motor plans are created for each motor movement and then reconstructed if needed again which betters memory. With random practices and skills scattered throughout, plans are created and abandoned frequently which makes plans more memorable.

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This is my friend Peter. When he was younger he played baseball. Baseball is a complex sport that involves quick reaction times and smart playmaking, especially in the batter's box. Being in the batter's box involves reading the pitcher, knowing what pitches have been thrown before, recognizing patterns, and making quick decisions. All of these things are happening while the batter is trying to decide whether or not to swing and where they want the ball to go after they hit it. These decisions do not come easily. When he started baseball as a child, the movement of swinging alone was difficult. It was something that needed to be practiced as often as possible so the movement became more natural and there would be less variability between swings. This difficultly caused the swings to be slower and less accurate. It led to swings and misses with the occasional hit. As he got older, he played and practiced baseball more often. This led to his swing becoming more accurate. His form was more consistent and the movement became more natural. This all led to him becoming a better batter. Since the movement was less difficult, his reaction time decreased and batting became faster. He was better able to read the pitcher and the curve of the ball. This allowed him to have a more accurate swing and hit the ball more often than when he first started. This follows Fitts' Law. Fitts' Law says that there is an inverse relationship between the difficulty of movement and the speed at which the movement can be performed. In most cases, people will go slower so they can be more accurate. He was not able to be faster and more accurate until the swinging motion became less difficult. There is also temporal speed-accuracy tradeoff. Temporal speed-accuracy tradeoff is knowing how long it will take the stimulus, in this case, the ball, to reach the person and how long the movement, swinging, will take. By knowing these two things, it allows the batter to make more accurate decisions in the box.