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My sister started playing soccer before me and that's how I got interested in the sport. She invited me to go practice with her teammates and her one day and not knowing what I was getting myself into, I agreed. I thought I was going to be able to keep up with the older girls and about ten minutes into practice, I realized I was pretty horrible at soccer. I remembered I couldn't even take a proper shot none the less even dribble. I couldn't help but laugh at myself for thinking it was going to be easy. That first practice just pushed me to work harder because even though I did not play at the same level as my sister and them, I still had a ton fun. My second practice, I talked myself through the steps of dribbling a ball and then would attempt it afterwards. If I applied too much pressure to the ball, I would try to alter it. If the ball hit the right part of my foot when I was dribbling, I would try to replicate it. In Fitts and Posner's three-stage model, I would be considered in the cognitive stage because I was still relying on the verbal processes to guide me through the skill and I was still trying to determine which strategies worked best. The associative stage came about a couple weeks after when I was able to dribble a further distance without having to talk myself through it. I also could tell when I applied too much pressure to the ball, but I was not good enough to correct the mistakes in time. After a couple of months, I was finally able to dribble and correct my mistakes if needed. I also did not have to look down at the ball when I dribbled, which allowed me to converse with my teammates at the same time. Fitt's and Posner would agree that I finally reached the autonomous stage because the skill of dribbling became automatic for me. After, I was finally able to keep up with the big girls.

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One of the most memorable times I've had playing soccer was during the playoffs of my sophomore year in high school. This game would determine if we move on to finals before heading to state. Our opponent had a solid record for the season and we were filled with nerves going into the game. The first half ended with 0-0. I usually did not play forward, but for some reason my coach decided to put me up there for the second half. I remembered right before I walked onto the field, one of my coaches whispered in my ear, "you're going to score." I just laughed because scoring did not seem likely. The whistle blew a second time and the game resumed. About two minutes into the game, one of my teammates stole the ball from the opponent and all I told myself was run towards the goal! She passed the ball to me and I dribbled it up and took a shot. Everything after that happened in slow motion. I saw the goalie dive towards the ball and it went right behind her to the back of the net. A second later there was a loud roar from my teammates, coaches and parents on the bleachers. I was so surprised and happy. We ended up winning that game and got to move on. Dribbling and shooting consists of multiple perceptual motor abilities such as multi-limb coordination, control precision, and response orientation. Dribbling mainly uses your legs, arms, and feet. All three of these body parts need to coordinate with each other simultaneously in order to dribble well thus uses the multi-limb coordination. There were definitely people on the opposite team trying to steal the ball from me when I dribbled towards the goal, but I cut the ball to either side of them in attempt to avoid them. This required the control precision ability because the opponent in front of me was the visual stimuli and I had to adjust my movements accordingly in order to avoid this visual stimuli. Response orientation is an ability needed for shooting as a forward because it's important to make quick decisions when you are by the goal in order to score. In that instant, I had a little time to choose one option out of the many available of where to shoot in the goal. I chose to go left because their defense was closing up on me. Thankfully I was able to help my team out that night.

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When the season started to wind down, we would focus more on our movement on the field as a team. One of my coaches would focus on offense and the other on defense. I played on defense so we would always focus on shifting as a unit in the back in order to cover for each other. We would first focus on our own individual positions and then create a scenario and shift together. My coach always said if the ball is on either side of the field, the back line should look like the Nike logo. I played left defense at the time and my coach kicked the ball all the way to the right side of the field. I was supposed to be further up on the field in order to create the Nike swoosh. When everyone shifted, I could see that I did not move up far enough because instead of seeing a Nike logo, I saw a straight diagonal line. This was the task-intrinsic feedback. It was naturally available for me to see when I performed the skill. After realizing this, my coach came up to me and told me I needed to move up 3 feet in order to cover the field effectively. This would be the augmented feedback because it came from my coach which was the external source. This feedback really helped me to learn faster and know where and how far I needed to move in order to be in the right position. Now, every time when I watch a game and see a swoosh in the back line, I know they are doing their job right.

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Every time we did well during practice, my coach would allow us to play world cup at the end of practice. It got pretty intense at times even to the point of getting a humongous goose egg on my forehead from bumping heads with another teammate. This game involved groups of two and the objective of the game was to try and get a goal while screaming out the name of your chosen country. Multiple people would be on each side of the field and cross the balls in for the teams to try and score. Since different people took turns crossing the balls at different areas on each side, each cross was unpredictable. The crosses could be high in velocity, slow, lofted, or driven, and almost always landed in different areas of the box. The variety of crosses and movement that the teams experienced during this would be considered practice variability because no situation was ever the same. Playing world cup also has high contextual interference because each situation is random therefore we had to abandon what worked earlier for a certain cross and come up with a new strategy on how to receive a ball in order to score. If we got a similar cross to an earlier one then we had to reconstruct our action plan again. This continuous reconstruction with a variety of random practices helped us to remember these strategies better and thus better prepared us for games.

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Growing up, soccer was always my favorite sport. I loved every aspect of it, well except for the conditioning. I was lucky enough to have wonderful coaches growing up, who helped me to develop as a player. I wanted to be able to help others in the same way so one year in high school I decided to coach youth soccer. I thought to myself, it should be easy to teach them because I've played my whole life. The first day of practice finally arrived, and I had the 10 cutest and most ambitious faces staring at me. I also had another set of 10 faces on the sidelines watching my every move, the parents. I was really nervous because I wanted to make a good first impression on my kids and their parents. The start of practice was pretty standard. I had the kids jog two laps around the mini soccer court then they stretched. When it came to the shooting drill, I found myself unable to explain it in words. I was shocked because I knew how to shoot, I just was not able to verbally explain it. This was because the skill of shooting was stored in my procedural memory. Skills or tasks stored here are automatic and hard to explain this was the case for me. Therefore instead of trying to verbally explain it to the kids on how to take a proper shot, I instead showed them myself.