A hitter in baseball shows this model when they decide to swing, bunt, or not swing at all. The input/stimulus is the pitch coming at them. The batter identifies the stimulus as what type of pitch it is an the speed it is going. They then decide if they will bunt, swing, or watch the pitch go by. After selecting a response the batter programs that response in their mind and that program allows for an output/movement to be made.

Size of primary musculature can be fine or gross. Clicking a pen is an example of fine because the muscles used are small while picking up my dog is gross because large muscles are used.

Distinctness of movements can be discrete, serial, or continuous. Throwing my dog's toy is discrete because there is a clear beginning and end to the skill. Lighting a candle is serial because there are multiple discrete skills (push button, light flame, light candle, turn off lighter). Steering a steering wheel is a continuous skill because there are no distinct beginning and ending points.

Environmental stability can be open or closed. Playing basketball with my brother is open because I need to act based on the changing environment (what my brother is doing). Putting up ornaments is a closed skill because I initiate the movements and the environment is stable while the skill is being performed.

An example of this variable practice is shown in this video of the UW diving team practice. The diver is performing a different dive each time she goes up to the board rather than doing all of her front dives followed by all of her backs then all reverses and all inwards.

Practice variability can lead to disruptions in memory and performance called contextual interference. One hypothesis for CI is the elaboration hypothesis. In the example of diving, this hypothesis would suggest that because the diver is using different strategies on each type of dive, she is doing more compare and contrast between the dives keeping these in her working memory. The other hypothesis is the action plan reconstruction hypothesis. Again in the case of diving, after the diver does a front dive she much leave behind that action plan to go on to do a back dive. When she comes back to the front dive she must recreate the action plan, making it more permanent in her brain allowing for better retention later on.

1. Cognitive

2. Associative

3. Autonomous

In diving we provide the divers with augmented feedback after most dives, even though this may be providing it too often. We tend to provide knowledge of performance feedback which is either descriptive or prescriptive. For verbal augmented feedback, we typically provide descriptive feedback because most of the athletes have been diving for years and know what to fix if you tell them what looked wrong. For visual feedback there are video systems set up that are on a 10 second delay for playback. This allows the diver to do a dive and then see it played back when they surface on the water, allowing them to receive visual augmented feedback.

When deciding what verbal knowledge of performance feedback to provide the divers with, we first determine what corrections are most crucial to performing the dive at the highest level possible. Typically these corrections include getting higher on their hurdle, swinging their arms faster on the board, and waiting for the board to come all the way up beneath them before letting their feet leave it. After these are corrected we can move onto some of the smaller details shown in the image below, such as pointed toes, straight knees, etc.