variety of movements. For example, the instructor might roll up a mat on a gym floor and ask the children to go over the mat in as many ways as possible. You find the children jumping over with one leg to the other leg, both legs to both legs, backwards, frontwards, and so on.
Theoretically, the instructor is providing high variability of movement outcomes, presumably with the result that students are developing strong schemata. The beneficial effect of this would be that, when children grow up and are asked to jump in some new way--perhaps out of the way of a truck that is going to hit them, or in some sports activity--they can perform the new act more effectively because of their more-varied past experiences. The schema theory was not developed with movement education in mind, but it is interesting that the predictions of a theory aimed at explaining evidence from laboratory settings are so much in line with movement-education practice (see Schmidt, 1976a, for more on movement education and schemata).
The project was supported in part by Grant No. BNS 7910672 from the National Science Foundation to the author.
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