Motor learning is a change, resulting from practice or a novel experience, in the capability for responding. It often involves improving the smoothness and accuracy of movements and is obviously necessary for complicated movements such as
speaking, playing the
piano, and
climbing trees; but it is also important for calibrating simple movements like
reflexes, as parameters of the body and environment change over time. Motor learning research often considers variables that contribute to
motor program formation (i.e., underlying skilled motor behaviour), sensitivity of error-detection processes, and strength of movement schemas (see
motor program). Motor learning is "relatively permanent", as the capability to respond appropriately is acquired and retained. As a result, the temporary processes that affect behaviour during practice or experience should not be considered learning, but rather transient performance effects. As such, the main components underlying the behavioural approach to motor learning are structure of practice and feedback given. The former pertains to the manipulation of timing and organization of practice (potentially for different subtasks or variations of the task) for optimal information retention (also see
varied practice), while the latter pertains to the influence of feedback on the preparation, anticipation, and guidance of movement.