Motor Learning Without External Feedback When Testing Motor Coordination

The purpose of this study was to find out whether tests appropriate for assessment of motor response and speed of motor learning are those in which items differ in structure or those in which the same movement is repeated several times. A sample of 172 male students (mean age was 19 years ; SD=2.11) performed coordination tasks, each consisting of three different movements. Data were interpreted as showing that motor learning contributed to maintaining consistency and accuracy of performance. This is due to the coordination of the whole body and the speed of motor learning. The results of tests were affected by the speed of motor learning and the development of motor programs that are closely linked to complex motor structures as well as to the familiarization with the test.