Schema Perspectives
Emily Wughalter, Ed.D.
Department of Kinesiology
Kin 166
• Schmidt, R. A. (2003). Motor schema
theory after 27 years: Reflections and
implication for a new theory. Research
Quarterly for Exercise and Sport, 74,
366-375.
• Sherwood, D.E. (2003). Schema theory: Critical
review and implication for the role of cognition
in a new theory of motor learning. Research
Quarterly for Exercise and Sport, 74,
376-382.
• Newell, K.M. (2003). Retrospectives and prospectives.
Research Quarterly for Exercise and Sport, 74, 383388.
Adams’ Closed Loop Theory of Motor
Learning
Standard
Error Detector
Motor
Organization
Output
Learning Paradigm
Acquisition
Retention
Transfer
Retention Paradigms
Retention
Recognition
Recall
Cued
Uncued
or Free
Evolution of motor learning theory
• Schema theory was Schmidt’s (1975) response to
Adams’ (1971) model of motor learning.
• Adams proposed a closed loop model, with
specific traces for movement and feedback.
• Schmidt criticized Adam’s model based on two
notions: storage and novelty.
• Adams’ model was restricted to linear
positioning tasks, limited generalizability.
Schema Theory
• In schema theory two memory states are
hypothesized. They are: recall and recognition.
The terms recall and recognition are taken from
the verbal learning literature.
Initial Conditions
Response
Specifications
Past
Actual
Outcomes
Recognition
Schema
Past
Response
Specifications
Recall
Schema
Desired Outcome
Past
Sensory
Consequences
Expected
Sensory
Consequences
Schmidt (1975). A schema theory of discrete motor learning. Psychological
Review, 82, 225-260.
Four things are stored to satisfy the
goal of the movement:
•
•
•
•
Initial Conditions
Response Specifications
Sensory Consequences
Response Outcome
The major hypothesis generated in
schema theory is the variability of
practice hypothesis, one of the most
tested hypotheses in motor learning
literature.
Acquisition phase of the paradigm used to test
the variability of practice hypothesis
Constant Practice AAA..., AAA..., AAA…
Variable Practice
Blocked
AAA…, BBB…, CCC…
Random
BAC…, CBA…, ACB…
Serial
ABC…, ABC…, ABC…
Retention and transfer phases of the
paradigm
• Transfer has been tested with tasks both within
and outside the range of the already practiced
tasks.
• Both retention and transfer have been tested.
• Several studies have examined the effect of
variability of practice on performance of
children.
Schmidt’s predictions
• Transfer is better to tasks within the range of the
originally practiced tasks.
• Variable practice produces better transfer than
constant practice.
Schema theory still provides impetus
for research on the concept of a
generalized motor program.
Gentile (1972, 1987, 2000) also supported a
variable practice structure for latter stages of
learning and for skills that have changing
features, such as: open skills and closed skills
with intertrial variability.