3. Learning a motor skill is highly connected to maturing, which is highly connected with age. A particular kind of skill cannot be mastered before the necessary physical maturation has occurred. Motor skills are usually learned progressively, as muscles develop more complex skills can be performed.  There is a crucial relationship between physical / physiological maturation and motor learning a teacher should be aware of this. Teachers should adjust teaching processes to the known periods of readiness of the child. A teacher should be familiar with the norms of readiness and realize that all children don’t “fit” into these norms.

4. Closed skill take place in a stable, predictable environment. The movements follow a set pattern and have a clear beginning and end. These skills can be taught independent of other skills. An example would be a foul shot in basket ball. Open skills are performed in a constantly changing environment and are dependant on the situation. These skills need to be taught as closed skills and then progress into being performed in the environment. For example, a player needs to learn to dribble before dribbling in an offense and then against a defense.  Discrete skills are much like closed skills, they are brief, well defined actions that have a clear beginning and end. Examples are throwing and hitting. These skills can be taught independent of other skills. Serial skills are a group of discrete skills strung together to make a new and complex movement. Each discrete skill needs to be taught and then the connection of the skills. A gymnast has to learn a round-off and a back hand spring before they can be connected in a sequence.