Table 1 Frequency of motor learning codes in each biweekly log and exemplary quotes

1. Stages of skill acquisition

11

11

9

10

6

47

“The initial stage is indeed ‘very cognitive’ because it demanded a lot of my attention and memory, and my movement was very fragmented, with very unstable performance and several mistakes.” (G. M. Juggling, Form 1)”

2. Goal setting, meaningful goals

1

2

4

4

3

14

“By the end of two weeks, I want to be able to walk 4 m on the slackline (30-40 cm above the ground) in 90 s, with no falls and occasional external support” (I. S. Slackline, Form 3).

3. Active involvement/ problem solving

2

3

4

2

0

11

“I identified some problems caused by typing faster than necessary. Too much speed causes mistakes...I tried to find a speed that is more adequate to my current skill level” (A. F. Typing, Form 4)

4. Challenge /task difficulty

2

3

2

3

1

11

“It was very hard for me to accomplish my fortnight goal (because of the complexity of the musical piece itself). Therefore, I had to practice more than I expected” (A. M. Piano, Form 2)

5. Learning mechanism (implicit/explicit)

2

7

4

3

4

20

“I noticed that I am using a more explicit form of learning, because I am aware of what I need to do and I memorize facts and rules about the movement” (J. B. Guitar, Form 1)

6. Classification of motor skills/type of task

2

1

4

3

2

12

“...I classified my skill as gross, discrete, closed, simple and self-paced” (L. B. Belly dance, Form 3)

7. Content and type of feedback

2

6

7

8

6

29

“My instructor was using prescriptive feedback, like “you should have put your hand more to the right “(A. T. Gymnastic, Form 3)

8. Frequency and/or timing of feedback

1

3

1

3

0

8

“I was getting extrinsic feedback after I played the chords, it helped me to adjust my movements and improve performance.” (C. F. Keyboard, Form 4)

9. Focus attention (internal/external)

9

11

8

10

7

45

“This fortnight I used the concepts of internal and external focus a lot. The internal focus helped me perfect the movements that I was already comfortable with … The external focus was useful for transfer movements. Because I was afraid of performing them, I tried to focus more on the place where my body should fall, on the wall in front of me, and less on the movement itself” (A. T. Gymnastic, Form 3)

10. Task breakdown (whole/part)

7

7

4

5

4

27

“I have realized that I am using a progressive part method for practice, because as I learn parts of the skill I then add new parts, this helps my memory” (J. B. Guitar, Form 1)

11. Amount of practice

2

2

1

3

0

8

“I wrote the same sentence 9 times at each practice session” (G. C. Artistic calligraphy, Form 1)

12. Practice variability (constant/variable)

3

3

2

1

0

9

“Varied practice (practicing musical pieces other than my goal-song) has been helping me to refine my learning” (J. B. Guitar, Form 1)

13. Order of practice (random/serial/block)

3

5

6

4

2

20

“This week I used the blocked practice concept. I began making new bracelet model only after I had finished the previous one” (A. F. Macrame, Form 2)

13b. Order of practice conceptual mistakes

1

0

0

0

0

1

“I used random practice: I wrote the same letter four times, a different letter another four times and alternated them until I completed 16 repetitions for each letter” (G. C. Artistic calligraphy, Form 1)

14. Practice distribution (massive or distributed)

3

3

4

5

1

16

“I am using distributed practice, because it is best for retention” (A. P. Piano, Form 3)

15. Specificity of practice

0

0

0

0

0

0

16. Positive reinforcement

0

1

2

2

0

5

“In addition to positive reinforcement, when I nail it, he hugs me and celebrates with me.” (N. C. Handstand, Form 4)

17. Task-oriented/task specific training

0

0

0

0

0

0

18. Mental practice

4

2

2

4

4

16

“While I rested, I did some mental practice, imagining the positions and ways to improve them” (C. F. Keyboard, Form 3);

19. Manual guidance

0

0

1

0

0

1

“I asked my boyfriend to help me get into the correct position, because I couldn’t do it alone. I could complete the movement with his help” (N. C. Handstand, Form 3)

20. Observational learning/modeling

3

3

2

3

9

20

“I kept attempting to learn through observation video recordings of the movement” (C. S. Samba, Form 4)

21. Dual-task learning

0

2

3

0

0

5

“I tried to use dual task learning, in which I should execute the movement while talking to someone” (A. T. Gymnastic, Form 3)

22. Discovery learning

0

0

0

0

0

0

23. Trial and error learning

1

3

1

2

3

10

“I first tried trial and error learning, so that I could better observe what mistakes I was making (there were many in this fortnight)” (A. M. Piano, Form 2)

24a. Errorless learning

0

0

1

1

0

2

“When certain hand or finger movements were very hard for me, I choose blocked practice to decrease the erros.” (A. P. Piano, Form 3)

24b. Errorless learning conceptual mistakes

1

1

2

1

0

5

“I tried to practice all the chords with making as few errors as possible, always correcting them to achieve a better result” (C. F. Keyboard, Form 3)

25. Analogy learning

0

0

0

0

1

1

“The analogy be able to dance the samba was to “draw a heart on the floor with the feet” (C. S. Samba, Form 4)

26. Transfer of learning

2

2

0

2

0

6

“I used the concept of transfer. I am walking on curbs, hoping to improve my balance for when I begin to practice on the slackline” (I. S. Slackline, Form 1)