Challenge Point: A Framework for Conceptualizing the Effects of Various Practice Conditions in Motor Learning

By M. Guadagnoli, Timothy D. Lee. Journal of Motor Behavior, 2004

1,392 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/631619aaef8eaab3ee54d881e1302a820d05e45e

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Citations in the corpus

Improving social skills in children with ASD using a long-term, in-home social robot (2018, background): “As informed by the challenge point theory (22), optimal learning occurs when the task is neither too easy nor too difficult.”
Teaching Surgical Skills: What Kind of Practice Makes Perfect?: A Randomized, Controlled Trial (2006, background): “It is possible that, if the test model was of equal functional difficulty to the practice model, the expected reactive impedance effect would have been present.(35)”
Variability of practice as an interface between motor and cognitive development (2016, background): “…the principles of variability of practice and discuss how tuning repetition and change to match children’s developmental level and stage of learning creates a challenge point that is needed for successful motor learning (Guadagnoli & Lee, 2004) and cognitive improvement (Pesce et al., 2013).”
Augmented visual, auditory, haptic, and multimodal feedback in motor learning: A review (2012, background): “These results are also supported by the challenge point theory stating that advanced users can profit from challenging feedback but novices cannot (Guadagnoli & Lee, 2004).”
Handbook of Research on Learning and Instruction (2011, background): “…assumption of learning in the psychomotor domain is that “learning is a problem-solving process in which the goal of an action represents the problem to be solved and the evolution of a movement configuration represents the performer’s attempt to solve the problem” (Guadagnoli & Lee, 2004, p. 213).”
A holistic perspective on career development in UK female soccer players: A negative case analysis (2015, background): “…are still learning soccer through the development and into the mastery career stage (Wylleman & Lavallee, 2004), and given the emphasis placed by coaches on the needs for technical and tactical skill development, we suggest the Challenge Point Framework (CPF; Guadagnoli & Lee, 2004) as abilities.”
The effect of acute cognitively engaging physical activity breaks on children's executive functions: Too much of a good thing? (2018, background): “Moreover, an individualized CE level of each physical activity is needed to reach children's optimal challenge point (representing the degree of functional task difficulty for each child; Guadagnoli & Lee, 2004).”