When teaching any skill there is always the implication that the learner can translate verbal instructions and corrections into movements and express verbally problems with their own movements. The complexity (in terms of the number of variables) of most motor skills requires the learner to handle several bits of information. Children were tested for verbal recall or recall by demonstration (motor) of a sequence of movements previously presented by either method. Analysis suggested that subjects who were required to translate the information between modes evidenced better retention.
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