In the same rationale, Schöllhorn
1
wrote that our “increased generalization”
suggests certainties about the predictability of interventions. Despite our disagreement
with his conclusion of “increased generalization”, we would like to take advantage of this
opportunity to clarify to the BJMB’s readers the limitations of findings in the Motor Learning
area, mainly in practice organization. The Motor Learning field produces knowledge about
the acquisition of motor skills
6
and essentially seeks to understand “how one learns”. The
area responsible to investigate “how one teaches” is usually called Movement Pedagogy
or Sport Pedagogy. The knowledge produced about learning factors, such as practice
organization and provision of extrinsic feedback, has a strong practical appeal
7
, but
cautions should be taken because the teaching of motor skills in physical education and
rehabilitation settings is much more complex than the controlled lab environment in which
the tasks are learned in motor learning research, mainly when are investigated
neurobiological processes. The focus of these studies is on the mechanisms that underlie
the changes in behavior. Teaching movements involve decisions concerning the planning,
carrying out, and evaluation of instruction of motor skills. Motor learning findings in the
behavioral level of analysis provide information that the instructors can use to develop an
operative basis for making these decisions
8
.
According to Schöllhorn
1
, the analysis of the references listed reveals a very
narrow field of motor learning research, which shows a bias. Yes, we agree, it is an
inherent characteristic of the narrative reviews. However, we disagree that it was “done
without explicitly stating these boundaries”
1
. Our rationale describes that in this narrow
field of study well defined as practice organization, both behavioral and neurophysiological
studies published until 2015-2016 focused on memory processes and neurobiological
aspects associated with the motor output. Thus, the short period of analysis, and
consequently, the few studies published, is biased by the exceptionality of research
investigating sensory input and perceptual process in practice organization only after
2015-2016. Again, we would like to take advantage of this opportunity to highlight to the
BJMB’s readers that the references used by Lage et al.
2
are representative of a specific
group of recent findings
9,10,11,12,13,14
. This is the reason why we proposed that the findings
have latent qualities (potential) that may be developed and lead to future changes in the
research on practice organization.
A very interesting analysis of the tasks applied in VP and CI is presented by
Schöllhorn
1
. However, this analysis is accurate only if Schöllhorn
1
has discussed the
restricted group of studies analyzed by Lage et al.
2
. The selected visuomotor manual skills
in this group of studies are clearly associated with the search by an increased internal
validity. Using neurobiological measures, researchers need to be confident that a cause-
and-effect relationship established in a study cannot be explained by other factors, and the
benefits of more variable practice on motor learning are consistently found in visuomotor
manual skills
4,15,16
. On the contrary, whether Schöllhorn
1
has provided a general analysis
of the tasks applied in VP and CI studies, his analysis is not exact enough. There are a
great number of studies on practice organization applying gross motor movements
involving many degrees of freedom, and suffering the influence of gravity and inertial
forces
17,18,19,20
.
The main critique of Schöllhorn
1
is maybe the divergence of results pointed out by
Lage et al.
2
in the study of Henz et al.
13
. We agree only in part with this critique. From
many interesting findings of Henz et al.
13
, Lage et al.
2
focused only on those associated
with perceptual processes. The main results described are aligned with the logic in which