principle of interest
a student's attitude towards learning a skill determines for the most part the amount and kind of learning that takes place
principle of practice
practicing the motor skill correctly is essential for learning to take place
principle of distributed practice
short terms of intense practice will result in more learning than longer, massed practice sessions
principle of skill specificity
a student's ability to perform one motor skill effectively is independent of his/her ability to perform other motor skills.
principle of whole part learning
the complexity of the skill to be learned and the learner's ability determine whether it is more efficient to teach the whole skill or break the skill into components.

principle of transfer
the more identical two tasks are the greater the possibility that positive transfer will occur. Practice conditions should match the skill in which the motor skill is going to be used.
principle of skill improvement
the development of motor sills progresses along a continuum from least mature to most mature. The rate of progression and the amount of progress within an individual depends upon the interaction of nature and nurture.
principle of feedback
internal and external sources of information about motor performance is essential for learning to take place.
principle of variable practice
block practice aids in performance while variable practice aids in learning.

variable practice causes an increase in attention.