Practice is imperative for motor learning. The present lecture deals with which part of motor skills is affected by practice, and introduces several matters to be attended to efficient practice. The effect of practice methods on learning and performance of a motor skill is also clarified.

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Muscle strengthening training exerts an integral part not only in the habitual training for athletes but also in physical therapy program. Physical therapists must always be pursuing the most effective training. In the present lecture, the followings are roughly presented: 1) muscle composition, 2) change in muscle tissue, 3) factors for improvement in muscle strength, 4) training principles, 5) effectiveness of training, 6) strength training for children, and 7) strength training for the aged.

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Calling attention to endurance, the present lecture outlines motor stress test, some indices for the evaluation of endurance, and training methods for improvement in endurance. To begin with, several apparatuses of motor stress test as well as their protocols were introduced. Then, as indices of endurance, maximum oxygen intake, anaerobic threshod and PWC170, and their measurement methods were outlined. Finally, general rules, methods, and effectiveness of the training were introduced, further presenting problems involved in judgement system for effectiveness of endurance training of the author.

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Motor learning is the process of obtaining motor skills, and can also be regarded as the acquisition of skills involved in muscle performance. During the process, mutual function between perception and movement is thought to play a pivotal role in motor control. In rehabilitation medicine, several attempts have been made to examine the relationship between exercise and functional recovery, especially that of motor after the disorder of central nervous system, from the view of motor learning. The author outlines here some phases of learning theory, fundamental knowledge on neuro-biology, characteristics of motor learning, motor learning viewed from motor control, and essential information necessary for clinical application of motor learning.

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We have introduced coaching theories in relation to sports training. However, coaching theories are also applied in the field of physical therapy because of its necessity to deal with disabled persons who have to go through learning or re-learning of basic motions and ADL. The concept of coaching itself is to help the subjects to grow. Therefore, motor and psychological aspects including behavioral sciences must be considered in the process of coaching

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