Mixing it up a little. How to schedule observational practice

The authors ask the question as to when in practice demonstrations should be provided and the associated question as to how much observational practice to provide. This scheduling of observational practice is considered with respect to the relative effectiveness of mixed-schedules of demonstrations and physical practice and the acquisition of perceptual-cognitive and sensory-motor skill processes. In addition to a consideration of the optimal frequency of providing demonstrations and a review of the potential advantages and disadvantages associated with early demonstrations, suggestions are offered for effective scheduling and use of demonstrations in sport and applied settings.