<P> Motor skill acquisition has long been defined in the scientific community as an energy - intensive form of stimulus - response (S-R) learning that results in robust neuronal modifications . In 1898, Thorndike proposed the law of effect, which states that, the association between some action (R) and some environmental condition (S) is enhanced when the action (R) is followed by a satisfying outcome (O). For instance, if an infant motions his right hand and left leg in just the right way, he can perform a crawling motion, thereby producing the satisfying outcome of increasing his mobility . Because of the satisfying outcome, association between being on all fours and these particular arm and leg motions are enhanced . Further, a dissatisfying outcome (O) weakens the S-R association . For instance, when a toddler contracts certain muscles, resulting in a painful fall, the child will decrease the association between these muscle contractions and the environmental condition of standing on two feet . </P> <P> During the learning process of a motor skill, feedback is the positive or negative response that tells the learner how well the task was completed . Inherent feedback: after completing the skill, inherent feedback is the sensory information that tells the learner how well the task was completed . A basketball player will note that he or she made a mistake when the ball misses the hoop . Another example is a diver knowing that a mistake was made when the entrance into the water is painful and undesirable . Augmented feedback: in contrast to inherent feedback, augmented feedback is information that supplements or "augments" the inherent feedback . For example, when a person is driving over a speed limit and is pulled over by the police . Although the car did not do any harm, the policeman gives augmented feedback to the driver in order for him to drive more safely . Another example is a private tutor for a new student of a field of study . Augmented feedback decreases the amount of time to master the motor skill and increases the performance level of the prospect . Transfer of motor skills: the gain or loss in the capability for performance in one task as a result of practice and experience on some other task . An example would be the comparison of initial skill of a tennis player and non-tennis player when playing table tennis for the first time . An example of a negative transfer is if it takes longer for a typist to adjust to a randomly assigned letters of the keyboard compared to a new typist . Retention: the performance level of a particular skill after a period of no use . </P> <P> Continuous tasks: activities like swimming, bicycling, running; the performance level is just as proficient as before even after years of no use . </P> <P> Discrete tasks: an instrument, video game, or a sport; the performance level drops significantly but will be better than a new learner . The relationship between the two tasks is that continuous tasks usually use gross motor skills and discrete tasks use finer motor skills . </P>

Which one of the following is the best example of a gross motor skill