sition of motor task. The questioned posed in this study is whether distributive practice will be more effective than massed practice in helping individuals to learn motor skill tasks. Scientists have wondered if massed practice conditions are superior to distributive practice conditions or visa versa. A mete-analytic review conducted by Donovan Radosevich researched this very phenomenon and concluded that distributive practices conditions are superior to massed practice conditions with respect to task performance. The analysis consisted of 63 studies with 112 effects sizes yield an overall mean weighted effect size of 0.46, indicating that individuals in distributive practice condition performed significantly higher that those in massed practice conditions. Like wise these results are supported by Maureen Bergondy's experiment on team practice schedules as well as William C. Chasey's experiment on distribution of practice on learning retention and relearning.
             Maureen Bergondy's experiment deals with the importance of practice schedules that optimize learning skills. Teams practiced under either a massed or distributive practice schedule and were tested under a short-term or long-term retention intervals. These results support once more the distributive practice effect for learning.
             William C. Chasey's experiment on distribution of practice on learning retention and relearning was conducted on a group of 72 randomly assigned retarded boys. The stabilometer task was used to study the difference between massed practice and distri
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