The phrase "repetitive practice" is correct and commonly used in written English.
It refers to the act of repeatedly performing an action in order to improve and become more proficient at it. Example: "In order to ace the exam, she engaged in hours of repetitive practice, going over the material again and again until she felt confident in her knowledge."
You're mentally immersed in it, and it's a repetitive practice so it's therapeutic".
Motor rehabilitation therapy pursuits the recovery of damaged areas from the repetitive practice of certain motor activities.
Lin, C.-H. C.-H.. Agetrelaled differences in the neurAgesubstrelatedf motor sequence learning after interleavedifferencesinive practhee.
Rather than easing up on homework that may be characterized by excessive, repetitive practice, why not ensure that the quality of the homework supports time well spent?
Medical education by simulation is an effective method for learning; It improves competence acquisition, repetitive practice and eliminates risks for the patient.
This change in brain structure was not related to willpower or the motivation centres, which are found in the frontal cortex, but simply to hours and hours of repetitive practice.
He had not paid much attention to the Davis Cup tie against Ukraine from which he was dropped and admitted that it is "hard" spending so much time with repetitive practice.
He has gone from the solitude of empty gyms, the endless hours of repetitive practice, of taking aim at the basket from 23 or 24 feet away, to suddenly hearing his name chanted by fans.
The observed pattern of results suggests that repetitive practice with a complex task does indeed lead to neuroplastic processes that very likely represent the reduced demand for attentional control while sub-components of the task become more routinized with practice.
Kharaneh IV is an Early and Middle Epipaleolithic aggregation site well -situated for this research to examine the learning process due to its well-preserved stratigraphy numerous caches, and hut structures, which allows for observation of repetitive practices and identification of changes in technique.
We argue that the dynamic spatiality of digital skills can be evaluated according to: (1) site-specific dimensions, as digital skills are co-minglings of humans and technologies; (2) extensive dimensions, as digital skills are networked across geographically dispersed sites; and (3) intensive dimensions, as digital skills emerge across bodies and environments through repetitive practices.
