The project described here focused on obtaining basic information on the memory representation of movement stimuli. When a learner makes a simple movement and is later asked to reproduce it, what is abstracted from the first movement that allows accurate reproduction of the second. The underlying assumption of the project was that unless basic knowledge about how movement information is represented, stored and retrieved, practical considerations on how to teach motor skills will be ill-founded. Thus this report describes a series of experiments which were directed toward that goal in an attempt to isolate the contributions of movement information. Findings that examine the relative contributions of central and peripheral components in simple movement control are summarized, and educational implications are presented. (Author/RD)