1) My client, Jacob, is 22 years old and a senior in college, and wants to deadlift with proper form. Its overall goal is to increase muscle mass on a semi-ectomorphic body structure. His knowledge and experience with the deadlift movement is nominal. He wants to increase the weight he lifts, but during an initial consultation I noticed that his initial movement, lifting the weight off the floor, was inadequate to improve his performance goal. Jacob admitted his novice status in using free weights for mass building and offered to start learning as if he had no prior knowledge of the movement. Gross motor skills that showed need for improvement were scapular retraction and lower body load preparation to detach the bar from the surface. Building on Gentile's 2D classification, Adams (1999) describes a closed skill as a self-contained, unchanging, and stable environment in which the learner attempts to learn coherent movement patterns. This project will be designed with a closed environmental context, with an action function of a quasi-mobile body with object manipulation due to detected motor learning. In Fitts-Posner's cognitive stages of learning, Jacob is in the cognitive stage, as he lacks the experience to achieve breaking with the correct form. Zwicker and Harris (2009) explained that during the first phase, the cognitive phase, an individual may have a general idea of ​​the movement required for a task but may not be sure how to perform it. Complete execution of the exercise requires the athlete to grasp a barbell at mid-shank level in a squat position and lift the load by extending the lower back, hip, knee and ankle joints (Swinton, Stewart, Agouris, Keogh, & Lloyd, 2011). To locate this... in the center of the paper... deadlift with Arbell using submaximal loads. Journal of Strength and Conditioning Research (Lippincott Williams & Wilkins), 25(7), 2000-2009. doi:10.1519/JSC.0b013e3181e73f87Wulf, G., Shea, C., & Lewthwaite, R. (2010). Motor skill learning and performance: A review of influencing factors. Medical Education, 44(1), 75-84. doi:10.1111/j.1365-2923.2009.03421.xWulf, G., & Weigelt, C. (1997). Instruction in physical principles for learning a complex motor skill: to say or not to say…. Exercise and Sport Research Quarterly, 68(4), 362-367. Zetou, E., Tzetzis, G., Vernadakis, N., & Kioumourtzoglou, E. (2002). Modeling in learning two volleyball skills. Perceptual and Motor Skills, 94(3), 1131-1142.Zwicker, J., & Harris, S. (2009). A reflection on motor learning theory in the practice of pediatric occupational therapy. Canadian Journal of Occupational Therapy, 76(1), 29-37.