The schema theory for discrete motor skill learning (Schmidt, 1975), originally published in 1975, has generated considerable interest and received strong challenges over its lifetime. In this paper, I focus on the findings generated since 1975 that bear on the theory and highlight those that produce difficulties for it and will be motivators for differing theoretical viewpoints in the future. At the same time, I examine other lines of evidence that seem to bolster the original lines of thinking. Finally, I provide some suggestions for a much needed new generation of motor learning theory, pointing out particular features from the schema theory that could be included and suggesting gaps and omissions that will need additional data and theorizing in future attempts.
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