A dynamic theory of learning and recall of coordination patterns is developed in the context of relative timing skills. Characterizing the coordination patterns in such skills by the collective variable, relative phase, we choose a model system in which the intrinsic pattern dynamics as well as the influence of environmental and memorized information are well understood from previous experimental and theoretical work. To describe learning we endow memorized information with dynamics which is determined by a phenomenological strategy. Similarly, additional degrees of freedom must be introduced to understand recall. As such recall variables we choose the relative strengths with which each memorized pattern acts on the pattern dynamics and model their dynamics phenomenologically. The resulting dynamical system that resembles models used in pattern recognition theory is shown to adequately describe the learning and recall processes. Moreover, due to the operational character of the theory, several predictions emerge that are open to experimental test. In particular, we show under which conditions phase transitions occur in the dynamics of the coordination patterns during learning and during recall. Considering different time scales and their relations we demonstrate how these phase transitions can be identified and observed. Other predictions include the influence of the intrinsic pattern dynamics on the recall process and the existence of history and hysteresis effects in recall. We discuss different forms of "forgetting" and differentiation of memorized information. The results show how a new theoretical view of learning and recall as change of behavioral dynamics can lead to a different understanding of these processes by providing testable predictions.