impact of skills classification on the structure of practice for learning

Question 1

methods of presenting practice

Answer 1

whole practice
whole-part-whole practice
progressive part practice

Question 2

whole practice

Answer 2

practicing the skill in its entirety without breaking it into sub routines
coach may decide to do whole practice when:
- skill is fast, ballistic and discrete such as the sharp action of a tennis serve
- skill is highly organised and cannot easily be broken down into sub routines
- skill is simple and does not require much thought so that fewer demands are placed on the performer
- the feel (kinaesthesis) of the whole task is required as the learner develops and is ready to perform the whole task
- performer is advanced in the autonomous stage of learning , when movement is detailed and precise, and able to cope with the demands of the whole task
links between sub-routines need to be maintained or the skill needs to be performed in a specific order, such as in a trampoline
examples:
: golf swing performed by experienced player because it is discrete, fast and quick and hard to break down into its parts