Lecture 15a, Practice Conditions II

Question 1

What two conditions are typically compared in the distribution of practice effect?

Answer 1

massed or distributed (spaced) practiced

Question 2

what theory helps to explain why variable practice of different distances facilitates retention of unpractised variations and aids transfer?

Answer 2

schema theory

Question 3

(3) Contextual Interference (CI)

Answer 3

questions to consider:
- how much variability switching between different skills should there be in a practice session? (it is about switching between different GMP - layup to jumpshot (not controlled by the same GMP) -
- how should we order the practice of skills (especially different skills/ GMPs) to aid motor learning? (main question)
the goal is to determine what practice method will optimize learning

Question 4

Consider a situation where you want to teach 3 skills: A, B, C. Three main practice schedule options:

Answer 4

blocked, serial and random

Question 5

Blocked

Answer 5

AAA, BBB, CCC
easiest and lowest amount of contextual interference (CI) due to predictability and repetition (drill-type practice)
my notes:
- repeatedly doing something until you think they have mastered it and start to plateau
- this is the easiest way to practice because you are doing the same thing over and over again and you eventually master it
- adding variation into the order that you practice skills is good for learning

Question 6

Serial

Answer 6

ABC, ABC, ABC
medium difficulty and contextual interference (CI) due to predictability but not repetition
- you do a couple of skills and then switch, come back etc.
- keep the order similar to what you might experience in a game day or match day

Question 7

Random

Answer 7

ACB, BAC, CBA
most difficult and highest contextual interference (CI) due to no predictability and low/no repetition
- very random

Question 8

In retention & transfer, participants were tested in either the same or different conditions from practice

Answer 8

• blocked group would do best in practice as it is the easiest practice condition (doing the same thing over and over) - their MT’s in a block are much faster
• harder with random as they are switching all the time but they do end up catching up
• the retention is tested in both same and different conditions for each group
• the blocked group were tested in random really dropped in their MT (repetitive block practice does not transfer very well when they are not tested in the same way)
• the random group did almost stays the same where they are tested in the same and they are slightly better for being tested in blocked condition as it becomes slightly easier

Question 9

What type if best during practice and which aids in learning?

Answer 9

blocked Schedules (low CI) = good during practice but random schedules (high CI) aid learning

Question 10

Two theory explanations for CI effects

Answer 10

elaboration hypothesis and forgetting & reconstructing hypothesis

Question 11

Two theory explanations for CI effects: 1= Elaboration hypothesis

Answer 11

• random practice (task switching) leads to increased distinctiveness of movements in memory
• going from one variation to another allows learner to appreciate unique features & contrast /elaborate
  more distinctive → more durable/better memory → more easily retrieved
• the idea that if you keep switching between different skills you are making a more sort of unique memory representation of a skill and it is easier to contrast what it different about it (eloborarating on what a skill is)

Question 12

Two theory explanations for CI effects: 2 = Forgetting & Reconstruction Hypothesis

Answer 12

random practice (task switching) leads to need to regenerate solution/motor program, aids memory
Skill A → Skill B
- learner ‘forgets’ aspects of Skill A while figuring out Skill B
Skill B → Skill A
- learner needs to reconstruct/plan solution for Skill A again
~for blocked practice: solution/motor program is always in working memory, so no forgetting/reconstruction
- you have to retrieve, put it aside and then retrieve it again (this constant action is met to happen with memory) - it is hard but leads to better long term memory

Question 13

Why random practice aids competition transfer > sport application

Answer 13

• when we engage in random practice we have to read the context and plan the action each time
• random practice looks more like the game where rarely, if ever, do we do the same thing repetitively
• having to go through everything (stages of information processing) to read, plan, execute whereas blocked is just ‘doing’

Question 14

PRACTICE ORGANIZATION: some additional considerations regarding the CI effect (hybrid)

Answer 14

1) hybrid schedules, where there is a mix of blocked and random practice… can sometimes be better than
high-CI schedules:
a) for Difficult skills
b) for Beginner/early in practice
- it is can be better to progress from blocked to random when you are dealing with difficult skills or novice

Question 15

1. “Hybrid” schedule: Progressive increase in CI from more Blocked>Random - Aids learning

Answer 15

typical design:
Gp 1: Hybrid: Blocked > progressing to more Random
Gp 2: Blocked
Gp 3: Random
WHY?
practice is more adaptive, better scaled to current abilities for novices (performance-contingent)
- before they comfortable and they are getting successful you switch them to random (performance dependent)

Question 16

PRACTICE ORGANIZATION: some additional considerations regarding the CI effect (self-control)

Answer 16

2) self-control of practice: when individuals choose how to practice in the moment… can sometimes be better than high CI practice
- if you give them control over it it can be beneficial (engaging learning in learning process) - more aware of the process (more cognitive effort if it is was just blocked)

Question 17

2. When a person has self-control over order of practice, the amount of CI is less important

Answer 17

typical design:
Gp 1: self-control “what would you like to practice next?”
Gp 2: yoked does the same order as partner, no choice*
*amount of CI is matched in both groups
WHY?
- their decisions are adaptive, based on current performance (performance-contingent)
- they are cognitively engaged, actively processing information

Question 18

Deciding when to switch is also as important as determining how much to switch

Answer 18

• having control over performance order was better than not controlling (one group choose to switch and the order did not)
• determining in your own practice schedule engages those operations that are also very good for learning and they can make up for the fact that you are not engaging in high contextual inference practice to a degree

Question 19

PRACTICE ORGANIZATION: Some general guidelines about scheduling the physical practice of motor skills:

Answer 19

1) frequent rests are good
2) variation in experiences are good
3) variation in practice order (also good) – CONTEXTUAL INTERFERENCE (CI) EFFECT
- hybrid schedules that increase in CI over time are best for new learners/tasks
- allowing athletes some “guided” control over practice choices (when & how much to switch) also good for learning