Practice strategies positives and negatives, feedback

Question 1

Part and whole practice (task complexity, task organisation)

Answer 1

All motor skills can be broken down into subcomponents. breaking is skill down is very useful for beginners that may become overwhelmed with a complex task.

Question 2

task complexity

Answer 2

part practice may be appropriate for motor skills that have several segments (eg tennis serve)

Question 3

task organisation

Answer 3

refers to how dependent each segment is on the previous segment

Question 4

Amount

Answer 4

changes in performance can show significant gains relative to the amount of practice in early cognitive stages of learning. positive relationship between amount of practice time and improvement TF coaches should maximize practice sessions

Question 5

parts of distribution

Answer 5

massed practice, distributed practice, practice distribution

Question 6

practice distribution

Answer 6

refers to the scheduling of weekly practice session and depends on the availability of participants/venue

Question 7

distributed practice

Answer 7

involves short but frequent training sessions. more time given for rest between tasks. creates a better learning environment. best for cognitive learners as less fatiguing for them

Question 8

massed practice

Answer 8

involves less frequent training sessions that last for a longer period of time. rest intervals between tasks are reduced compared to distributed practice.

Question 9

3 advantages of massed practice

Answer 9

• large amounts of rest between trainings so are less tiring,
• optimal for blocked practice
• good for people who are time-poor

Question 10

3 disadvantages of massed practice

Answer 10

no time for feedback, fatigue, too demanding.

Question 11

3 advantages of distributed practice

Answer 11

• allows for a higher frequency of training
• more breaks allow for more feedback
• better psychological and physiological recovery b/w efforts

Question 12

2 disadvantages of distributed practice

Answer 12

time consuming, may have negative transfer between training sessions and games

Question 13

Practice variability

Answer 13

is it best to practice a skill for a set number of repetions or to mix the skills up

Question 14

blocked practice, postives and negative

Answer 14

blocked practice is practicing the same skill continuously without changing to a different task. goof for cognitive phase
+ve: skills are learned quickly, very little variability, usually a closed skill, good for learning mechanics
-ve: may not be transferred successfully to a game environment.

Question 15

random practice, positives and negatives

Answer 15

random practice is the varied sequencing of different motor skills in the same training session. suitable for associative and autonomous stage.
+ve: tactics and strategies learn faster, greater skill transfer to game
-ve: skill learning slower

Question 16

intrinsic feedback. positives and negatives

Answer 16

when the performers use their own senses including visual, auditory, proprioception and touch. available to performers when they understand the goal of the skill
+ve: self-detect and correct errors, instant/quickest feedback
-ve: cognitive learners are not able to use intrinsic feedback. may not be accurate

Question 17

augmented (external) feedback

Answer 17

can greatly enhance a performer’s internal feedback system. (Concurrent feedback, terminal feedback, knowledge of results, knowledge of performance)

Question 18

concurrent feedback

Answer 18

feedback given during the activity

Question 19

terminal feedback

Answer 19

provided after performance can be further classified as

Question 20

knowledge of results

Answer 20

specific feedback about the outcome of the task eg got a goal or not. good for cognitive learners

Question 21

knowledge of performance

Answer 21

feedback concerns the characteristics of performing a task. good for associative and autonomous trainings

Question 22

prescriptive feedback

Answer 22

recommendations about how to correct the skill. good for cognitive learners

Question 23

descriptive feedback

Answer 23

detailed account of the process of skill performance

Question 24

frequency of feedback

Answer 24

• feedback should be provided regularly
• provide more feedback in early stages
  -not too much feedback as can lead to information overload
  -too much feedback can lead to information overload
  -too much feedback in the latter stage of learning can lead to athletes becoming overly dependent on coach to be successful