Types and methods of practice Flashcards
Factors affecting the choice of method
The type of skills to be taught
The complexity of the skill
The environment
The ability level of the performer
The motivational level of the performer
3 different part methods
Pure part method
A —> B —> C —> D —–> ABCD
Progressive part method
A –> B –> AB –> C –> ABC –> D –> ABCD
Whole part whole method
ABCD –> A –> B –> C –> D –> ABCD
Progressive part method
Suitable for complex tasks/serial skills
Helps chaining of complex skills learned independently
Limited attentional demands
Coordination of spatial/temporal components
Good transfer to whole
Backward chaining
The operant method
‘Shaping’ and reinforcement of behaviour
Trial and error crucial for this method
Praise and knowledge of results important for reinforcement
Advantages of whole method
No time wasted in assembling parts
Useful for discrete skills
Better for time synchronised tasks
Retains feeling of kinaesthetic sense
Retains feeling of kinaesthetic sense
Understanding of linking of subroutines
Subroutines linked easily
Learner develops own schema
Transfer from practice to real situations
Good for high organisation tasks
Disadvantages of whole method
Ineffective with complex tasks
Not appropriate for dangerous tasks
Not good for performer of low ability/experience
May overwhelm a performer and produce little success at first
Could lead to lack of confidence
Advantages of part method
Serial tasks can be broken down and learned in components
Demand on learner reduced
Good for simple skills
Confidence may grow quickly
Motivation evolves from progress
Suitable for dangerous skills
Fatigue reduced for demanding skills
Teacher can focus on specific point
Provides stages of success
Disadvantages of part method
Transfer from part to whole may be ineffective
Highly organised skills may not be possible to break down
Awareness of end product lost
Loss of kinaesthetic sense
Can be demotivated
Can be time consuming
4 different practice conditions
Massed, Distributed, fixed, Varied
Massed practice
Practice is done with no rest intervals with sessions long in duration
Good for ‘grooving’ of skills and to encourage an habitual response
Good for discrete skills of short duration
Can lead to fatigue and boredom
There may be elements of negative transfer
Distributed practice
Training sessions which include rest intervals which could involve mental practice
Good for the beginner and most skill learning
Gives time to recover physically and mentally
Good for potentially dangerous situations
Fixed practice
Movement patterns are practiced repeatedly in the same environment
Good for practising closed skills
Skills can be overlearned and habitual
Varied practice
In this method practice conditions are varied to encourage the formation of schema
Practice conditions should be as realistic as possible
In as many situations as possible
As near to the competitive / match situation as possible
Relevant to open skills
Overlearned
This involves continuing to practice a learned skill so that is becomes habitual because of many repetitions
Strengthens motor programmes / schema
Attention can be directed elsewhere evan to open skills
