W2 - Practise Flashcards

1
Q

Describe deliberate practise

A
  • Deliberate Practice : “activities that have been specifically designed to improve the current level of performance” Ericsson et al.
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2
Q

Explain the power law of practise

A
  • Power law relates the time of practise to the time it takes you to carry out the task
    • Rate of improvement is related to the amount left to learn
      START = High amount left to learn - high rate of improvement
      Near END = Low amount left to learn - takes a lot longer to require the skill
  • Practise increases performance(neg accelerating)
  • Practise reduces the number of errors made
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3
Q

Define expertise

A
  • With sport there is talent & physical attributes which is incorporated into becoming a professional
    • The more practise the more learning we expect to see
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4
Q

Describe the rule of 10 (Balyi, Ross and Way, 2005)

A

10 years
* 10, 000 hours
- By 16 yrs. of age full-time academy football players have practised:
* 12/15hrs per week
* 700hrs per year
* Average 7000 hrs total
- New academy structure, pioneered by Watford FC, looks to dramatically increase these figures. (increase the opportunity to practise more)
- 10,000 hours could create expertise in an intricate skill, but not applicable to sport

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5
Q

What are the types of practise organisation?

A
  1. Part vs Whole
    1. Massed vs Distributed
    2. Constant vs Variable
    3. Blocked vs Random
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6
Q

Describe part vs whole practise organisation

A

Part:
- skill broken into parts
- useful for serial skill where parts occur sequentially e.g.: tennis serve
- Difficult if there is interdependence of parts

Whole:
- Skill practised as a whole
- effective for rapid skills, where part practise prevents learning e.g.: summersault
- effective when parts have high interaction with each other

  • In difficult tasks part practise gives the player an idea and picture of the movement
  • People progress at different rates, we are looking for the practise with the most retention
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7
Q

Explain massed and distributed practise

A
  • Massed practise - work periods outweigh rest periods
  • Distributed practise – rest outweighs work(usually more effective for performance & learning)
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8
Q

Name the person who studies type writer skills and what conclusions were made

A

Baddely and Longman (1978)
showed that:
- Learning occurring mental processing & consolidating between practise time
- Massed practise does not work as well as distributed practise for retention and ability to perform the task
- Distributed achieved the number of strokes the fastest, but did not like their training compared to the bottom group
- Distributed allows for mental processing and consolidating in between sessions

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9
Q

Who did the study on massed vs distributed practise on Javelin with non-dominant arm?

Describe which was more effective

A

Murphy (1916) – Javelin with non-dominant arm
* 34 practice sessions
* Group 1: Mon, Tue, Wed, Thurs, Fri
* Group 2: 3 times per week
* Group 2 performed better & 3 months later
–> Group 2 performed better after all 34 practise sessions & better retention after time

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10
Q

Who did the study on massed vs distributed practise on Golf putting with novices?

A

Dail & Christina (2004) – Golf putting (novices)
240 practice attempts
* Group 1: One day (rest 10 mins / 10 putts)
* Group 2: Four days (60 putts per day)
* Group 2 performance better after :
* 240 trials
* 1 day
* 7 days
–> Group 2 performed & had higher retention overall

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11
Q

What are some possible reasons that distributed practise is more effective than massed practise?

A
  • Fatigue issues in massed
  • Reduced cognitive effort in massed
  • Better memory consolidation with distributed (when there are rest periods)
  • Most learning appeared to be learnt in the distributed group - most rest
    • Fatigue affected all groups, but most distributed group still performed the best
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12
Q

Define constant and varied practise

Which is better for motor learning?

A
  • Constant – Repeated 10 m passes
  • Varied – Passes of different angles, distances, & speeds

varied practise as it links with schema theory that different parameters allow for better consolidation of movement

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13
Q

What is contextual interference?

What type of practise does this occur in?

A
  • Contextual interference (CI) occurs when a series of different skills are practised within one session.
  • selecting a different action every trial (random), forcing the learner to perform additional cognitive operations which results in more meaningful storage of information in memory’ (Williams, 1998)
  • Occurs in Random Practise
    Blocked practise is = simple repetitions of the same skill
    –> Sometimes a blocked skill must be practised to get an idea/image of a skill, before randomising practise
    • Introduce CI gradually after a period of blocked practise with novices
    • In High CI learner never practises the same skill twice
    • Lee & Magill (1983) – Blocked group performed better in practice
    • Random group performed better in retention
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14
Q

What are the considerations of contextual interference?

A
  • Learner needs an ‘image of skill’ first
  • Best suited for late cognitive/early associative stage
  • CI(contextual interference) is increased as learning progresses
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15
Q

Describe discovery learning

A

Hands-off approach’ - Finding movement pattern to solve own movement problems.
* Guided discovery encourage
- adaptability
- flexibility
- Persistence

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16
Q

What are the differences between traditional learning and discovery learning?

A

Traditional:
- demo of perfect model (performance)
- regular demos
- demos most effective early in learning

Discovery:
- demo of model for beneficial problem solving
- infrequent demos to prevent dependency
- no demos in early learning as they discourage discovery learning

17
Q

What are some potential issues with discovery learning?

Why is discovery learning not applicable to all sports?

A
  • Encourage reliance on intrinsic rather than augmented feedback
  • Process of “fading out” feedback
    – Performance bandwidths
    – Timing
  • Performance may decrease initially
    – resist temptation to instruct even if player needs help to begin with
  • Depends on the sport, e.g.: cannot be done in gymnastics as an idea of the skill is needed to progress(too technical)