Practical Skill Acquisition Methods of Practice 1. Learning Objective: To understand the advantages of each type of practice.
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Transcript Practical Skill Acquisition Methods of Practice 1. Learning Objective: To understand the advantages of each type of practice.
Practical Skill Acquisition
Methods of Practice
1.
Learning Objective:
To understand the advantages of each type of
practice.
Advantages and Disadvantages
With a partner list as many advantages and
disadvantages you can think of for practicing a skill as
a whole or breaking it down into parts.
Think about learning a number of different skills (e.g.
basketball lay-up, tennis serve, badminton smash).
Which type of practice would you use? What factors
influence your decision?
Whole Method
Performer appreciates the flow, sequence and feel
for the end product or movement.
Performer is able to develop their own schema for
the movement.
Must be used for skills that are high in organisation,
hard to break down or have to be performed quickly.
Easier to transfer the skill from practice to game.
Prevents boredom (ensures performer doesn’t lose
sight of the whole skill).
Part Method
Allows complex tasks or routines to be learnt more
easily.
Performer can work on specific, identified
weaknesses.
Allows performer to build experience and confidence
in complex skills.
Can eliminate some areas of danger (e.g. gymnastics)
Allows for staged success and so can build
motivation.
Factors which determine which type
of practice to use
The nature of the skill.
The stage of learning of the performer.
The maturity and experience of the performer.
Any safety considerations?
Often it is a mix of types of practice that is most
effective when learning/practicing a skill.
Exam Question
In swimming the front crawl can be practiced using
either the whole or part methods. What are the
advantages of using:
a) The whole method (3)
b) The part method (3)
Answer (mark your own work out of
6)
Whole Method
Swimmer can easily understand how leg, arm, and breathing actions link together.
Swimmer able to develop a schema for how the movements are performed.
Skill can easily be transferred to a competitive or ‘real life’ situation.
More interesting than practicing only leg or arm action.
Part Method
Arm and leg actions can easily be broken down and practiced individually to build
confidence.
Swimmer can focus on a weakness of their stroke.
Ensures safety as pupils can use float or hold on to side whilst practicing one specific
area.
Helps with motivation as swimmer can see improvements in each aspect of their
stroke.
Extended Learning
To revise everything on practical skill acquisition. This
includes:
Teaching styles (command, reciprocal, discovery, and
problem solving).
Methods of practice (whole, part, whole-part-whole,
progressive part).
Types of practice (massed, distributed, variable and mental
practice).
Methods of guidance (verbal, visual, manual and
mechanical).
Feedback (types of feedback, KR, KP, terminal, concurrent,
delayed, positive, negative, intrinsic, extrinsic).
Structuring Practice Time
There are two main ways in which practice time can
be structured:
Distributed Practice
When the time available is broken down into smaller time
blocks, with rest periods.
Better for beginners being introduced to the skill.
Better for less fit performers.
Can maintain interest and motivation.
Good for continuous skills, or gross motor skills.
Better for complex skills which require a high level of
concentration.
Breaks can be used for mental rehearsal or to give feedback.
Useful when the skill has a danger element.
Massed Practice
When the performer practices for the whole of the time available,
with no breaks.
Useful for older and more experienced performers.
Good when the skill or task is simple.
Good for discrete skills, or when the skill is performed very
quickly.
Used with highly motivated performers.
Useful when time is limited.
Mental Practice
The mental or cognitive rehearsal of a movement or skill,
with no actual physical movement taking place.
Important for moving up the stages of learning (cognitive,
associative, autonomous).
Can help control arousal and anxiety (e.g. rugby
conversion).
Highly effective when combined with physical practice.
Think of sporting examples of mental practice.