# Quick Quiz 1 2 3 4 5 6

- Slides: 16

Quick Quiz 1) 2) 3) 4) 5) 6) 7) 8) 9) List the 6 continua for skills classification Identify 3 factors that affect the classification of a skill Give a sporting example of an open skill Give an example of a discrete skill Give an example of a complex skill Give an example of an externally paced skill Classify triple jump using all of the continua Classify dribbling in football using all of the continua Classify a set shot in basketball using all of the continua

2 Psychological factors affecting performance Skill acquisition Types and methods of practice

Learning Objectives Learning Objective: Understand the different types an methods of practice Learning Outcomes: All: Describe the types and methods of practice Most: Give sporting of the types and methods of practice Some: Evaluate the use of the different types and methods of practice

TASK: Watch the video and take notes on the different types of practice, how they are best used and the advantages and disadvantages of each. • Types of practice video – whole, whole-part-whole, progressive-part practice https: //www. youtube. com/watch? v=m. EIy. BMq. Qb. E&safe=active • Practice methods video – massed, distributed, varied, fixed https: //www. youtube. com/watch? v=Ugf. QIhepg. CQ&sa fe=active

Key Terms • • Part practice Whole-part-whole practice Progressive-part practice Massed practice Distributed practice Fixed practice Varied practice

Key Terms • Part practice – breaking down the skill into its constituent sub-routines, forms a stage of the whole-part-whole practice. • Whole practice – teaching the skills as a complete action • Whole-part-whole practice – you tech the entire skills, practice areas of the skill that is usually the weakest, and then recombine this back into the complete skill. • Progressive-part practice - also known as the chaining method, as the parts of a skill are practised individually, in order, before being linked together and expanded. This is slow process but allows weaknesses to be targeted and for the performer to understand the relationship of the sub-routines. • Massed practice – this is a continuous form of practice which is best for simple skills. This causes fatigue and therefore simulates the late stages of the game. • Distributed practice – attempts at the skill are divided up with intervals in between to allow for rest, feedback and mental rehearsal. This is best used in difficult, dangerous or fatiguing skills and with young or lowly motivated individuals. • Fixed practice – this involves the repeated practice of a skill in order to strengthen the motor programme and create a habitual motor programme. This type of practice is best with discrete, closed skills. • Varied practice – This is used best for open skills and involves repeating a skill in differing situations. This helps to build up schema to use in game situations.

Part practice – breaking down the skill into its constituent sub-routines, forms a stage of the whole-part-whole practice. It’s often used when the skill is low in organisation and can be split up into subroutines e. g. swivel hips. Teach a seat drop and a half twist separately to gain confidence in each part.

Whole practice – teaching the skills as a complete actions. This enables the player to get a kinaesthetic feel for the skill and transfer the practice into a real situation more positvely.

Whole-part-whole practice – you tech the entire skills, practice areas of the skill that is usually the weakest, and then recombine this back into the complete skill.

Progressive-part practice - also known as the chaining method, as the parts of a skill are practised individually, in order, before being linked together and expanded. This is slow process but allows weaknesses to be targeted and for the performer to understand the relationship of the sub-routines. This is useful if learning a routine in gymnastics, or learning the arm and leg actions in breaststroke.

Massed practice – this is a continuous form of practice which is best for simple skills. This causes fatigue and therefore simulates the late stages of the game.

Distributed practice – attempts at the skill are divided up with intervals in between to allow for rest, feedback and mental rehearsal. This is best used in difficult, dangerous or fatiguing skills and with young or lowly motivated individuals.

Fixed practice – this involves the repeated practice of a skill in order to strengthen the motor programme and create a habitual motor programme. This type of practice is best with discrete, closed skills.

Varied practice – This is used best for open skills and involves repeating a skill in differing situations. This helps to build up schema to use in game situations.

Links between skill classification and types of practice – justify what type of practice is most suitable • Gross and fine skills – Massed or fixed practice • Open and closed – Closed skills - skills- massed or fixed practice – Open skills – varied practice • Discrete, serial, continuous skills – Discrete – whole practice – Serial – whole-part-whole practice – Continuous – whole practice • Self / externally paced skills – Self-paced – fixed practices – Externally paced – varied practices • Simple and complex – Simple – fixed practice – Complex – part / progressive-part / whole-part-whole • High / low organisation – High – part practice – Low – whole practice

Exam Questions May 2016 2 bii (4) Jan 2013 qu 2 b (4) May 2012 qu 2 di (2) May 2012 qu 2 dii (4) Jan 2012 qu 2 a (4) Describe two practice methods that would be appropriate for the skill you have identified. Part, whole, progressive part and whole-part are all methods of practice. Describe each of these four methods of practising movement skills, giving a practical example of each. Explain two factors which influence the selection of the most appropriate and effective practice methods to improve the performance of movement skills. Explain when each of massed, distributed, fixed and varied physical practice methods could be used to improve the performance of movement skills One way of classifying movement skills is to consider environmental influences. Using a practical example for each, explain why a skill is judged to be: - At the open end of the environmental influences continuum - At the closed end of the environmental influences continuum

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