Types and methods of practice characteristics and uses

Types and methods of practice - characteristics and uses of each. 2. 1 Whole practice Part practice Skill broken into subroutines Then, subroutines practiced separately Then, subroutines put together � Uses… but… Not broken into subroutines Skill learned in its complete form Movement attempted holistically Uses… Good for closed skills and those of low organisation e. g. tennis serve or clean and jerk Not suitable for skills of high organisation e. g. sprinting Good for high organisation, continuous and simple skills e. g. sprinting or cycling Good at cognitive stage Limits awareness of whole skill Gives holistic view of skill Helps understanding Gives early success Limits kinaesthetic development Raises confidence & motivation Transfer to whole skill may be difficult Limits information to process Can be de-motivating for high ability learners Safer for learning dangerous skills Takes time Saves time but… Unsuitable for complex skills e. g. triple jump Difficult for low abilities and those at the cognitive stage of learning Good for high ability learners or those at the autonomous stage Too fast for some learners Creates mental picture Can be de-motivating if failure experienced Encourages fluency

2. 2 Types and methods of practice - characteristics and uses of each. Progressive part practice Parts /subroutines of a skill practised separately then… � T combined parts until Uses… gradually into larger but… whole skill achieved e. g. A – B – AB – C – ABC – D – ABCD Uses… but… Good for low organisation, Unsuitable for high organisation skills serial and complex skills e. g. triple jump or bowling e. g. sprinting or cycling in cricket Similar drawbacks to part practice Quicker than part and with similar uses Limited awareness of whole skill Kinesthesis developed more effectively than with Limited kinaesthetic part practise development Transfer to the whole skill Transfer of subroutines more likely than with part may remain difficult practice Can be de-motivating for high abilities Gives a chance for recap Takes time Whole-part-whole practice Skill practised in its entirety then… sub-routines practised separately Then complete skill practised again Uses… but… Good for low organisation & serial skills e. g. shot putt. Unsuitable for high organisation skills e. g. sprinting or cycling Also for complex, open and closed skills Can be difficult for learners with low ability or low motivation Combines the uses of whole and part methods A flexible method for all abilities /all stages of learning The entire skill can be practiced early Allows focus on weak subroutines Lots of information to process Potential for overload Can be de-motivating to return to subroutines

2. 3 Types and methods of practice - characteristics and uses of each. Massed practice Distributed practice Practice is repetitive and continuous Practice is in short bursts No rest intervals Regular rest intervals E. g. repetitive and continuous driving in golf or set shots in basketball E. g. sprinting or swimming Uses… But… Uses… Ideal for discrete skills e. g. golf drive or basketball set shot Can be too exhausting and/or boring Ideal for high energy continuous skills e. g. sprinting or swimming Good for simple or short duration skills e. g. netball shooting Could cause drive reduction or mental fatigue Good for complex and dangerous skills e. g. trampolining Good at the autonomous phase Good for experienced or older or more motivated performers Helps to groove or overlearn the skill Helps to form S-R bonds, develop kinesthesis and schema Errors could increase due to the repetitive and continuous nature of practice Can lead to chronic or overuse injuries Good at the cognitive stage or for less fit performers Helps understanding at the associative & autonomous stages Time for rest, mental rehearsal, reinforcement & feedback Helps to form S-R bonds, develop kinesthesis and schema But… Rest intervals may disjoint the practice, causing learning to be hindered Can be hard to regain intensity of practice or concentration after a break Long or frequent breaks can be demotivating

2. 4 Types and methods of practice - characteristics and uses of each. Varied practice Fixed practice Changes regularly Stays the same Takes place in different environments or situations Different activities are performed in different ways E. g. hockey players passing in different practice situations or when attacking in rugby Uses… But… The environment or situation doesn’t change Practice repeated in the same environment E. g. a javelin throw or a dismount from a high bar Uses… But… Ideal for open skills in games of hockey & rugby Basic skills must first be learned in fixed practice Ideal for closed skills e. g. javelin throw Not suitable for open skills Good at the autonomous stage Too many stimuli may cause overload Can be confusing especially for those in cognitive phase of learning Good at the cognitive phase May become boring Develops motor programmes and competition is replicated Does not prepare for game situation Good when the skill has already been learned via fixed practice Stimulates interest and motivation Not effective in helping to groove or overlearn skills Helps transfer of skills Helps to form S-R bonds, and to develop kinesthesis and schema An effective motor programme may not be developed Can perfect the skill Helps to groove or overlearn the skill Helps to form S-R bonds, develop kinesthesis and schema Can cause drive reduction Can lead to chronic or overuse injuries