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Practical Skill Acquisition Methods of Practice. 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.
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Practical Skill AcquisitionMethods of Practice 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: The whole method (3) 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.
