9: Practice Schedules (MDL) Flashcards

• Does NOT always lead to greater performance,
  • BUT to higher retention

• Variations in regulatory, non-regulatory conditions
  • Depends on closed or open skills, inter-trial
    variability
  • Create challenges to assess progress

• After basic movement pattern has been learned

• Switching from one skill to another
• Changing the context in which a task is practiced from trial to trial

• One skill or variation is practiced at a time
  • EX. 10 minutes each of passing, dribbling, shooting with no overlap
• leads to short-term performance gains

• Skills organized with none rehearsed twice in a row
• leads to long-term performance gains

• stimulation houses multiple tasks
  • Allows for distinctions to be formulated

• Causes temporary forgetting of task solutions between trials
  • Regeneration of task solution required

1. Nature of task
2. Task variations governed by the same generalized
   motor program
3. Parameter modifications elicit interference effect
4. Learner characteristics: age, skill level
5. Serial practice

• Task variations governed by the same generalized motor program
• Parameter modifications elicit interference effect

• Blocked practice => for children, novices

• used to create moderate contextual interference
• Combination of blocked and random practice
  • Def.) a set of sequence of trials is practiced
    repeatedly (ex. repeated blocked practice)

• Optimal amount of info must be available for learning to occur
• Info: function of skill level and task difficulty

• Environmental difficulty increases with skill level

• Learners control own practice schedule
• Increases contextual interference

• Blocked practice @early stages
• Serial, repeated-blocked, random schedules
• Don’t allow
  • complete breakdown of movement pattern
• Be aware
  • of levels of motivation

• Different serve locations,
  • forehand/backhand practice
• Vary incline, direction, speed of movement
• Multiple objects with different sizes, textures

• Rest time between sessions < practice time
  • Less rest

• Rest time between sessions = OR > practice time
  • more/equal rest with practice time
• Fosters great development of learning

• shorter, more frequent sessions

distributed practice

massed practice

• high levels of fatigue
  • Fatigue introduces incorrect motor patterns, AND increases injury risk

• new/complex skills
• high-energy continuous tasks

• learners are fresh

• higher skill
  • leads to game like physical conditioning

• Rest intervals
• Equipment substitutions
• Drill design

• Fill with another activity that promotes learning, contextual interference

• Be creative to keep everyone active
• Don’t allow substitute to change movement pattern

• Directly target a learning goal
• Include all learners