8: Principles Practice Design (MDL) Flashcards

1. Learner
2. Task
3. Environment

• In reality, practice does not guarantee that a learner will become more proficient
• Careful practice design => gains in skill proficiency

• When should...
  • skill be broken into parts?
  • be practiced as a whole?
• How do/can
  • speed and accuracy influence skill acquisition?
  • one best learn skills that must be performed equally well on both the
    dominant and non-dominant sides?

• Simplifies the skill
• Allows for early success,
  • leading to increased motivation
• Allows practice on problematic components
• ignores already mastered ones

• Depends on which will result in the greatest amount of positive transfer

1. Nature of the skill
2. Capability of the learner
3. Part practice techniques
4. Attention cueing

• How many...
  • subcomponents?
  • information processing demands?

• How much does
  • the performance of each part, depend on the component that
    before/precedes it?

• HIGH = organization,
• LOW = complexity

• LOW = organization,
• HIGH = complexity

• Part practice: LOW/LIMITED movement experiences:
  • Promotes success, develops good habits
• Whole practice: HIGH motivation with experience

• Always teach how parts are associated with the whole skill
  • promotes transfer to the whole skill

1. Segmentation
2. Fractionization
3. Simplification

• Skill is separated into parts
  • based on spatial or temporal elements
• Part-whole method • Progressive-part method • Repetitive-part method

• Performing each part separately

• Practice two parts separately,
  • then combine both parts together

• Similar to progressive-part,
  • except learner does not practice new parts independently

• Skill components normally performed simultaneously
  • are practiced independently
• CAN be used
  • when spatial or temporal movements are different (for each limb)

• Rhythmic skills requiring bimanual coordination,
  • upper- and lower-limb coordination
• Should NOT be used
  • due to high organization of skills

• Reduce the level of difficulty of the task (or some aspect of it):
• Change complexity of environment
• Use skill-building activities and lead-up games
• Sequence from simple to complex

– Size, length, weight, grip, rigidity

– Reduce movement requirements
– Change balance, force, speed, accuracy

• Increasing speed CAN decrease timing errors
• Emphasize speed with temporal skills, accuracy with spatial skills?

• Most complex motor skills
  • involve both spatial and temporal accuracy
• Too much emphasis on accuracy
  • can inhibit skill development

• During the early stages of skill acquisition
  • de-emphasize accuracy

• from practicing with one limb apply to the other limb
• Bilateral transfer was similar
  • with either mental or physical practice

• Non-practiced limb would use the same motor pattern as practiced limb
• Electrical activity in unused limb

• Practice with non-dominant limb first
  • leads to greater performance

• Loss of motivation= boredom and frustration
  • Make practices fun
  • Introduce variety
• Provide opportunities for all learners to experience success
• Create an environment
  • where learners
    are not afraid to make mistakes

• Focus learners’ attention
• Encourage the development of new skills and
  strategies
  • to improve performance
• Provide a means of monitoring progress

• Establish both short- and long-term goals
• Account for individual differences

Outcome: final result of a contest
– Performance: focus on self-improvement
– Process: achieving a technical element
during skill execution

focus on self-improvement

achieving a technical element during skill execution

final result of a contest

• SMART
  • Specific
  • Measurable
  • Action-oriented
  • Realistic
  • Timely

• Def.) Visualization or cognitive rehearsal of movement
  • without physical execution

• Superior
  • to physical practice alone
• Helps
  • learn a skill or part of a skill

• increases success and confidence
• Reduces anxiety

• Neuromuscular theory
• Cognitive theory

• Visualization activates the same motor pathways as the physical movement

• Develop an understanding of
  • movement requirements
  • performance strategies

• Practice imagery every day
• Avoid distractions
• Focus on
  • familiar situations/skills
  • success and goal attainment
• Create
  • positive, vivid, and controllable images
• Incorporate all senses in the imagery
  • to replicate an actual situation or
    environment