Print Options

Card layout: ?

← Back to notecard set|Easy Notecards home page

Instructions for Side by Side Printing
  1. Print the notecards
  2. Fold each page in half along the solid vertical line
  3. Cut out the notecards by cutting along each horizontal dotted line
  4. Optional: Glue, tape or staple the ends of each notecard together
  1. Verify Front of pages is selected for Viewing and print the front of the notecards
  2. Select Back of pages for Viewing and print the back of the notecards
    NOTE: Since the back of the pages are printed in reverse order (last page is printed first), keep the pages in the same order as they were after Step 1. Also, be sure to feed the pages in the same direction as you did in Step 1.
  3. Cut out the notecards by cutting along each horizontal and vertical dotted line
To print: Ctrl+PPrint as a list

35 notecards = 9 pages (4 cards per page)

Viewing:

9: Practice Schedules (MDL)

front 1

Variable Practice
• Enhances development of schema

back 1

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

front 2

Variable practice guidelines
– How to implement variability

back 2

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

front 3

Variable practice guidelines

- When to implement variability

back 3

  • After basic movement pattern has been learned

front 4

Contextual Interference

back 4

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

front 5

Contextual Interference

Blocked practice (low contextual interf.)

back 5

  • 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

front 6

Contextual Interference

Random practice (high contextual interf.)

back 6

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

front 7

Contextual Interference Effect

Working memory

back 7

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

front 8

Contextual Interference Effect

temporary forgetting

back 8

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

front 9

Contextual Interference Application

back 9

  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

front 10

Contextual Interference Application

• Nature of task

back 10

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

front 11

Contextual Interference Application
• Learner characteristics: age, skill level

back 11

  • Blocked practice => for children, novices

front 12

Contextual Interference Application
• Serial practice

back 12

  • 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)

front 13

Types of Practice

Blocked Practice

back 13

front 14

Types of Practice

Serial practice

back 14

front 15

Types of Practice

Repeated-blocked practice

back 15

front 16

Types of Practice

Random Practice

back 16

front 17

Contextual Interference Application

Challenge point framework

back 17

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

front 18

Contextual Interference Application

Systematic increases in contextual interference facilitates learning

back 18

  • Environmental difficulty increases with skill level

front 19

Contextual Interference Application

Self-regulated practice

back 19

  • Learners control own practice schedule
  • Increases contextual interference

front 20

Contextual Interference Implications

back 20

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

front 21

Contextual Interference Implications

Serial, repeated-blocked, random schedules (combining multiple skills + skill variations)

back 21

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

front 22

Practice Distribution
• Massed practice

back 22

  • Rest time between sessions < practice time
    • Less rest

front 23

Practice Distribution
• Distributed practice

back 23

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

front 24

Practice Distribution
• Learning advantage for...

back 24

  • shorter, more frequent sessions

front 25

Practice Distribution
• Continuous skills

back 25

distributed practice

front 26

Practice Distribution
• Discrete skills

back 26

massed practice

front 27

Practice Distribution

back 27

front 28

Practical Implications
Distributed practice avoids...

back 28

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

front 29

Practical Implications
• Greater rest periods for...

back 29

  • new/complex skills
  • high-energy continuous tasks

front 30

Practical Implications
• Technique should be taught first when...

back 30

  • learners are fresh

front 31

Practical Implications
• Massed practice good for...

back 31

  • higher skill
    • leads to game like physical conditioning

front 32

Maximizing Time on Task

back 32

  • Rest intervals
  • Equipment substitutions
  • Drill design

front 33

Maximizing Time on Task
• Rest intervals

back 33

  • Fill with another activity that promotes learning, contextual interference

front 34

Maximizing Time on Task
• Equipment substitutions

back 34

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

front 35

Maximizing Time on Task
• Drill design

back 35

  • Directly target a learning goal
  • Include all learners