Whole vs. Part Practice
• Whole practice method can be favored

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

Whole vs. Part Practice
Items to consider:

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

1st thing to consider: Nature of the Skill

Task complexity

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

1st thing to consider: Nature of the Skill

Task organization

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

Classifying Skills According to Complexity and Organization

Whole practice

• HIGH = organization,
• LOW = complexity

Part practice

• LOW = organization,
• HIGH = complexity

Whole vs. Part Practice:
Capability of learner

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

Whole vs. Part Practice:
Part practice techniques

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

Part Practice Techniques

3 types:

1. Segmentation
2. Fractionization
3. Simplification

Segmentation

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

Segmentation
• Part-whole method

• Performing each part separately

Segmentation
• Progressive-part method

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

Segmentation
• Repetitive-part method

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

Implementation of Part Practice Sequences in Punting

Part-Whole method

Implementation of Part Practice Sequences in Punting

Progressive-Part method

Implementation of Part Practice Sequences in Punting

Repetitive-Part Method

Implementation of Part Practice Sequences in Punting

Foward+backward chain

Fractionization
• Skill components normally performed
simultaneously are practiced independently
• Effectiveness is questionable
– Rhythmic skills requiring bimanual coordination,
upper- and lower-limb coordination
– Fractionization should NOT be used due to high
organization of skills
• CAN be used when spatial or temporal
movements are different for each limb

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

Fractionization
• Effectiveness is questionable

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

Simplification

• 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

Simplification
• Modify the equipment

– Size, length, weight, grip, rigidity

Simplification
• Reduce coordination requirement

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

Speed-Accuracy Tradeoff
• Governs spatial accuracy, not temporal

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

Speed-Accuracy Tradeoff
• Limitations

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

Speed-Accuracy Tradeoff
• Implications

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

Bilateral Transfer
• Cognitive elements

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

Bilateral Transfer
limb motor patterns

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

Bilateral Transfer
•Non-dominant limb and Dominant limb sequence

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

Motivation and Practice

• 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

Goals
• What goals do:

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

Goal Setting

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

Goal Setting
• 3 types of goals:

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

Goal Setting
• 3 types of goals:

– Performance:

focus on self-improvement

Goal Setting

3 types of goals:

– Process:

achieving a technical element during skill execution

Goal Setting
• 3 types of goals:

Outcome

final result of a contest

Elements of a Well-Constructed Goal

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

Mental Practice
• Imagery

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

Mental Practice
• Combination of physical/mental training

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

Mental Practice
• Rehearsing performance before execution

• increases success and confidence
• Reduces anxiety

Mental Practice

• Neuromuscular theory
• Cognitive theory

Mental Practice
• Neuromuscular theory

• Visualization activates the same motor pathways as the physical movement

Mental Practice
• Cognitive theory

• Develop an understanding of
  • movement requirements
  • performance strategies

Imagery Guidelines

• 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