front 1
“Practice makes perfect...”
Consider the influence (x3) | |
front 2
“Practice makes perfect...” | back 2 -
In reality, practice does not guarantee that
a learner will become more proficient
-
Careful practice design => gains in skill
proficiency
|
| back 3 -
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? |
front 4
Whole vs. Part Practice • Part
practice method | back 4 -
Simplifies the skill
- Allows for
early success,
- leading to increased
motivation
-
Allows practice on problematic
components
-
ignores already mastered ones
|
front 5
Whole vs. Part Practice • Whole
practice method can be favored | back 5 -
Depends on which will result in the greatest
amount of positive transfer
|
front 6
Whole vs. Part Practice Items to consider: | back 6 - Nature of the skill
- Capability of the learner
- Part practice techniques
- Attention cueing
|
front 7
1st thing to consider: Nature of the Skill
Task complexity | back 7 -
How many...
- subcomponents?
- information processing demands?
|
front 8
1st thing to consider: Nature of the Skill
Task organization | back 8 -
How much does
- the performance of each
part, depend on the component that
before/precedes it? |
front 9
Classifying Skills According to Complexity and Organization | |
| back 10 -
HIGH = organization,
-
LOW = complexity
|
| back 11 -
LOW = organization,
-
HIGH = complexity
|
front 12
Whole vs. Part Practice: Capability of learner | back 12 -
Part practice: LOW/LIMITED movement experiences:
- Promotes success, develops good habits
-
Whole practice: HIGH motivation with
experience
|
front 13
Whole vs. Part Practice: Part practice techniques | back 13 -
Always teach how parts are associated with the
whole skill
- promotes transfer to the whole
skill
|
front 14
Part Practice Techniques
3 types: | back 14 - Segmentation
- Fractionization
- Simplification
|
| back 15 -
Skill is separated into parts
- based on
spatial or temporal elements
-
Part-whole method • Progressive-part method •
Repetitive-part method
|
front 16
Segmentation • Part-whole method | back 16 -
Performing each part separately
|
front 17
Segmentation • Progressive-part method | back 17 -
Practice two parts separately,
- then
combine both parts together
|
front 18
Segmentation • Repetitive-part method | back 18 -
Similar to progressive-part,
- except
learner does
not practice new parts independently
|
front 19
Implementation of Part Practice Sequences in Punting
Part-Whole method | |
front 20
Implementation of Part Practice Sequences in Punting
Progressive-Part method | |
front 21
Implementation of Part Practice Sequences in Punting
Repetitive-Part Method | |
front 22
Implementation of Part Practice Sequences in Punting
Foward+backward chain | |
front 23
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 | back 23 -
Skill components normally performed
simultaneously
- are practiced independently
-
CAN be used
- when spatial or
temporal movements are different
(for each limb)
|
front 24
Fractionization • Effectiveness is questionable | back 24 -
Rhythmic skills requiring bimanual coordination,
- upper- and lower-limb coordination
- Should NOT be used
- due to high
organization of skills
|
| back 25 - 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
|
front 26
Simplification
• Modify the equipment | back 26 – Size, length, weight, grip, rigidity |
front 27
Simplification
• Reduce coordination requirement | back 27 – Reduce movement requirements – Change balance, force, speed, accuracy |
front 28
Speed-Accuracy Tradeoff
• Governs spatial accuracy, not temporal | back 28 -
Increasing speed CAN decrease timing
errors
- Emphasize speed with temporal skills, accuracy
with spatial skills?
|
front 29
Speed-Accuracy Tradeoff
• Limitations | back 29 -
Most complex motor skills
- involve both spatial and
temporal accuracy
- Too much
emphasis on accuracy
- can inhibit
skill development
|
front 30
Speed-Accuracy Tradeoff
• Implications | back 30 - During the early stages of skill acquisition
|
front 31
Bilateral Transfer
• Cognitive elements | back 31 - from practicing with one limb apply to the other limb
-
Bilateral transfer was similar
- with
either mental or physical practice
|
front 32
Bilateral Transfer
limb motor patterns | back 32 -
Non-practiced limb would use the same motor
pattern as practiced limb
-
Electrical activity in unused limb
|
front 33
Bilateral Transfer
•Non-dominant limb and Dominant limb sequence | back 33 -
Practice with non-dominant limb first
-
leads to
greater performance
|
| back 34 -
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 |
| back 35 -
Focus learners’ attention
-
Encourage the development of new skills
and
strategies -
Provide a means of monitoring
progress
|
| back 36 -
Establish both short- and long-term
goals
-
Account for individual differences
|
front 37
Goal Setting
• 3 types of goals: | back 37 Outcome: final result of a contest – Performance: focus on
self-improvement – Process: achieving a technical
element during skill execution |
front 38
Goal Setting
• 3 types of goals:
– Performance: | back 38 focus on self-improvement |
front 39
Goal Setting
3 types of goals:
– Process: | back 39 achieving a technical element during skill execution |
front 40
Goal Setting
• 3 types of goals:
Outcome | back 40 final result of a contest |
front 41 Elements of a Well-Constructed Goal | back 41 -
SMART
-
Specific
-
Measurable
-
Action-oriented
-
Realistic
-
Timely
|
front 42
Mental Practice
• Imagery | back 42 - Def.) Visualization or cognitive rehearsal of
movement
-
without physical execution
|
front 43
Mental Practice
• Combination of physical/mental training | back 43 -
Superior
- to physical practice alone
-
Helps
- learn a skill or part of a
skill
|
front 44
Mental Practice
• Rehearsing performance before execution | back 44 -
increases success and confidence
-
Reduces anxiety
|
| back 45 - Neuromuscular theory
- Cognitive theory
|
front 46
Mental Practice
• Neuromuscular theory | back 46 -
Visualization activates the same motor pathways as
the physical movement
|
front 47
Mental Practice
• Cognitive theory | back 47 -
Develop an understanding of
-
movement requirements
-
performance strategies
|
| back 48 -
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
|