Variable Practice
• Enhances development of schema

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

Variable practice guidelines
– How to implement variability

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

Variable practice guidelines

- When to implement variability

• After basic movement pattern has been learned

Contextual Interference

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

Contextual Interference

Blocked practice (low contextual interf.)

• 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

Contextual Interference

Random practice (high contextual interf.)

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

Contextual Interference Effect

Working memory

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

Contextual Interference Effect

temporary forgetting

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

Contextual Interference Application

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

Contextual Interference Application

• Nature of task

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

Contextual Interference Application
• Learner characteristics: age, skill level

• Blocked practice => for children, novices

Contextual Interference Application
• Serial practice

• 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)

Types of Practice

Blocked Practice

Types of Practice

Serial practice

Types of Practice

Repeated-blocked practice

Types of Practice

Random Practice

Contextual Interference Application

Challenge point framework

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

Contextual Interference Application

Systematic increases in contextual interference facilitates learning

• Environmental difficulty increases with skill level

Contextual Interference Application

Self-regulated practice

• Learners control own practice schedule
• Increases contextual interference

Contextual Interference Implications

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

Contextual Interference Implications

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

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

Practice Distribution
• Massed practice

• Rest time between sessions < practice time
  • Less rest

Practice Distribution
• Distributed practice

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

Practice Distribution
• Learning advantage for...

• shorter, more frequent sessions

Practice Distribution
• Continuous skills

distributed practice

Practice Distribution
• Discrete skills

massed practice

Practice Distribution

Practical Implications
Distributed practice avoids...

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

Practical Implications
• Greater rest periods for...

• new/complex skills
• high-energy continuous tasks

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

• learners are fresh

Practical Implications
• Massed practice good for...

• higher skill
  • leads to game like physical conditioning

Maximizing Time on Task

• Rest intervals
• Equipment substitutions
• Drill design

Maximizing Time on Task
• Rest intervals

• Fill with another activity that promotes learning, contextual interference

Maximizing Time on Task
• Equipment substitutions

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

Maximizing Time on Task
• Drill design

• Directly target a learning goal
• Include all learners