1. 2. Types & Methods of Practice
2.1 Skill Acquisition
2. Types & Methods of Practice

2. Fun Quiz

3. 1. Name the six skill continuas.
Fun Quiz
1. Name the six skill continuas.

4. Fun Quiz
A1. Difficulty. Environmental. Pacing. Muscular involvement. Continuity. Organisation.

5. 2. Which continuum do simple and complex belong to?
Fun Quiz
2. Which continuum do simple and complex belong to?

6. A2. Difficulty continuum.
Fun Quiz
A2. Difficulty continuum. 

7. 3. Which continuum do gross and fine below to?
Fun Quiz
3. Which continuum do gross and fine below to?

8. A3. Muscular involvement continuum.
Fun Quiz
A3. Muscular involvement continuum.

9. Fun Quiz....... 3. Which continuum do gross and fine below to?
4. Define the two ends of the continuum.

10. Fun Quiz
A4. Gross – skill that utilises large muscle groups. Emphasis on strength and power, les on skill and accuracy. 
Fine – skills that utlises small muscle groups. More emphasis on accuracy and control of movement.

11. Fun Quiz
5. Two ends of a continuum are describe. Identify the two ends being describe and state which continuum they belong to:
I)Skill takes place in unpredictable surroundings. The skill must be adapted to respond to a stimuli.
II) Skill takes place in predictable surroundings. There is no need to adapt technique to respond to a stimuli

12. Fun Quiz
Tiebreaker - 
What is the world record time for the men's marathon – to the closest second

13. Fun Quiz
Tiebreaker - 
Berlin 2014

14. Fun Quiz
A5.
I) - Open
II) - Closed

15. Numerous continua
Sporting movements can be classified against numerous continua at one times. 
Classify a 50 m freestyle sprint swimmer against each of the continua and justify your answers. 

16. Task Analysis Teacher understanding what needs to be taught
Detailed knowledge
Plan what needs to be taught
Using the classifications to analyse
Identify specific abilities required
Specific abilities then develop the sub- routines
Can isolate the problem
Action to improve

17. Task Analysis Why can this player not flick effectively?
How can you get them to improve?

18. Task Analysis Why can this player not flick effectively?
Task (flick identified)
Sub-routines identified
Power comes from legs (or transfer of power/momentum)
How can you get them improve?
Plan a training programme to develop strength and power in player's leg muscles
May eventually increases skill of flicking the ball

19. Task Analysis
Classifying skills is important to decide on type of teaching/learning strategies to optimise performance.
May be appropriate to split the skill in sub- routines if it is serial in nature, or to build up strength of large muscles if the skill is predominantly gross in nature.
Attentional Wastage
The performer's concentration can be misdirected to irrelevant cues. This can damage the effectiveness of their performance and will particularly affect the way a novice learns.

20. Homework/register
1 – Homework to be handed in 2 – Did you all hand in homework last lesson ?

21. Think answer.....
Complete the sentence: Practice makes

22. Think answer.....
Complete the sentence: Practice makes PERMANENT

23. Practice and open/closed skills
Learning of closed skills effective if repeatedly practiced
Skills will become automatic
Why ?

24. Practice and open/closed skills
Learning of closed skills effective if repeatedly practiced.
Skills will become automatic.
Why ?
Constancy of the environment makes varied practice unnecessary and distracting. 
Teaching open skills should involved varying the situations. 
Why?

25. Practice and open/closed skills
Learning of closed skills effective if repeatedly practiced.
Skills will become automatic.
Why ?
Constancy of the environment makes varied practice unnecessary and distracting. 
Teaching open skills should involved varying the situations. 
Why?
Performer can create a no. Of different strategies to cope with the changing nature of the environment.

26. Practice and discrete/serial/continuous skills
How do you think you should teach skills on this continuum?

27. Practice and discrete/serial/continuous skills
How do you think you should teach skills on this continuum?
We will come back to this (leave a gap in your work)

28. Types & Methods of Practice
Ensure effective skill learning – How?

29. Types & Methods of Practice
Ensure effective skill learning – Create best possible practice situations
The structure of practices is crucial to optimise skill learning and development
May split up sub-routines and practice, or practice skill as a whole
May be repetitive, or may include frequent rest intervals

30. Types & Methods of Practice
Type/Method
Description
Example
Part practice
Whole practice
Whole/part-whole practice
Progressive/part practice
Massed practice
Distributed practice
Fixed practice
Varied practice

31. Type/Method Description Example Part method
Often used when skill is low in organisation and be split in to sub-routines.
If skill is complex, this method is useful, to help the performer make sense of the skill and achieve initial success with basic movements before progressing to the more complex movements.
Useful when learning a dangerous skill. 
Performer will gain confidence by learning each element of the skill separately. When all brought together the performer will have a better idea of the technique involve and be more confident. 
Particularly useful when teaching serial skills. 
This method Is useful when practicing those aspects of a skills causing trouble in performance. 
Tennis service practice – Practice back swing first before striking the ball. 

32. Type/Method Description Example Whole method
Not breaking the skill down. 
Player experiences the true feeling/kinaesthetic of the skill.
More likely to positive transfer from practice to real situation.
Player more likely to execute the skill fluently and can appreicate the relationship bettween each part of the movement.
Rapid/ballistic action the whole method is best, because components of the skill interact closely with one another.
Golf swing – each part of the swing interacts closely with the other.

33. Type/Method Description Example Whole-part-whole
Attempt the whole sill.
Then practice in parts/sub-routines.
Then putting them together again to practice as a whole. 
Suited to serial skills or low organisations, when sub-routines have distinct features.
Enables the performer to recognise strengths and weaknesses in their performances.
Separate practices are constructed to focus on correcting performance of each sub-routines.
Performer will can a feeling/fluency of the skill to start with to appreciate the kinesthesis involved. 
Triple jump.
Basketball lay-up.

34. Type/Method Description Example Progressive-part (segmentation)
Often referred to as chaining. 
A serial skill is often broken into its sub-routines that can be seen as links of a chain. 
Learn one link at a time, then a second link. 
Two links are then practiced together, and then a thirds link and so on. Until all the links can be practiced together as a whole. 
The performer can get the idea of the complete movement and understand the relationship been the various components and sub-routines. Helps the performer to remember the links between sub-routines of skills. 
Breaststroke swimming

35. Type/Method Description Example Massed practice
Practice that involves very short or no rest intervals within the practice session. 
Continuous practice period. 
Better when the individual is experienced, older, fitter or more motivated. 
Better when the task is discrete or brief in nature, or simple to perform.
Rest periods used to reduce fatigue, give feedback, re-motivate or develop positive transfer. 
Any alternative 
Hitting a golf ball.

36. Type/Method Description Example Distributed practice
Involves relatively long breaks or rest periods between each attempt or block of attempts. 
Better when the individual is a beginner, less experienced, limited preparation (mental/physical) or less motivated. 
Better when the task is continuous requiring repetition of gross skills, complex to perform or dangerous.
Swimming

37. Type/Method Description Example Fixed practice
Practice conditions remain unchanged/fixed.
Suitable for closed skills, where the environment does not effect the execution of the skill.
Enables habitual movements to be learned effectivley.
Badminton player repeatedly practicing and repeating the flick serve

38. Type/Method Description Example Varied practice
The practice should closely resemble the true life situation., 
Where it is an open skill, it is important that the practice situation is varied to that the performer can draw from the strategies in their long term memory.
Relevant experiences are stored in the long term memory  and can be used to modify motor programmes in the future.
Close skills need the practice conditions to closely resemble the true life situation.
Primary PE – Children develop a bank of experiences, that they can draw on when faced with new situations.

39. Types & Methods of Practice
Think of a serial skill  
How would you break down the skill and use the progressive part technique to teach it to a beginner?
Pick another skill......
Justify/explain another training technique that you would use and why ?

40. Links between skills classification and types of practice.
Coach or teacher and the performer must be able to identify the important aspects of skills. 
Good understanding is essential if tasks are to be completed skillfully
Knowledge of stimuli to attend to and ignore is important
Knowing how to classify skills can help decide on type of teaching
All types of practice may be used to develop a variety of different skills

41. Links between skills classification and types of practice.
Muscular involvement 
- Gross; practice with lots of repetition (develop autonomy of skill)
- Fine; repetition and mental rehearsal to aid concentration
Environmental
- Open; varying situation is important. Why ?
- Closed; Repetition of practice. Why ?. Why is varying practice not useful?

42. Links between skills classification and types of practice.
Continuity
- Discrete; taught as a whole
- Serial; taught by breaking them down into sub-routines. Whole-part-whole
- Continuous; practice as a whole
Pacing
- Self-paced; fixed practices, more control for the performer to develop habitual responses
- Externally paced; varied practice, help build strategies for a changing environment

43. Links between skills classification and types of practice.
Difficulty
- Simple; practices that are repetitive and fixed, limited decision making during skill
- Complex; Careful explanation required, and broken down into sub- routines. Varied practice is often suitable. 
Consider how you would teach the backhand in badminton

44. Links between skills classification and types of practice.
Difficulty
- Simple; practices that are repetitive and fixed, limited decision making during skill
- Complex; Careful explanation required, and broken down into sub-routines. Varied practice is often suitable. 
Consider how you would teach the backhand in badminton
Speed, and position of shuttle to be considered, position on court and opponents position. 
A demo given, then description, then practiced at a slow pace, then into modified game, then in match. 

45. Links between skills classification and types of practice.
Organisation
- High organisation; difficult to split into sub-routines. Practiced as a whole (cycling)
- Low organisation; breaking the skill up (tennis serve)

46. Links between skills classification and types of practice.
Hint - Exam questions may ask you about the characteristics of a type of practice, you will need to give a description of the practice. You may be asked why a particular practice is used, you will then need to give an explanation, as well as practical examples.

47. Links between skills classification and types of practice.
In 8 bullet points; what are the key summarys?

48. Links between skills classification and types of practice.
In 8 bullet points; what are the key summarys? Practice sessions need to be well planned. Complex skills with lots of information processing need to be broken down. Highly organised skills taught as a whole. Progressive part used for serial skills. Varied practice is less monotonous and more related to real game situation. Massed practice not as effective as distributed practice. Massed practice is better for more able performers. Distributed practice can increase motivation and reduce fatigue, due to its long rest periods.

49. Homework
Complete worksheets given