1. PRACTICE TYPES
Movement classification is often used to determine the most effective ways to learn and practise skills. The conditions in which a skill is learned or practised should also replicate the circumstances of actual performance as closely as possible.

2. VARIED PRACTICE
Open skills are best practised in a constantly changing, unpredictable environment.
This allows the performer to develop the necessary perceptual and decision making skills.
The player will learn to adapt the skill to suit the situation. These adaptations are stored and the experience or schema of the player is expanded.
This type of practice improves selective attention, making information processing faster and more efficient.
Before introducing varied practice a novice usually learns a skill in a fixed environment, building up a motor programme of the skill. This allows the learner to groove or over-learn the skill, which can be adapted later.

3. FIXED PRACTICE
Closed skills require fixed practice because the environment in which they are performed remains the same and, once perfected, the movement pattern never changes.
These stereotyped actions should be grooved to the point of being habtual.

4. PART PRACTICE
Low organisation skills can be broken down into sub-routines.
Part practice allows the performer to work on an isolated sub-routine in order to perfect it.
Part practice reduces the possibility of overload, so is useful with beginners.
It allows a performer to focus on a specific sub-routine and can, therefore, be useful in correcting faulty technique.
It can also be useful with complex skills or with those involving an element of danger.
Gymnasts and trampolinists use chaining to learn and link the movements or sub-routines of their sequences. It is important for them to learn the movements in the correct order.
Backward chaining is sometimes used when teaching skills such as throwing events in athetics, eg. javelin

5. WHOLE PRACTICE
High organisation skills need to be taught as a whole as the sub-routines cannot be separated without disrupting the flow of the movement eg. Sprinting, dribbling.
Ideally all skills should be taught as a whole as this allows the learner to develop a feel of the skill. This is termed kinaesthesis.

6. WHOLE-PART-WHOLE PRACTICE
This involves presenting the whole skill to the performer.
The sub-routines are then practised separately.
Finally the whole skill is reintroduced.

7. SKILL SIMPLIFICATION
If a skill is complex, high in organisation and/or dangerous the task should be made easier. This is called task simplification.
Eg. A bicycle could be fitted with stabilisers.
A harness could be used to assist a trampolinist in learning somersaults.
Children may play short tennis before progressing to tennis.
Small sided games of hockey/ football may be introduced before progressing to the full game