1. HIGHER PE
METHODS OF PRACTICE

2. Designing Practices…
Identify current performance strengths and weaknesses.
Base your practices on your current level of ability. Use this as your start point.
This will help you design practices that are realistic and effective for specific aspects of skills and technique.

3. Designing Practices…
Set realistic targets for improvement over a specified period of time.
Keep your practices closely related to the demands of the whole performance.
By doing this it is easier to transfer your improvements back into the activity.
Avoid endless repetition of the same practice.
Quality practice is better than quantity of practice.

4. Designing Practices…
Consider the work-to-rest interval when you are training.
Make sure you rest enough and avoid fatigue.
Make sure the practices show progression.
As you improve, you can move on to to slightly more demanding practices.

5. PRINCIPLES OF EFFECTIVE PRACTICE
The Principles of Effective Practice can be easily remembered as; V.P.S.M.A.R.T.E.R
Variable
Progressive
Specific
Measurable
Achievable
Realistic
Timed – Phased
Exciting
Recorded

6. Methods of Practice DROPMCL Drills Repetition Opposed/Unopposed
Pressure
Massed/Distributed
Conditioned
Learning (methods of learning)

7. DRILLS
Single Feed practice is a drill where the performer focuses on the skill itself or aspects of the skill.
This gives the performer the opportunity to focus on the movement patterns that need improvement without the distraction of the game and/or other skills.
Be ready with several drills that are progressive. For instance, multiple feed practices are more challenging and also ensure repetition.

8. REPATITION
During practice it is vital that movement patterns are repeated until the body systems (muscle and nerves) have learned to move ‘automatically’ in the newly learned way.
The movement will be grooved into the muscle’s memory.
Used with every other type of practice

9. OPPOSED / UNOPPOSED To begin, the practice is done with no opposition.
This allows the learner to learn the movement patterns unopposed.
Passive opposition is then introduced which gradually becomes more active.
Later the skill can be attempted in conditioned games
(Method also used when developing tactics)

10. PRESSURE
Once a skill has been established in a pressure situation, pressure can be gradually increased to groove the skill whilst considering
time restrctions
fatigue factors.
The chances of the improved skill being used successfully in a game are greatly increased after pressure training

11. MASSED / DISTRIBUTED
Demands of different activities influence whether practicing different skills / techniques is best practiced on a MASSED or DISTRIBUTED basis;
Skill demand (simple/complex)
Ability levels
Motivation Levels
Practicing under Fatigue

12. MASSED Skills have been learned to a good level
Practicing when tired is important
Mental demands
Choice of shot
Observing opponents position
Skill execution
Body position
Footwork
Real to game

13. DISTRIBUTED Short practice Complex skills / technique Fatigue leads to
De-motivated
Poor execution of skill
Injury
Short number of practice attempts followed by rest intervals
Mental rehearsal during rest period

14. CONDITIONED GAMES
Rule imposed on the game to encourage the use of a particular shot.
For example, to encourage net play, the court can be shortened.
Improvement programme
working on weakness
maintenance programme
working on strengths

15. LEARNING (methods of learning)
For a programme to be effective, the correct learning approach must be selected. The method of learning is directly related to the ‘stage of learning’ and ‘open/closed’ situations.
WHOLE - PART – WHOLE
GRADUAL BUILD UP

16. WHOLE – PART - WHOLE EXAMPLE Individual parts can be separated
Some experience of activity
Not wasting time or being bored by working on areas of strength within the technique.
EXAMPLE
For example Shadow practice is a type of whole/part/whole learning we use in Badminton. The movement patterns are learned without the distraction of the shuttle or the game. Movement patterns are practised separately e.g. practising the chasse step and lunging movement towards the net, mimicking net play.

17. GRADUAL BUILD UP Learning complex skills Skill involves risk
Many subroutines learned in stages
Challenge yet achievable
Information load is kept to a minimum at early stages – easier to learn.
Attention to vital aspects is enhanced and fatigue is minimised

18. GOAL SETTING
Use goal-setting to ensure that you can perform at your highest level. Goal-setting involves you (either individually or with your teacher) setting challenging targets which are specific to your performance.