1. AS Level – Week 16 Theory Module 1 Optimizing Learning and Performance

2. Types of Practice After the learner has attempted the skill after the initial instruction they now have to spend time developing and refining the movement patterns. The coach must now decide on the most appropriate type of practice to use, ensuring learning actually occurs, motivation is maintained and fatigue does not limit performance. There are 4 main types of practice available: Massed practice Massed practice Distributed practice Distributed practice Variable practice Variable practice Mental practice. Mental practice.

3. Massed Practice This involves the repeated practice of skills with little or no recovery periods between blocks of trials. This would be used effectively for skills such as shooting at a goal/basket or racket strokes. It would ideally be used when: Skills are discrete and/or simple. Skills are discrete and/or simple. The performer is well motivated. The performer is well motivated. The performer is experienced. The performer is experienced. The performer has high levels of fitness. The performer has high levels of fitness. Replication of fatigue within a game is required. Replication of fatigue within a game is required. However, care must taken to avoid: Boredom. Boredom. Fatigue. Fatigue. Overtraining. Overtraining.

4. Distributed Practice This involves the repeated practice of skills with a recovery period before repetition of the skill or the development of a new task. The recovery period may involve some other form of activity other than just rest which may include mental rehearsal or feedback. It would ideally be used when: The skill is new and complex. The skill is new and complex. There is repetition of gross skills or those that are physically demanding. There is repetition of gross skills or those that are physically demanding. The skill is dangerous. The skill is dangerous. The performer is a novice. The performer is a novice. The performer has low levels of motivation. The performer has low levels of motivation. The performer has low levels of fitness. The performer has low levels of fitness. The performer has a short attention span. The performer has a short attention span. A recovery period is needed to receive feedback and evaluate performance. A recovery period is needed to receive feedback and evaluate performance.

5. Care must be taken to avoid excessive periods of recovery as this may lead to: Demotivation Demotivation Loss of concentration Loss of concentration Ill-discipline within groups Ill-discipline within groups

6. Variable Practice This involves the coach using a mixture of both massed and distributed practice within one session. It will help to maintain the interest and motivation levels of the performer and limit the effects of fatigue when required.

7. Mental Practice This involves the cognitive rehearsal of a skill without physical movement. This method is particularly useful as it may be utilised before, during and after practice and competition. It is also referred to as ‘mental rehearsal’ or ‘imagery’. The performer will attempt to create a picture in their minds of themselves completing the skill. They can do this in 2 ways: Internal – involves the performer seeing themselves from within completing the action or in the situation and consequently creating a kinaesthetic feel of the actual movement. Internal – involves the performer seeing themselves from within completing the action or in the situation and consequently creating a kinaesthetic feel of the actual movement. External – involves the performer seeing themselves as if they were a spectator or on film. They actually imagine watching themselves performing the skill. External – involves the performer seeing themselves as if they were a spectator or on film. They actually imagine watching themselves performing the skill.

8. Mental practice not only creates a positive mental image, but can also help reduce reaction time, or improve anticipation and control levels of arousal. It would ideally be used when: Learning time needs to be reduced, especially for novices. Learning time needs to be reduced, especially for novices. Experienced performers need to prepare for alternative options to situations prior to competition. Experienced performers need to prepare for alternative options to situations prior to competition. The performer needs to concentrate on developing specific aspects or the overall skill. The performer needs to concentrate on developing specific aspects or the overall skill. Arousal levels needs to be developed. Arousal levels needs to be developed. The performer is injured and some form of practice must be maintained. The performer is injured and some form of practice must be maintained. Its use maybe optimised by: Finding a quiet location. Finding a quiet location. Focusing on the task and creating a mental picture. Focusing on the task and creating a mental picture. Encouraging successful outcomes, not failure. Encouraging successful outcomes, not failure. Regular practice. Regular practice. Use during recovery periods. Use during recovery periods.

9. There is evidence to support the theory that by using mental practice the performer can stimulate the neuromuscular systems involved in creating the movement patterns. Whilst the level of nerve stimulation is insufficient to cause actual movement, it does stimulate minor muscular contractions, thus creating a practice situation. Table