1. AS Physical Education
Practice Types

2. Practice types What is meant by the term ‘practice type’?
What factors concerning a skill should a teacher/coach consider before deciding on the type of practice?

3. Practice types
Practice conditions are the type and style of practice administered by the teacher/coach.
The appropriate type of practice will ensure the opportunity for performance to be improved.
Practice conditions are determined by the nature of the skill.

4. Varied Practice
Open skills are best practiced in an environment which is constantly changing or variable.
This will provide the opportunity for decision making and develop perceptual skills
This allows general schema to be developed
Selective attention is improved
Information processing becomes faster & more efficient.

5. Fixed Practice
If the repetition of a specific movement pattern is the aim (closed skills), fixed practice, with repetition to allow the movements to be ‘over-learned’ or ‘grooved’ is appropriate.

6. Massed vs Distributed practice
Teacher/Coach must consider the length of practice periods and the extent to which learners need rest during practice.
If learners need rest during a practice or training session, how long should the rest periods be and what should the learners do in them?
If fatigue or boredom sets in, learning decreases markedly.

7. Massed practice
The skill is practiced until learned, without taking any breaks.
Allows concentration and overlearning.
Appears to be most suitable for activities in which:
The skill is simple
Motivation for learning is high
The purpose of the practice is to simulate fatiguing conditions.
Available practice time is very short
The learners are experienced, able and fit.

8. Distributed practice Practice is interspersed with breaks
Rest / practice of another skill / mental rehearsal
Should be used for activities in which:
The skill to be learned is new &/or complex
There is a danger of injury if fatigue sets in
Attention spans are short, i.e with young learners
Motivation is low
Learners are not fit enough
Weather conditions are adverse

9. Whole Practice Ideally a skill should be taught as a whole
Allows the performer to appreciate the end product and can experience a ‘kinaesthetic feel’ for the skill.
Suitable for skills that are high in organisation
Sprinting, dribbling etc..
Cyclic and continuous in nature.

10. Part Practice
Involves working on an isolated sub-routine with the intention of perfecting it.
Suitable when:
The skill is too complex &/or difficult for the learner
A lot of information processing is involved
Reduces the risk of overload.
There is an element of danger

11. Backward chaining
Some skills can be taught by reversing the order of part presentation.
E.g Discus
Throw & release
Travel & trunk position
Initial preparation
Stance
Grip

12. Whole-Part-Whole practice
Learner first tries out the skill
Kinaesthetic feel
Identify easy & difficult elements
Following observation by teacher/coach these elements can be isolated and taught as parts.
Finally all of the ‘parts’ are all integrated back into the whole skill.

13. Mental Rehearsal
Process by whereby the performer, without moving, runs through the performance in their mind.

14. Mental Rehearsal Can be done in several ways:
By watching a demonstration or film
By reading or listening to instructions
By mental imagery, if the skill is established.

15. Mental Rehearsal A useful strategy for experienced performers
Often used in preparation for competition.
Research suggests that when mental rehearsal occurs, the muscular neurones fire as if the muscle is actually active.
Therefore it is suggested that it has a real learning effect.

16. Mental Imagery
"I never hit a shot even in practice without having a sharp in-focus picture of it in my head. It's like a colour movie. First, I "see" the ball where I want it to finish, nice and white and sitting up high on the bright green grass. Then the scene quickly changes, and I "see" the ball going there: its path, trajectory, and shape, even its behaviour on landing. Then there's a sort of fade-out, and the next scene shows me making the kind of swing that will turn the previous images into reality only at the end of this short private Hollywood spectacular do I select a club and step up to the ball.“
Golfing great Jack Nicklaus

17. Mental Imagery
To see success. Many athletes "see" themselves achieving their goals on a regular basis, both performing skills at a high level and seeing the desired performance outcomes
To motivate. Before or during training sessions, calling up images of your goals for that session, or of a past or future competition or competitor can serve a motivational purpose. It can vividly remind you of your objective, which can result in increased intensity in training.
To perfect skills. Mental imagery is often used to facilitate the learning and refinement of skills or skill sequences. The best athletes "see" and "feel" themselves performing perfect skills, programs, routines, or plays on a very regular basis.

18. Mental Imagery
To set the stage for performance. Mental imagery is often an integral part of the pre-competition plan, which helps set the mental stage for a good performance. Athletes do a complete mental run through of the key elements of their performance. This helps draw out their desired pre-competition feelings and focus. It also helps keep negative thoughts from interfering with a positive pre-game focus.
To refocus. Mental imagery can be useful in helping you to re focus when the need arises. For example, if a warm-up is feeling sluggish, imagery of a previous best performance or previous best event focus can help get things back on track. You can also use imagery as a means of refocusing within the event, by imagining what you should focus on and feeling that focus.

19. Mental imagery Internal External
Visualising participating in the event; what it feels like to do.
External
Visualising yourself from the outside, as if on video.

20. Practice makes perfect
Whatever practice method is used, it is undisputable that a high level of practice is needed to produce top-level performers.
Pro Quarterback will have made 1.4 million passes by the time he reaches his peak
A 10 year old female gymnast needs about 8 years of daily practice to reach an Olympic final.

21. Train hard, win easy