1. Classwork Date  Lesson 6 – Lesson objective  Practice Types and presentation of skills  By the end of this lesson you should be able to:  Describe methods of practice.  Evaluate critically different types of practice methods and their application to the performance of movement skills.  Explain the appropriate use of practice methods to maximise effectiveness.  Explain the role of mental practice and rehearsal compared with physical practice.

2. Some key terms to understand  Open Skill- An open skill is affected by external factors (An opponent trying to tackle you, wind, pitch conditions)  Closed Skill- A closed skill is not really affected by the environment, or other people (Playing darts, practicing a free throw)

3. Some key terms to understand  Simple(Disctrete) skill- A simple skill with a set beginning and end (basketball free throw)  Complex Skill- They usually require more coordination and involve a combination of simple skills. (gymnastic routine, layup)  Continuous skill- No recognisable beginning or end (runnning, swimming)

4. Massed practice  Learners practice continuously without breaks or rest intervals.  Basketball players doing ten shots at each of six points around the ‘D’.

5. Massed practice advantages  Good for perfecting a skill.  Good for experienced performers who are highly motivated with good fitness levels.  Most suited to simple (discrete) skills of short duration.  Can save on time as skills don’t have to be reintroduced after breaks between sessions.  Suitable when coach wants to simulate performance conditions where there is a fatigue element.

6. Massed practice disadvantages  Can cause fatigue and de-motivation, which can lead to poor performance and learning.  Can lead to boredom.  Beginners can be affected by lack of concentration and attention.  Not suitable for dangerous tasks.

7. Distributive practice  Practice sessions have rest intervals included.  E.g. Learner swims a width and then rests while they receive some feedback from the teacher.

8. Distributive practice — advantages  Good for most skill learning — particularly beginners and learners with low levels of motivation and fitness.  Good for learning continuous skills.  Rest intervals allow the learner time to recover physically and mentally.  Rest intervals allow opportunity to receive extrinsic feedback (e.g. From coach).  Research has shown this to be the most effective form of practice.  Helps maintain motivation.  Good for complex and potentially dangerous skills.

9. Distributive practice — disadvantages  More time-consuming than massed practice.  Skills may have to be re-introduced after each break.  May lead to frustration in discrete skills when rest intervals delay practice — de- motivation, e.g. pupils taking it in turn with only one ball!

10. Varied practice  The environment in which the skills are practised is constantly changing.  This practice is the most suitable method for OPEN skills.  e.g. 2v1 practice for passing.

11. Varied practice advantages  The performer learns to adapt the technique to the changing environment.  Develops decision-making & perceptual skills.  Improves selective attention.  Improves detection of warning signals, making info processing (reaction time) faster and more efficient.

12. Varied practice disadvantages  Need to have already learned all the necessary simple skills.  Not suitable for closed skills.

13. Fixed practice  The environment in which the skill is practised remains constant.  The same movement is practised each time — the practice is repetitive.  Sometimes referred to as skill drills.  e.g. Shot putt.

14. Fixed practice advantages  The skill becomes well learned and automatic.  Information processing demands are low.  Specific movement patterns can be over-learned and become habitual (automatic).  Allows learner’s attention to be directed elsewhere.

15. Fixed practice disadvantages  Not suitable for open skills.  Can be boring and de-motivating.

16. Mental rehearsal/practice  Performer goes through the movement in their mind without any movement occurring.  Sometimes referred to as imagery.  When mental practice takes place, muscular neurones fire as if the muscle is active.

17. Mental rehearsal uses/advantages  Useful in the early stages of learning where learner builds up a mental picture.  Advanced performers use it to rehearse complex skills and go over strategies and tactics.  Used to reinforce successful movements.  Can reduce anxiety and increase confidence.

18. Mental rehearsal uses/advantages  Used in conjunction with physical practice it can improve the speed of learning.  Effective with skills that have a high cognitive element e.g. team strategies.

19. Mental rehearsal — disadvantages  Used by itself it is not as effective as physical practice.  Not effective with simple skills, e.g. those that rely on strength.

20. Methods of practice

21. Part Method   The parts of the skill are practised in isolation which is useful for complicated skills and is good for maintaining motivation and focusing on specific elements of the skill. It is possible, however, that the transfer of the skills from parts, to a whole may not be effective and it may also reduce the kinaesthetic awareness (feel) for the full skill

22. Whole Method   The skill is first demonstrated and then practised as a whole, from start to finish. It helps the learner to get a feel for the skill, timings and end product. It is best used for fast skills which cannot easily be separated into sub-parts, such as a javelin throw. It is unsuitable for people with low attention spans, complex or dangerous skills.

23. Whole-part-whole Method   The whole skill is first demonstrated and practised, before being broken down into the constituent parts to practice the individual elements and improve on these, before putting the whole skill back together. This can be very effective in skills which have easily distinguished parts, where the whole skill together is complex. A good example comes in swimming, where the learner would practice the whole stroke, then isolate a weak component, such as the kick and use a float in the hands to ensure using only the legs, before putting the whole stroke back together. This gives the performer a sense of the whole skill before they break it down and improve on the weak aspects of the performance. As with the part method this may affect the transfer of the skill from parts to the whole.