1. Chapter 9
Practice Schedules

2. Your Perspective How do you typically learn a new skill or activity?
Do you like to practice it repeatedly before moving on to a different aspect of the skill or something else entirely? Or do you prefer to prefer to switch from one skill to another?

3. Variable Practice
The learner should be able to generalize a skill to a variety of performance situations.
For example, a shortstop does not field ground balls with the same speed, trajectory, and location each time.
Practice should be varied.
The learner shouldn’t practice the same pass or the same shot over and over.

4. Remember Distinctions Between Learning and Performance
Learning: A relatively permanent change in a person’s ability to execute a motor skill, as a result of practice or experience.
Performance: A temporary expression of a skill.
Constant practice has a greater influence on performance, but variable practice has greater influence on learning.

5. Variable Practice Guidelines How to Implement Variability
First assess the nature of the skill being learned and the environment in which it’s being performed
Then introduce variations in regulatory/ non-regulatory conditions, or both.

6. Variable Practice Guidelines When to Implement Variability
Initial stages of learning:
Constant practice
After the learner has acquired basic movement patterns:
Variable practice

7. Contextual Interference
Interference from switching from one skill to another or changing the context in which a task is practiced.
Blocked practice:
Low contextual interference.
Random practice:
High contextual interference.

8. Contextual Interference Effect
Blocked practice often produces superior short-term performance during practice.
Random practice leads to greater long-term learning gains.
Possible explanations:
Elaboration hypothesis
Action plan reconstruction hypothesis

9. Contextual Interference in Applied Settings
Some investigations show no difference between blocked and random practice schedules.
Possible reasons:
Nature of the task
Learner characteristics (age and skill level)
Use repeated-blocked schedule of practice
Combines advantages of blocked and random practices.

10. Designing Practice Sessions for Contextual Interference

11. Massed vs. Distributed Practice
Massed practice:
Amount of time allocated to rest between practice sessions or attempts is comparatively less than the time the learner is engaged in practice.
Distributed practice:
Rest component between practice sessions or attempts is equal to or greater than the practice component.

12. Distribution Across Practice Sessions (a) and Within a Practice Session (b)

13. Practical Implications for Distributed Practice
Recommended for:
New and complex skills
Continuous tasks
Tasks with high-energy requirements
Tasks with some degree of risk
Skills practiced in a therapy setting
Learners who lack needed physical conditioning

14. Practical Implications for Massed Practice
Effective with learners who:
Have acquired basic skills
Are motivated
Are in good physical condition
Have long attention spans
Can enhance physical conditioning/performance in a game situation
Avoid practicing when highly fatigued, however

15. Strategies to Maximize Time on Task
Rest intervals:
Do another activity during a rest period
Equipment substitutions:
Practice on equipment that is available while waiting for other equipment that is currently being used
Drill design:
Ensure the active participation of all learners
Directly target the learning goal

16. Your Perspective
Do you agree or disagree with the statement that the same movement is never performed twice?
Why or why not?