Practice Conditions Requirements
-Upsides: once a skill is learned, they last much longer
-Downsides: it takes timer and intentionality
3 General principles when designing practices for Motor Skills:
1) Whole or Part
2) Practice Variability
3) Massed and Distributed Practice
Whole or Part practices:
Teach it as a whole or break it up into parts?
-general rule: better to practice as a whole (develop rhythm and timing needed)
Safety is an issue (handspring in gymnastics) or Complex/ intricate: teach in individual parts
BUT: teach it as a whole first, then into individual parts (unless safety)
Practice Variablity when Teaching:
-refers to the idea of changing either the environmental conditions of practice or the skills involved in practice
-Open skills should be practiced with changing conditions, while closed should be unchanging conditions
Practice variability plays a key role in
The development of open skills
-Cognitive stage: (beginner) -reduce demands placed on open skill
-must not be left at stage of lower demand indefinitely
Massed Practice
Devoting a considerable amount of time at one time point to practice a motor skill
-practicing a float serve for 8 hours in 1 day (480 mins)
-do it all at once, then not again
Distributed Practice
Devoting a smaller amount of time over MANY time points to practice a motor skill
-practicing a float serve 20 mins a day for 24 days -480 minutes
Distributed practice is worse or better than massed?
A lot better
-repetition
-not overwhelming
-more time to develop skills
Motor skill learning is more likely to occur when the learner is
Motivated
-especially in cognitive (beginning) stage
-approach task with positivity, while unmotivated would be avoiding task
Learning motivation can be influenced by:
Success levels
-experience with the content
-social group dynamics
-learner personality and aspirations
When students attribute their success to factors WITHIN their control:
They are more likely to be active participants in the learning process
When students attribute their success to factors OUTSIDE their control:
They a re less likely to be active participants in the learning process
Transfer of LearningL
Influence of having learned one skill or ability into learning others
-can be positive, negative, or neutral
Bilateral Transfer, Inter-Task transfer, Intra- Task Transfer
Bilateral Transfer
-what you learn with one hand/ foot transfers to the other hand/ foot
-limb practiced with will show more improvement
Inter- Task Transfer
What you learn in one skill or task transfers to another new one
-throwing, kicking, jumping -builds into more complex sport skills
-
Intra Task Transfer
What you learn from practice of a skill in one condition transfers to practice of that skill in a different condition
-develop progressions for teaching skills from easy to more difficult
-dribbling and shooting a soccer ball in practice transfer to the ability to do it in a game?
Facilitating Transfer of Skills: 3 Rules
1) The more the practice situation resembles the game, the more likely transfer will occur
2) The more a skill is learned, the more likely there will be a positive transfer to the game situation
3) Transfer can be facilitated by teachers encouraging learners to use info they already know and abilities they already have
