Chapter 18 Whole and Part Practice Report

8/11/2019 Chapter 18 Whole and Part Practice Report

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Whole and Part Practice

Aurellado, IsayCastro, LouieDomingo, PattyJimenez, CheskaNasis, Jao


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SKILL COMPLEXITY AND

ORGANIZATION Complexity

refers to the number of parts orcomponents in a skill as well as theattention demands of a skill.


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Highly complex skills

many components,demand muchattention especiallyfrom a beginner

ex. Dance routine, servinga tennis ball, getting out ofbed and into a wheelchair


ORGANIZATION


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Lower complexity skills

few component parts,

relatively limitedattention demands

ex. Shooting an arrow,picking up a cup


ORGANIZATION


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Organization of a skill- refers to the relationships among thecomponent parts of a skill.

High level of organization its component parts are spatially and temporally interdependent

- successive parts of a highly organized skill can be akin to a chain of events

ex. Jump shot in basketball- hand and arm movements

Low level or organization

spatial temporal performance characteristics do not depend on those of the

part that precedes it.

ex. dance routines and writing certain words


ORGANIZATION


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Skill Characteristics and the Decision

to Use Whole or Part PracticeSkill characteristics

Low in Complexity (LC)+ High in Organization (HO)= Whole Practice

-people learn relatively simple skills in which the few componentparts are highly related most efficiently using the whole practicemethod.

- e.g. buttoning a button, throwing a dart, putting a golf ball

High in Complexity (HC)+ Low in Organization (LO)=Part Practice

- e.g. Skills of serving a tennis ball, reaching for, grasping and drinkingfrom a cup, shifting gears on a car


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To determine which of these complexity and organizationcombinations describe a particular skill

1. Analyze the skill- identify the skills component parts and the extent towhich the spatial and temporal performance characteristics of thoseparts are interdependent

2. Decide which part of the continuum of skill complexity and organization

best represents the skill

-most of the motor skills we perform daily and in sports would be placedcloser to the complex end of the continuum rather than the simple end

3. For skills that are placed on the organization continuum between the

extremes of low and high, determine which component parts areindependent of the others and which group together as interdependent.

- This will determine which parts could be practiced independently- Grouping of parts can be thought of as a natural unit within the skill


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Continuous, Discrete, and Serial Skills

Continuous(ex. Swimming) and Serial Skills- differ in theirlevels of organization but are highly complex

-most have a high level of organization because of the spatialtemporal relationships among the parts of these skills.

Serial skillshave varying levels of organizationaccordingto skill.

Ex. Sequence of skills for the triple jump (discrete skills strungtogether to make a new and complex movement)

Discrete skillsarelow in complexitybecause they consistof one identifiable part which puts them at the high end ofthe organization continuum.

Ex. Hammering a nail, punching a bag


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PRACTICING PARTSOF A SKILL


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PRACTICING PARTS OF A SKILL

WHOLE PRACTICE

Advisable when

the skill to belearned is low incomplexity

High inorganization

PART PRACTICE

Advisable when

the skill is more

complex

Less in

organization


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PART - TASK

STRATEGIES


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FRACTIONIZATION:Practicing bimanual coordination skills

training method related

asymmetric coordinationskills that involves practicing

each arm or leg separately

before performing withthem together


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Is a part practice strategy the

best approach for learning

these types of skills, or would awhole

practice approach be

preferable?


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SEGMENTATION:The progressive part method

training method that involvesseparating the skill into parts

and then practicing the partsso that after one part is

practiced

it is then practiced togetherwith the next part, and so on.


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BREAST STROKE


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Watters (1992)

Progressive part

method wasbeneficial for

learning to type an

eight-key

sequence on a

computer

keyboard.

Ash & Holding

(1990)

People learning a

musical score on apiano benefited

from progressive

part practice

approach.


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ADVANTAGES

It benefits of both part and whole methods ofpractice.

Part methodreduces the attention demandsofperforming the whole skill

Whole methodrequires important spatial andtemporal coordinationof the parts to be practicedtogether.


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SIMPLIFICATION:Reducing task difficulty

training method that involves

reducing the difficultyofspecific parts or features of askill


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4 SIMPLIFICATION

APPROACH


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Reducing the difficulty of the objects


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Providing auditory accompaniment


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Reduce the attention demands of

the skill without changing theaction goal

Reducing the speed


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Whats the best methodto use?


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When possible, its best to practice the

whole technique; this avoids spending

time combining the parts back into the

whole and helps your athletes learn

how to use the technique in the context

of a contest.


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However, if the technique is so

complex that athletes cantdevelop a good mental plan,

then you should break the

technique into parts.


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Advantages

Part of the skill practice

Reduces attentiondemands of

performing the wholeskill

Feedbacks can begiven every afterattempts

Whole skill practice

Requires importantspatial and temporalcoordination of theparts to be practicedtogether

Both advantages areCombined


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Examples

Triple Jump

Run-up

Hop

Skip

Jump

Landing


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Simplification: Reducing Task

Difficulty A variation of whole practice strategy

Can make either the whole skill or certain

parts of the skill less difficult to perform

Used for complex skills


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6 ways of Simplification

Specific to learning a certain type of skill

Involves practicing a whole skill

Simplify Certain parts of the skill

1. Reducing object difficulty

2. Reducing attention demands

3. Reducing speed

4. Adding auditory cues

5. Sequencing skill progression

6. Simulators and virtual reality


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Reducing Object Difficulty

Done by changing the type of objectmanipulated to perform a specific skill


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Reducing Attention Demands

Body-weight (BWS)support system

Controls the amountof body weight a

person needs to

support

Training wheels


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Reducing Speed

Athletes can control their action moreeffectively and in some cases performthem with great accuracy

Preserve relative timing pattern


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Adding Auditory Cues

Providing auditory cues that specify theappropriate rhythm

Simplifies task by adding an extracomponent


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Sequencing Skill Progression

Practices variation of a skill in a sequencefrom less to more complex until the skill itselfis practiced

Gentiles Taxonomy of motor skills

Use of Lead-up games or activities


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Simulators or Virtual Reality

Technical devices that provide ways tosimplify certain features of a skill to helppeople learn skills

Advantages

No problem regarding cost of accidents orperformance errors

Specific aspects of performance

environments can be controlled Practice for longer periods of time with

same intensity


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Simulators or Virtual Reality

Simulators

Devices that imitate vehicles, machines or

instruments

Pitching machines, rebounders etc.

Virtual Reality (VR) Environments

Simulate real environments through the use

of computer graphics


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Activity


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Tasks:

1. Eating applesauce from a spoon

2. Drinking from a glass3. Turning pages of a book


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PRACTICING PARTS OF A SKILL

Simplification: Reducing Task Difficulty

A Caution against Using Miming as a Simplification

Method

Types of miming With the objects

Without the object


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Results

Both the normal and MS participants:Uniquely had different characteristics for

the real and mimed situations

When simplifying the practice of the skill,

a therapist, teacher, or coach shouldhave the person perform the natural skill

= which was always the case in the

simplification methods


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AN ATTENTION APPROACH TOINVOLVING PART PRACTICE INWHOLE PRACTICE


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AN ATTENTION APPROACH TO INVOLVINGPART PRACTICE IN WHOLE PRACTICE

Not advisable to separate the parts of a skill

physically for practice

Practice the whole skill BUT focus attention onspecific parts that need work

EMPHASIS: SPECIFIC PARTS OF THE SKILL =

improvement ADVANTAGE: WHOLE PRACTICE= how the parts

of the skill relate to one another


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Kahnemansmodel of attention

1. Ensure completion of one task

2. Enduring dispositions

3. Momentary Intentions Allocate attention according to

instructions


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Gopher, Weil, and Siegel (1989)


perceptual

cognitive motor

Acquire specificknowledge of

rules and gamestrategy


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Group 1

Controlling the Space Ship

Group 2

Handling the mines around the fortress

Group 3

Spaceship control + mine-handling


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Jump Shot

Follow Through

Eye on the ring

Jump

Elbow

extension


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Baseball Swing

Hip Rotation

Ball

Pivot of foot

Bat Swing

Pitcher


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The extent to whichattention-directing

instructionsas a part-practice strategy shouldemphasize an externalrather than an internal

focus remains a question forresearchers to address.

Chapter 18 Whole and Part Practice Report

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