Chapter 9

Chapter 9Practice Schedules

Your PerspectiveHow 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?

Variable PracticeThe 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.

Remember Distinctions Between Learning and PerformanceLearning: 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.

Variable Practice GuidelinesHow 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.

Variable Practice GuidelinesWhen to Implement Variability

Initial stages of learning: Constant practice

After the learner has acquired basic movement patterns: Variable practice

Contextual InterferenceInterference 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.

Contextual Interference EffectBlocked practice often produces superior short-

term performance during practice.Random practice leads to greater long-term

learning gains.Possible explanations:

Elaboration hypothesisAction plan reconstruction hypothesis

Contextual Interference in Applied SettingsSome investigations show no difference between

blocked and random practice schedules.Possible reasons:

Nature of the taskLearner characteristics (age and skill level)

Use repeated-blocked schedule of practiceCombines advantages of blocked and random

practices.

Designing Practice Sessions forContextual Interference

Massed vs. Distributed PracticeMassed 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.

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

Practical Implications for Distributed Practice

Recommended for:New and complex skillsContinuous tasksTasks with high-energy requirementsTasks with some degree of riskSkills practiced in a therapy settingLearners who lack needed physical conditioning

Practical Implications for Massed PracticeEffective with learners who:

Have acquired basic skillsAre motivatedAre in good physical conditionHave long attention spans

Can enhance physical conditioning/performance in a game situation

Avoid practicing when highly fatigued, however

Strategies to Maximize Time on TaskRest intervals:

Do another activity during a rest periodEquipment 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 learnersDirectly target the learning goal

Your PerspectiveDo you agree or disagree with the

statement that the same movement is never performed twice?

Why or why not?