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Acquiring Movement SkillsAcquiring Movement Skills

Applying classification to Applying classification to determine practicedetermine practice

Learning ObjectivesLearning Objectives

Describe the methods of Describe the methods of manipulating skills to facilitate manipulating skills to facilitate learning and improving performancelearning and improving performance– Part practicePart practice– Whole practiceWhole practice– Progressive part practiceProgressive part practice– Whole-part-whole practiceWhole-part-whole practice

Evaluate critically these methodsEvaluate critically these methods

IntroductionIntroductionThe skill you want to learn must first be The skill you want to learn must first be classified (on continua).classified (on continua).

To determine the best method of practice, To determine the best method of practice, the coach/teacher will place it on the the coach/teacher will place it on the organisational and difficulty continua (task organisational and difficulty continua (task analysis)analysis)

What is Task Analysis?What is Task Analysis?– Analysing a skill using the classification system Analysing a skill using the classification system

to decide on how to teach the skill to decide on how to teach the skill

They will consider the following:They will consider the following:

Task AnalysisTask Analysis

Be broken down Into separate parts?

Low in organisation

Not be broken downInto separate parts?

Involve many decisions/sub routines,Have to be carried outquickly/accurately?

InvolveFew deci-sions etc.

High in organisationComplex skill Simple skill

Practice TypesPractice Types

Movement classification is often used Movement classification is often used to determine the most effective ways to determine the most effective ways to learn and practise skills. The to learn and practise skills. The conditions in which a skill is learned conditions in which a skill is learned or practised should also replicate the or practised should also replicate the circumstances of actual performance circumstances of actual performance as closely as possible.as closely as possible.

Part PracticePart PracticeLow organisation skills can be broken down into Low organisation skills can be broken down into sub-routines.sub-routines.

What type of skill might you use part practice What type of skill might you use part practice with?with?

Serial skill (Why?)Serial skill (Why?)

It has a number of discrete elements, put It has a number of discrete elements, put together in a definite order. together in a definite order.

Part practice allows the performer to work on Part practice allows the performer to work on an isolated sub-routine in order to perfect it.an isolated sub-routine in order to perfect it.

Part PracticePart PracticePart practice reduces the possibility of Part practice reduces the possibility of overload, so is useful with beginners.overload, so is useful with beginners.

It allows a performer to focus on a specific It allows a performer to focus on a specific sub-routine and can, therefore, be useful sub-routine and can, therefore, be useful in correcting faulty technique.in correcting faulty technique.

It can also be useful with complex skills or It can also be useful with complex skills or with those involving an element of danger.with those involving an element of danger.

Part PracticePart PracticeGymnasts and trampolinists use Gymnasts and trampolinists use chainingchaining to to learn and link the movements or sub-routines of learn and link the movements or sub-routines of their sequences. It is important for them to learn their sequences. It is important for them to learn the movements in the correct order.the movements in the correct order.

Backward chaining is sometimes used when Backward chaining is sometimes used when teaching skills such as throwing events in teaching skills such as throwing events in athletics, e.g.. Javelinathletics, e.g.. Javelin

E.G.??E.G.??

Swimmer learning, leg, then arm actionsSwimmer learning, leg, then arm actions

Part PracticePart PracticeWhat types of skills will be good to practice like What types of skills will be good to practice like this?this?

Serial skills (sub routines)Serial skills (sub routines)

It is important for the learner to see the whole It is important for the learner to see the whole skill demonstrated, to give them an overall skill demonstrated, to give them an overall picture.picture.

What disadvantages are there?What disadvantages are there?

Part PracticePart PracticeIt takes longer than others, transferring It takes longer than others, transferring parts into the whole can be difficult, you parts into the whole can be difficult, you loose the kinaesthetic sense and flow of loose the kinaesthetic sense and flow of the whole skill.the whole skill.

Give an example and describe a part Give an example and describe a part practice...practice...

A gymnast learning a hand stand, forward A gymnast learning a hand stand, forward roll and somersault, then putting all of roll and somersault, then putting all of them together.them together.

TaskTask

Think of an activity and apply ‘Part Think of an activity and apply ‘Part practice’ to it.practice’ to it.

Whole PracticeWhole Practice

High organisation skills need to be taught High organisation skills need to be taught as a whole as the sub-routines cannot be as a whole as the sub-routines cannot be separated without disrupting the flow of separated without disrupting the flow of the movement e.g. Sprinting, dribbling, the movement e.g. Sprinting, dribbling, golf swing.golf swing.

Ideally all skills should be taught as a Ideally all skills should be taught as a whole as this allows the learner to develop whole as this allows the learner to develop a feel of the skill. This is termed a feel of the skill. This is termed kinaesthesis. kinaesthesis. What is this??What is this??

Whole PracticeWhole Practice– Kinaesthesis: The awareness of the Kinaesthesis: The awareness of the

relative position of the limbs and joints relative position of the limbs and joints in space and the state of the contraction in space and the state of the contraction of the muscles.of the muscles.

The performer experiences the whole skill The performer experiences the whole skill and so is good for learning and so is good for learning ballistic ballistic skills.skills.– Ballistic: Short and fast skills, e.g. Golf Ballistic: Short and fast skills, e.g. Golf

swingswing

Whole PracticeWhole PracticeWhat disadvantages are there?What disadvantages are there?

Not suitable for complex or dangerous Not suitable for complex or dangerous skills, but it is quicker than using part skills, but it is quicker than using part practicepracticehttp://www.teachnet-uk.org.uk/2007%20Projects/PE-Skills_Development/skills-development/games-quizzes/dustbin%20practice%20pw.htm

TaskTask

Apply ‘Whole practice’ to a skill and Apply ‘Whole practice’ to a skill and explain it. explain it.

Progressive – Part PracticeProgressive – Part PracticeParts of complex skills are practiced in isolation, Parts of complex skills are practiced in isolation, then linked together in larger parts before then linked together in larger parts before combining into the whole skill. E.G.??combining into the whole skill. E.G.??

Floor routines in gymnasticsFloor routines in gymnastics

This is good for complex serial skills because: it This is good for complex serial skills because: it reduces the info load, helps the flow of the skill, reduces the info load, helps the flow of the skill, helps the transfer of skills into the whole.helps the transfer of skills into the whole.

This is sometimes referred to as ‘chaining.’This is sometimes referred to as ‘chaining.’

Progressive – Part Practice Progressive – Part Practice

1. Teach Part A

2. TeachPart B

3. Teach partA + B

4. Teach Part C

5. TeachPart ABC

Can you think of a progressive part practice? Explain how you would structure the part practices.

Whole – Part – Whole PracticeWhole – Part – Whole Practice

This involves presenting the whole skill to the This involves presenting the whole skill to the performer.performer.

The sub-routines are then practised separately. The sub-routines are then practised separately. You can focus on parts that are more difficult, or You can focus on parts that are more difficult, or parts the learner is struggling with.parts the learner is struggling with.

Finally the whole skill is reintroduced.Finally the whole skill is reintroduced.

Whole – Part – Whole PracticeWhole – Part – Whole PracticeAdvantages of this practice are, the Advantages of this practice are, the learner can get a better feel of the skill, learner can get a better feel of the skill, than part practice.than part practice.

Disadvantages are that this practice Disadvantages are that this practice cannot be used for highly organised skills, cannot be used for highly organised skills, which are dangerous.which are dangerous.

Skill SimplificationSkill SimplificationIf a skill is complex, high in organisation and/or If a skill is complex, high in organisation and/or dangerous the task should be made easier. This is dangerous the task should be made easier. This is called task simplification.called task simplification.

Eg.Eg.

A bicycle could be fitted with stabilisers.A bicycle could be fitted with stabilisers.

A harness could be used to assist a trampolinist in A harness could be used to assist a trampolinist in learning somersaultslearning somersaults

Children may play short tennis before progressing to Children may play short tennis before progressing to tennistennis

Small sided games of hockey/ football may be Small sided games of hockey/ football may be introduced before progressing to the full gameintroduced before progressing to the full game

FLASHCARDSFLASHCARDS

A revision toolA revision tool

TaskTask

Choose a skill from one of your Choose a skill from one of your practical activities.practical activities.

Create a plan to teach it. Explain Create a plan to teach it. Explain how and why you decided on using how and why you decided on using each method.each method.