The Importance of Practice Variability in Motor Skills Development, Slides of Physical Education and Motor Learning

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Practice Schedules

• True or False?
  • Long term retention of a skill is best achieved by practicing a motor skill repeatedly before moving to a different version of the task or a different task altogether.
• The effectiveness of a training program shouldn’t be measured by the speed of acquisition or the level of performance reached at the end of practice opportunities, but by the learner’s performance in real-world settings that are the reason for the training.

Constant vs. Variable Practice

• Constant practice
  • Practice schedule where a single variation of a given task is practiced repeatedly (in the same context) - Throw the same object the same distance to the same target
• Variable practice
  • Practice schedule where multiple variations of a given task are practiced (changes in the context) - Throw different objects from different distances to different targets

Benefits of Practice Variability

• Learners develop competence in altering the parameters for different dimensions of an action - To throw 20 feet, 40 feet or 60 feet, the GMP would be the same - BUT, the parameters for overall force would be different - If the performer uses the wrong parameters for force the throw would be too long or too short - Skilled performers select the correct parameter use to meet the demands of the task

Guidelines to Vary Practice

• Closed Skills
  • Constant regulatory conditions, variable non- regulatory conditions
• Open skills and closed skills with inter-trial variability - Variable regulatory and non-regulatory conditions

When to Implement Variable Practice

• Use constant practice during initial stage of learning - Facilitates the learner’s development of a basic movement pattern
• Once learner has acquired the basic movement pattern, variable practice should be introduced. - Superior for learning - Enhances the adaptability of movement production - New versions of a task are performed more effectivelydocsity.com

Organizing Variable Practice

• One way to solve this practice schedule problem is to understand the concept of contextual interference
• Contextual interference results from practicing various skills within the same session of practice

Contextual Interference

• Interference results from switching from one skill to another or changing the context in which a task is practiced from trial to trial - Intertask variations: dribbling, free throws, passing - intratask variations: helping a person use a fork to eat peas, lettuce, spaghetti, chicken
• High contextual interference leads to poorer performance during acquisition BUT enhances learning

Random Practice

• Multiple task variations are performed in a random order - Creates high contextual interference - Use once learners have acquired some degree of proficiency

Repeated Blocked Practice

• E.g. 5 successive shots at each of the 4 positions repeating the rotation twice - Creates moderate levels of contextual interference - Combines the advantages of both blocked and random practice

Why Does The Contextual Interference

Effect Occur?

• Idea #1: Elaboration hypothesis
  • Random practice engages one in more cognitive strategies
  • Performer retains all the skill variations in working memory
  • Performer develops a memory representation of a skill that can be accessed during a test

Why Does The Contextual Interference Effect Occur?

• Idea #2: Action plan reconstruction hypothesis
  • Random practice requires performer to reconstruct an action plan for each practice trial
  • Performer engages in more problem-solving
  • Better retention performance

Limits

• Skills with different motor programs require more cognitive involvement= greater interference & enhanced learning
• However, in applied situations, intratask variations have been shown to elicit contextual interference

Practical Application

• For a skill of your choice, establish a variable practice schedule for closed skills and open skills.
• For a skill of your choice, establish contextual interference for a novice learner; for a skilled learner.