Chapter 3 - Practise and Feedback

Amount of Practise

The amount of practise a learner participates in is a critical learning variable

Part Practise

Refers to breaking the skill down into smaller parts

Whole Practise

Refers to practising the whole skill

Massed Practise

Involves less frequent training sessions that last for longer period of time

Distributed Practise

Involves short but frequent training sessions

Variability of Practise

Is the amount of change and uncertainty in an environment or the performance of a skill

Blocked Practise

Involves repetitively practising the same skill under consistent conditions

Random Practise

Involves rehearsing a variety of skills in a random order within the same session, creating high practise variability

Feedback

Is information a learner receives about their skill performance, highlighing erros or reinforcing succesful movements

Intrinsic Feedback

Is information a performer receives from their own sensory systems (audio, touch, visual) cues to assess and adjust their skill execution

Augmented Feedback

Is external information provided to a performer, often from a coach or tools like a video analysis. It can be classified as knowledge of performance (feedback on technique) or knowledge of results (feedback on outcome of the performance)

Knowledge of Performance

Is feedback focussed on how a skill is executed, rather than outcome, and can be intrinsic and augmented. It is especially effective for correcting faults and supporting skill development

Knowledge of Results

Is feedback about the outcome of a skill performance, such as seeing a basketball go through the hoop. It helps learners connect outcomes to their technique, enhancing intrinsic feedback, self-correction and overall performance improvement

Qualitative Feedback

Provides general, non-technical information about the skill performance

Quantitative Feedback

Offers precise, numerical data

Feedback Frequency

Refers to how often a coach provides augmented feedback

Regular Feedback

Is important as more feedback provided early in the learning stages and less as the learner progresses to avoid overload and promote independence through intrinsic feedback