Impact of Skill Classification on structure of Practice for Learning

Whole practice method

Performing a skilling its entirety without breaking it down. Teachers high organised and discrete skills.

+ Links whole skill/ routine in fluent manner

- Beginners may not have the fitness level or understanding to cope with this method

Progressive part method

Adding each part of the skill gradually, chaining. Teaches serial and low organised skills.

+ Reduces danger

- isn’t appropriate for all sports

- poor in one area will break whole skill down

Whole-part-whole method

Performing the skill in its entirety, then isolating phases for improvements and performing the skill in its entirety again. Teaches serial and complex skills

+ Used by beginners and elites to isolate and improve weaknesses

- can be time consuming

Mass practice

The skill is practiced until learned, without breaks

+ Great for elite performers with high levels of fitness

+ Improvements made quickly

- Fatigue can be produced, leading to potential injury

- Beginners may not have fitness levels to cope with demands

Distributed practice

Skill is practiced over several training sessions, with breaks

+ Allows for advice and feedback in-between sessions

+ allows for recovery, less likely to get injured

- time consuming

Variable practice

Practicing skills in a variety of situations to be adapted in matches, practices open skills

+ practiced in different situations, more confident for games

+ variety in drills keeps motivations high

- closed skills will not benefit

Mental practice

Performer images themselves taking part in a skill prior to the performance

+ can be done during injury, helps to maintain memory

+ helps stimulate proprioceptors and prepare them for performance

- If used poorly, can create anxiety

- training and prior knowledge is required otherwise use effectively, cannot be used by cognitive performers