Term
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Definition
| scheduling of different skills within a practice session or portion of practice session |
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Term
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Definition
practice schedule in which the same skill is rehearsed in repetitive fashion
promotes better practice performance levels |
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Definition
practice schedule in which different skills are rehearsed in an unpredictable trial-trial order
results in superior levels of learning |
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Definition
the degree of interference created by the ordering of skills within a practice session
blocked practice results in low contextual interference.
random practice results in high contextual interference. |
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| practice schedule resulting in moderate contextual interference; several different skills are practiced in an alternating but predictable order. |
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Term
| action plan reconstruction hypothesis |
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Definition
one explanation of the contextual interference effect
when people sequentially perform different skills during random practice, they continuously forget and must reconstruct the action plan for each skill each time it is practiced, enhancing learning by leading to the development of a stronger memory representation. |
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Definition
one explanation of the contextual interference effect.
Random practice promotes a better appreciation of the distinctive features among skills, resulting in stronger memories and better learning. |
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Term
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Definition
| the scheduling of a single skill or of variations of a single skill within a practice session or portion of practice session |
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Definition
| practice schedule in which the same skill is rehearsed in the same way, without variation, in a series of practice trials. |
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Definition
practice schedule in which the same skill is rehearsed in a variety of different ways
results in superior levels of learning |
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Term
| specificity of practice principle |
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Definition
| the best learning experiences are those that most closely approximate the movement components and environmental conditions of the target skill and target context. |
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Term
| theory of identical elements |
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Definition
| the more similar the elements of two skills or two variations of the same skill are the greater will be the positive transfer between the two. |
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Term
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Definition
| the task a person wishes to be able to perform as a result of practice |
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Term
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Definition
| the environmental context in which a person wants to be able to perform a skill as a result of practice |
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Term
| variability of practice principle |
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Definition
practicing skills or variations of the same skill in a variety of different ways and contexts has beneficial effects on learning
largely developed as a result of schema theory |
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Definition
| the balancing of periods of rest and work within a practice schedule |
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Term
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Definition
practice schedule in which the amount of time in rest is relatively longer than the amount of time in actual practice
promotes both better performance and learning of continuous skills
for discrete skills, distributed practice promotes superior practice performance |
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Term
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Definition
practice schedule in which the amount of work or actual practice is relatively longer than the amount of time spent in rest.
results in equal learning to distributed practice |
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| 3 Caveats of Mass Practice |
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Definition
Safety
Motivation
Kinematics |
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Term
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Definition
Massed practice can increase physiological and psychological fatigue; compromising both the learner's quality of movement and attentional focus.
When practicing skills where safety issues are of concern, distributed practice may be required in order to minimize risk of injury. |
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Term
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Definition
Massed practice depresses performance levels during acquisition, even when learning benefits remain present. Depressed performance levels, in addition to increased levels of fatigue, can affect a learner's motivation to continue practice.
If adequate methods for encouraging and motivating learners are not sufficiently successful, greater distribution of practice may be indicated to reduce detrimental effects on learner motivation. |
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Term
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Definition
If increased levels of fatigue associated with massed practice become sufficient to distort basic movement patterns, practice can quickly become ineffective.
When movement patterns exceed the kinematic boundaries inherent to a skill, practice is no longer effective.
If the movement patterns of a skill become too greatly compromised due to a buildup of fatigue, rest periods should be increased until basic kinematic skill features are reestablished. |
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Term
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Definition
any method of simplifying the performance of a skill, involving either the initial practice of component parts of the skill or the simplification of environmental features in which the skill is performed.
Use for skills of high task coplexity.
For skills of high task organization, use Part practice initially but transfer to whole practice as soon as possible. |
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Term
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Definition
| a part-practice method in which a skill is broken down into component parts and the parts practiced separately until some level of proficiency is obtained before practicing the skill in the whole. |
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Term
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Definition
| method of part practice in which the component parts of a skill are sequentially added to practice as each previous component is mastered |
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Term
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Definition
| a method of part practice where a skill is practiced in the whole but in which the complexity of some feature of the skill or environment is reduced. |
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Term
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Definition
| a part method of practice involving the isolated practice of varied skill components that would normally be performed simultaneously |
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Term
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Definition
| the number of component parts of a skill |
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Definition
| the degree to which the component parts of a skill are interrelated and performance of the whole skill is dependent upon their integration |
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Term
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Definition
practice of a skill in its entirety as it is intended to be performed as a result of practice
Use for skills of low task complexity.
For skills of low task organization, consider using part practice to initially introduce the skill. |
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Term
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Definition
| practice technique where an instructor directs a learner's attention to a specific aspect or component of a skill performed in the whole. |
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Definition
| the amount of mental work involved in the retrieval, decision-making, and planned leading to the execution of a skill |
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Term
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Definition
a conceptual model relating the cognitive challenges inherent in practicing a skill to the learning potential available.
as functional task difficulty increases, performance in practice decreases steadily. Upon reaching the optimal challenge point, the performance in practice sharply drops.
As functional task difficulty increases, the potential learning benefit climbs to its peak at the optimal challenge point, from which it will decrease at an equal but opposite rate. |
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