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Lesson 5- Organisation of Skills Practice

AS OCR Acquiring Movement Skills

Joe Crane

on 18 September 2014

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Transcript of Lesson 5- Organisation of Skills Practice

Candidates should be able:

1- To
methods of
organising skills practice
to improve performance
part practice
whole practice
progressive part

2- To
Evaluate critically
& their effectiveness in the
learning of movement skills
Part Practice
Whole Practice
Progressive part
Whole - Part - Whole
If a skill is low in organisation it can be broken down into sub routines to reduce its complexity.

For beginners/cognitive learners

Parts are then practiced and perfected in isolation before putting the skill back together.

e.g. teaching a tennis serve as sub routines
Why it's used...
Reduces the amount of info to be processed.

Good if the task is complex or dangerous (lessens fear & risk)

Closed skills are usually taught in this way e.g. trampolining, gymnastics, swimming.

Good for serial skills.

Success in the parts helps motivate performers
Critical evaluation....
Can take longer than other methods

Can be boring

Transferring the parts back into the whole skill can sometimes be difficult

By splitting into parts learners do not gain a kinaesthetic sense and flow of the skill
Skills taught in parts
Skills taught as whole
For skills that are high in organisation and low in complexity

e.g. sprinting, cycling

Hollistic approach (Cognitive learning)
Why it's used....
The learner is able to experience and develop a feel for the movement 'Kinaesthesis'

Helps produce a smooth & efficient flow of the skill

Good for ballistic skills

Helps with understanding
Critical evaluation...
Not suitable for complex or dangerous skills

Quicker than using the part method

Better for experienced learners

Can be de-motivating if the learner doesn't get it

Can cause info overload
Parts practiced & then linked
For complex skills

For skills that link/join together

e.g. gym floor routines, triple jump, trampoline routines
Why it's used...
For complex serial skills as it reduces information overload

Helps flow of the skill

Helps transfer of the skills into the whole AKA Chaining
Critical evaluation...

Not suitable for simple skills that cant be broken down into sub routines
e.g. teaching kicking, arm stroke, breathing, turning and diving are each taught as parts then put together.
Practicing the whole skill then breaking it into parts then practicing as a whole again
To let the performer get a feel for the whole skill before its broken down

Parts of the skill that the performer is having difficulty with, can then be practiced in parts
Performers get a kinaesthetic feel initially so they understand the requirements better.

Speeds up learning as only the weak parts need to be practiced.

e.g. A performer may practice a tennis serve then a the coach gets them to practice the ball toss as it was a weak part of the skill. When it has been mastered in isolation the skill is then performed as a whole again.
Critical evaluation...
Can be quicker than the part method as only the weak parts are practiced in isolation
Not suitable for highly organised skills or dangerous skills
Evaluate critically the effectiveness of using part and whole practice methods in the learning of movement skills. (10)
Mark scheme
Full transcript