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Manipulating skills practice
Transcript of Manipulating skills practice
Candidates should be able to:
•describe methods of manipulating skills
to facilitate learning and improve performance
•evaluate critically these methods and their effectiveness in the learning of movement skills.
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
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.
Good for dangerous skills
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
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 information overload
Parts practiced seperatly & then linked e.g. A - B - AB - C - ABC -
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
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.
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)
Usually put into sub routines then put back together.