Describing and evaluating practice methods

Description:

• continuous practice of a skill with no or few breaks
• eg. continuous shooting in netball

Good for:

• autonomous phase learners
• developing fitness
• overlearning skills
• short duration skills
• developing motor programmes

But:

• tiring 
• boring
• overuse injuries

Description:

• practice with regular breaks 
• eg. sprint starts with regular breaks

Good for:

• avoids boredom
• dangerous skills
• breaks give time for recovery and opportunity for feedback
• associative/autonomous learners - improves understanding

But:

• breaks are a disruption to learning
• long breaks can be demotivating

Description:

• practice in the same environment
• eg. cricket bowler practising in indoor nets

Good for:

• overlearning
• developing motor programmes
• closed skills (replicates competition)

But:

• boring
• not suitable for open skills (doesn't prepare for match situation)
• overuse injuries

Description:

• practice in different situations
• eg. netball shooter shooting with defenders in different defensive positions each time

Good for:

• open skills
• preparation for real game
• prevents boredom
• develops schema

But:

• too many stimuli - information overload
• may confuse cognitive stage learners
• may not be able to groove skill

Description:

• going over skill in head to form a mental image
• eg. dancer going over their dance routine in their head

Good for:

• autonomous stage learners
• reduces reaction time
• controls arousal
• increases confidence
• works well with distributed practice during rests

But:

• some people unable to use effectively
• hard to apply in competitive situation
• mental + physical practice better than mental alone