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8/11/2019 Chapter 18 Whole and Part Practice Report
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Whole and Part Practice
Aurellado, IsayCastro, LouieDomingo, PattyJimenez, CheskaNasis, Jao
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SKILL COMPLEXITY AND
ORGANIZATION Complexity
refers to the number of parts orcomponents in a skill as well as theattention demands of a skill.
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Highly complex skills
many components,demand muchattention especiallyfrom a beginner
ex. Dance routine, servinga tennis ball, getting out ofbed and into a wheelchair
SKILL COMPLEXITY AND
ORGANIZATION
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Lower complexity skills
few component parts,
relatively limitedattention demands
ex. Shooting an arrow,picking up a cup
SKILL COMPLEXITY AND
ORGANIZATION
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Organization of a skill- refers to the relationships among thecomponent parts of a skill.
High level of organization its component parts are spatially and temporally interdependent
- successive parts of a highly organized skill can be akin to a chain of events
ex. Jump shot in basketball- hand and arm movements
Low level or organization
spatial temporal performance characteristics do not depend on those of the
part that precedes it.
ex. dance routines and writing certain words
SKILL COMPLEXITY AND
ORGANIZATION
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Skill Characteristics and the Decision
to Use Whole or Part PracticeSkill characteristics
Low in Complexity (LC)+ High in Organization (HO)= Whole Practice
-people learn relatively simple skills in which the few componentparts are highly related most efficiently using the whole practicemethod.
- e.g. buttoning a button, throwing a dart, putting a golf ball
High in Complexity (HC)+ Low in Organization (LO)=Part Practice
- e.g. Skills of serving a tennis ball, reaching for, grasping and drinkingfrom a cup, shifting gears on a car
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To determine which of these complexity and organizationcombinations describe a particular skill
1. Analyze the skill- identify the skills component parts and the extent towhich the spatial and temporal performance characteristics of thoseparts are interdependent
2. Decide which part of the continuum of skill complexity and organization
best represents the skill
-most of the motor skills we perform daily and in sports would be placedcloser to the complex end of the continuum rather than the simple end
3. For skills that are placed on the organization continuum between the
extremes of low and high, determine which component parts areindependent of the others and which group together as interdependent.
- This will determine which parts could be practiced independently- Grouping of parts can be thought of as a natural unit within the skill
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Continuous, Discrete, and Serial Skills
Continuous(ex. Swimming) and Serial Skills- differ in theirlevels of organization but are highly complex
-most have a high level of organization because of the spatialtemporal relationships among the parts of these skills.
Serial skillshave varying levels of organizationaccordingto skill.
Ex. Sequence of skills for the triple jump (discrete skills strungtogether to make a new and complex movement)
Discrete skillsarelow in complexitybecause they consistof one identifiable part which puts them at the high end ofthe organization continuum.
Ex. Hammering a nail, punching a bag
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PRACTICING PARTSOF A SKILL
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PRACTICING PARTS OF A SKILL
WHOLE PRACTICE
Advisable when
the skill to belearned is low incomplexity
High inorganization
PART PRACTICE
Advisable when
the skill is more
complex
Less in
organization
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PART - TASK
STRATEGIES
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FRACTIONIZATION:Practicing bimanual coordination skills
training method related
asymmetric coordinationskills that involves practicing
each arm or leg separately
before performing withthem together
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Is a part practice strategy the
best approach for learning
these types of skills, or would awhole
practice approach be
preferable?
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SEGMENTATION:The progressive part method
training method that involvesseparating the skill into parts
and then practicing the partsso that after one part is
practiced
it is then practiced togetherwith the next part, and so on.
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BREAST STROKE
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Watters (1992)
Progressive part
method wasbeneficial for
learning to type an
eight-key
sequence on a
computer
keyboard.
Ash & Holding
(1990)
People learning a
musical score on apiano benefited
from progressive
part practice
approach.
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ADVANTAGES
It benefits of both part and whole methods ofpractice.
Part methodreduces the attention demandsofperforming the whole skill
Whole methodrequires important spatial andtemporal coordinationof the parts to be practicedtogether.
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SIMPLIFICATION:Reducing task difficulty
training method that involves
reducing the difficultyofspecific parts or features of askill
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4 SIMPLIFICATION
APPROACH
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Reducing the difficulty of the objects
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Providing auditory accompaniment
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Reduce the attention demands of
the skill without changing theaction goal
Reducing the speed
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Whats the best methodto use?
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When possible, its best to practice the
whole technique; this avoids spending
time combining the parts back into the
whole and helps your athletes learn
how to use the technique in the context
of a contest.
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However, if the technique is so
complex that athletes cantdevelop a good mental plan,
then you should break the
technique into parts.
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Advantages
Part of the skill practice
Reduces attentiondemands of
performing the wholeskill
Feedbacks can begiven every afterattempts
Whole skill practice
Requires importantspatial and temporalcoordination of theparts to be practicedtogether
Both advantages areCombined
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Examples
Triple Jump
Run-up
Hop
Skip
Jump
Landing
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Simplification: Reducing Task
Difficulty A variation of whole practice strategy
Can make either the whole skill or certain
parts of the skill less difficult to perform
Used for complex skills
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6 ways of Simplification
Specific to learning a certain type of skill
Involves practicing a whole skill
Simplify Certain parts of the skill
1. Reducing object difficulty
2. Reducing attention demands
3. Reducing speed
4. Adding auditory cues
5. Sequencing skill progression
6. Simulators and virtual reality
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Reducing Object Difficulty
Done by changing the type of objectmanipulated to perform a specific skill
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Reducing Attention Demands
Body-weight (BWS)support system
Controls the amountof body weight a
person needs to
support
Training wheels
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Reducing Speed
Athletes can control their action moreeffectively and in some cases performthem with great accuracy
Preserve relative timing pattern
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Adding Auditory Cues
Providing auditory cues that specify theappropriate rhythm
Simplifies task by adding an extracomponent
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Sequencing Skill Progression
Practices variation of a skill in a sequencefrom less to more complex until the skill itselfis practiced
Gentiles Taxonomy of motor skills
Use of Lead-up games or activities
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Simulators or Virtual Reality
Technical devices that provide ways tosimplify certain features of a skill to helppeople learn skills
Advantages
No problem regarding cost of accidents orperformance errors
Specific aspects of performance
environments can be controlled Practice for longer periods of time with
same intensity
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Simulators or Virtual Reality
Simulators
Devices that imitate vehicles, machines or
instruments
Pitching machines, rebounders etc.
Virtual Reality (VR) Environments
Simulate real environments through the use
of computer graphics
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Activity
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Tasks:
1. Eating applesauce from a spoon
2. Drinking from a glass3. Turning pages of a book
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PRACTICING PARTS OF A SKILL
Simplification: Reducing Task Difficulty
A Caution against Using Miming as a Simplification
Method
Types of miming With the objects
Without the object
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Results
Both the normal and MS participants:Uniquely had different characteristics for
the real and mimed situations
When simplifying the practice of the skill,
a therapist, teacher, or coach shouldhave the person perform the natural skill
= which was always the case in the
simplification methods
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AN ATTENTION APPROACH TOINVOLVING PART PRACTICE INWHOLE PRACTICE
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AN ATTENTION APPROACH TO INVOLVINGPART PRACTICE IN WHOLE PRACTICE
Not advisable to separate the parts of a skill
physically for practice
Practice the whole skill BUT focus attention onspecific parts that need work
EMPHASIS: SPECIFIC PARTS OF THE SKILL =
improvement ADVANTAGE: WHOLE PRACTICE= how the parts
of the skill relate to one another
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AN ATTENTION APPROACH TO INVOLVINGPART PRACTICE IN WHOLE PRACTICE
Kahnemansmodel of attention
1. Ensure completion of one task
2. Enduring dispositions
3. Momentary Intentions Allocate attention according to
instructions
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Gopher, Weil, and Siegel (1989)
AN ATTENTION APPROACH TO INVOLVINGPART PRACTICE IN WHOLE PRACTICE
perceptual
cognitive motor
Acquire specificknowledge of
rules and gamestrategy
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Group 1
Controlling the Space Ship
Group 2
Handling the mines around the fortress
Group 3
Spaceship control + mine-handling
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AN ATTENTION APPROACH TO INVOLVINGPART PRACTICE IN WHOLE PRACTICE
Jump Shot
Follow Through
Eye on the ring
Jump
Elbow
extension
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AN ATTENTION APPROACH TO INVOLVINGPART PRACTICE IN WHOLE PRACTICE
Baseball Swing
Hip Rotation
Ball
Pivot of foot
Bat Swing
Pitcher
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The extent to whichattention-directing
instructionsas a part-practice strategy shouldemphasize an externalrather than an internal
focus remains a question forresearchers to address.