STARTER ACTIVITYSTARTER ACTIVITY

1.1. ‘I practiced until it became AUTOMATIC to me.’ ‘I practiced until it became AUTOMATIC to me.’

With a partner explain what this sentence With a partner explain what this sentence means.means.

2.2. Read handout ‘stages of learning’.Read handout ‘stages of learning’.

Lesson focus:Lesson focus:

Key concept 3: the development of skill and the refinement of Key concept 3: the development of skill and the refinement of technique.technique.

Learning Intentions

1. To explain the stages of learning.2. To describe the methods of training.

PRACTICE STAGE:

• Link together all the subroutines.• Experience, ability and type of skill determines the practice time required.• Simple skills require less time practising than complex skills.• Mistakes will gradually reduce.

There are 3 important stages in learning and developing skills.

PREPARATION STAGE:

• Find out what is involved with the skill. • You learn the different parts (subroutines) to the skill.• Errors are common.• Advice is needed with encouragement and support.

AUTOMATIC STAGE:• Most subroutines are now automatic. Little attention is given to them.• Errors are even less likely.• Due to higher skill level, more attention given to detailed aspects of your performance.

Opposed/UnopposedVary the degree of opposition.Make meaningful. Progress from no-passive-active opposition. Level of defence will dictate success of practice.

Methods of practice

Solo/Shadow/Partner/GroupProgress through these adding pressure to your performance. Make sure they are realistic and increasingly demanding. Co-operation may be needed.

Gradual build upUseful for complex skills. Small instalments building it up in stages. Gradually increase the demands. Develops high level of confidence. Gear practice to stage of learning. Should be achievable.

Repetition DrillsRepeat parts or whole technique. Groove the technique. Works best with complex, closed skills. Can vary pressure to improve quality and relevance of practice.

Conditioned/small sided/coached games

Gives 1 performer an advantage. Is in game like settings. Adapt rules to suit technique. Increases control, fluency, decision-making and repertoire of skills.

Whole/part/whole

Already experienced. Perform whole before you isolate or separate a part then perform whole again.

TASKS (write notes as well)TASKS (write notes as well)

1.1. In pairs or groups discuss which methods of In pairs or groups discuss which methods of training you can use within your activity. training you can use within your activity.

2.2. How does this link with the stages of learning?How does this link with the stages of learning?

3.3. Can you create practises to help your Can you create practises to help your weaknesses?weaknesses?