1. Acquiring Movement SkillsAcquiring Movement Skills
Applying classification toApplying classification to
determine practicedetermine practice

2. Learning ObjectivesLearning Objectives
Describe the methods ofDescribe the methods of
manipulating skills to facilitatemanipulating skills to facilitate
learning and improving performancelearning and improving performance
– Part practicePart practice
– Whole practiceWhole practice
– Progressive part practiceProgressive part practice
– Whole-part-whole practiceWhole-part-whole practice
Evaluate critically these methodsEvaluate critically these methods

3. IntroductionIntroduction
The skill you want to learn must first beThe skill you want to learn must first be
classified (on continua).classified (on continua).
To determine the best method of practice,To determine the best method of practice,
the coach/teacher will place it on thethe coach/teacher will place it on the
organisational and difficulty continua (taskorganisational and difficulty continua (task
analysis)analysis)
What is Task Analysis?What is Task Analysis?
– Analysing a skill using the classification systemAnalysing a skill using the classification system
to decide on how to teach the skillto decide on how to teach the skill
They will consider the following:They will consider the following:

4. Task AnalysisTask Analysis
Be broken down
Into separate parts?
Low in organisation
Not be broken down
Into separate parts?
Involve many
decisions/sub routines,
Have to be carried out
quickly/accurately?
Involve
Few deci-
sions etc.
High in organisation
Complex skill Simple skill

5. Practice TypesPractice Types
Movement classification is often usedMovement classification is often used
to determine the most effective waysto determine the most effective ways
to learn and practise skills. Theto learn and practise skills. The
conditions in which a skill is learnedconditions in which a skill is learned
or practised should also replicate theor practised should also replicate the
circumstances of actual performancecircumstances of actual performance
as closely as possible.as closely as possible.

6. Part PracticePart Practice
Low organisation skills can be broken down intoLow organisation skills can be broken down into
sub-routines.sub-routines.
What type of skill might you use part practiceWhat type of skill might you use part practice
with?with?
Serial skill (Why?)Serial skill (Why?)
It has a number of discrete elements, putIt has a number of discrete elements, put
together in a definite order.together in a definite order.
Part practice allows the performer to work onPart practice allows the performer to work on
an isolated sub-routine in order to perfect it.an isolated sub-routine in order to perfect it.

7. Part PracticePart Practice
Part practice reduces the possibility ofPart practice reduces the possibility of
overload, so is useful with beginners.overload, so is useful with beginners.
It allows a performer to focus on a specificIt allows a performer to focus on a specific
sub-routine and can, therefore, be usefulsub-routine and can, therefore, be useful
in correcting faulty technique.in correcting faulty technique.
It can also be useful with complex skills orIt can also be useful with complex skills or
with those involving an element of danger.with those involving an element of danger.

8. Part PracticePart Practice
Gymnasts and trampolinists useGymnasts and trampolinists use chainingchaining toto
learn and link the movements or sub-routines oflearn and link the movements or sub-routines of
their sequences. It is important for them to learntheir sequences. It is important for them to learn
the movements in the correct order.the movements in the correct order.
Backward chaining is sometimes used whenBackward chaining is sometimes used when
teaching skills such as throwing events inteaching skills such as throwing events in
athletics, e.g.. Javelinathletics, e.g.. Javelin
E.G.??E.G.??
Swimmer learning, leg, then arm actionsSwimmer learning, leg, then arm actions

9. Part PracticePart Practice
What types of skills will be good to practice likeWhat types of skills will be good to practice like
this?this?
Serial skills (sub routines)Serial skills (sub routines)
It is important for the learner to see the wholeIt is important for the learner to see the whole
skill demonstrated, to give them an overallskill demonstrated, to give them an overall
picture.picture.
What disadvantages are there?What disadvantages are there?

10. Part PracticePart Practice
It takes longer than others, transferringIt takes longer than others, transferring
parts into the whole can be difficult, youparts into the whole can be difficult, you
loose the kinaesthetic sense and flow ofloose the kinaesthetic sense and flow of
the whole skill.the whole skill.
Give an example and describe a partGive an example and describe a part
practice...practice...
A gymnast learning a hand stand, forwardA gymnast learning a hand stand, forward
roll and somersault, then putting all ofroll and somersault, then putting all of
them together.them together.

11. TaskTask
Think of an activity and apply ‘PartThink of an activity and apply ‘Part
practice’ to it.practice’ to it.

12. Whole PracticeWhole Practice
High organisation skills need to be taughtHigh organisation skills need to be taught
as a whole as the sub-routines cannot beas a whole as the sub-routines cannot be
separated without disrupting the flow ofseparated without disrupting the flow of
the movement e.g. Sprinting, dribbling,the movement e.g. Sprinting, dribbling,
golf swing.golf swing.
Ideally all skills should be taught as aIdeally all skills should be taught as a
whole as this allows the learner to developwhole as this allows the learner to develop
a feel of the skill. This is termeda feel of the skill. This is termed
kinaesthesis.kinaesthesis. What is this??What is this??

13. Whole PracticeWhole Practice
– Kinaesthesis: The awareness of theKinaesthesis: The awareness of the
relative position of the limbs and jointsrelative position of the limbs and joints
in space and the state of the contractionin space and the state of the contraction
of the muscles.of the muscles.
The performer experiences the whole skillThe performer experiences the whole skill
and so is good for learningand so is good for learning ballisticballistic
skills.skills.
– Ballistic: Short and fast skills, e.g. GolfBallistic: Short and fast skills, e.g. Golf
swingswing

14. Whole PracticeWhole Practice
What disadvantages are there?What disadvantages are there?
Not suitable for complex or dangerousNot suitable for complex or dangerous
skills, but it is quicker than using partskills, but it is quicker than using part
practicepractice
http://www.teachnet-uk.org.uk/2007%20Phttp://www.teachnet-uk.org.uk/2007%20P

15. TaskTask
Apply ‘Whole practice’ to a skill andApply ‘Whole practice’ to a skill and
explain it.explain it.

16. Progressive – Part PracticeProgressive – Part Practice
Parts of complex skills are practiced in isolation,Parts of complex skills are practiced in isolation,
then linked together in larger parts beforethen linked together in larger parts before
combining into the whole skill. E.G.??combining into the whole skill. E.G.??
Floor routines in gymnasticsFloor routines in gymnastics
This is good for complex serial skills because: itThis is good for complex serial skills because: it
reduces the info load, helps the flow of the skill,reduces the info load, helps the flow of the skill,
helps the transfer of skills into the whole.helps the transfer of skills into the whole.
This is sometimes referred to as ‘chaining.’This is sometimes referred to as ‘chaining.’

17. Progressive – Part PracticeProgressive – Part Practice
1. Teach
Part A
2. Teach
Part B
3. Teach part
A + B
4. Teach
Part C
5. Teach
Part ABC
Can you think of a progressive part
practice? Explain how you would
structure the part practices.

18. Whole – Part – Whole PracticeWhole – Part – Whole Practice
This involves presenting the whole skill to theThis involves presenting the whole skill to the
performer.performer.
The sub-routines are then practised separately.The sub-routines are then practised separately.
You can focus on parts that are more difficult, orYou can focus on parts that are more difficult, or
parts the learner is struggling with.parts the learner is struggling with.
Finally the whole skill is reintroduced.Finally the whole skill is reintroduced.

19. Whole – Part – Whole PracticeWhole – Part – Whole Practice
Advantages of this practice are, theAdvantages of this practice are, the
learner can get a better feel of the skill,learner can get a better feel of the skill,
than part practice.than part practice.
Disadvantages are that this practiceDisadvantages are that this practice
cannot be used for highly organised skills,cannot be used for highly organised skills,
which are dangerous.which are dangerous.

20. Skill SimplificationSkill Simplification
If a skill is complex, high in organisation and/orIf a skill is complex, high in organisation and/or
dangerous the task should be made easier. This isdangerous the task should be made easier. This is
called task simplification.called task simplification.
Eg.Eg.
A bicycle could be fitted with stabilisers.A bicycle could be fitted with stabilisers.
A harness could be used to assist a trampolinist inA harness could be used to assist a trampolinist in
learning somersaultslearning somersaults
Children may play short tennis before progressing toChildren may play short tennis before progressing to
tennistennis
Small sided games of hockey/ football may beSmall sided games of hockey/ football may be
introduced before progressing to the full gameintroduced before progressing to the full game

21. FLASHCARDSFLASHCARDS
A revision toolA revision tool

22. TaskTask
Choose a skill from one of yourChoose a skill from one of your
practical activities.practical activities.
Create a plan to teach it. ExplainCreate a plan to teach it. Explain
how and why you decided on usinghow and why you decided on using
each method.each method.