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AQA A-level PE: Methods of Presenting Practice | The EverLearner | YouTubeToText
YouTube Transcript: AQA A-level PE: Methods of Presenting Practice
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Core Theme
This content analyzes three distinct methods of skill practice: whole practice, progressive part practice, and whole-part-whole practice, detailing their respective advantages, disadvantages, and ideal applications in skill acquisition.
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let's talk about a bunch of methods of
practice and straight away here folks i
want to draw your attention to what
we've got on the screen we have got
there what we call whole practice now
you know you're going to say to me come
on jimbo that's just a race in it son
but what i'm going to say here is that
we can practice in what we might call
near transfer we practice the skills as
a whole here's what we're talking about
we're talking about coaching an entire skill
skill
all together and we're talking about not
breaking into celebrities so why would
we go about doing this well first of all
in the green it's positive of course
this is time efficient if we practice
let's say a whole swimming stroke we get
lots of work done per unit of time in
our practice environment think of your
limited time you're working with let's
say school-age children you guys for
example and you're not children forgive
me but you know
it means that you get the most out of
your practice time at least in terms of activity
activity
secondly it develops what we call
fluency now you might want to recall
that being fluent was a characteristic
of skill so fluency of the whole thing
gets to gets uh
developed now i love this point it
develops it develops
relationships not in that way come on
you'll grow up
it develops relationships between subroutines
subroutines
okay now what we mean by that is that
let's say with the swimming example yeah
you could learn to do the arm action
yeah you could learn through the dive
the turn and we'll do that sometimes
separately but when you put them
together it builds the relationship
between those parts
next it builds the mental picture of the
whole skill so it effectively creates an
aspiration right it means that we've got
the whole thing that's that's sort of like
like
pictured together now when you folks and
you might already have when you get
through to like bandura's social
learning theory um
particularly around um particularly
around observational learning you're
gonna find that this is what really what
we call
retention okay so retention means can
you keep hold of the idea of the skill
of course if you've seen it as a whole
there for practice as whole you're more
likely to do that the performers also
develop the greenness for positive
remember the kinesthetic sense so they
develop pro perception sense of
equilibrium balance they know when it
feels right and when it feels wrong at
least they do once they get used to the
skill now there are negatives about our
whole practice of course so what are
they so the first one it's super simple
it can cause information overload
so too much in one go now that is again
if you've looked at thorndike's laws
it's the it's sort of breaking the
principle of readiness the person needs
to be physically and and cognitively
emotionally mature enough to do that if
we present too much information on one
go we break that principle secondly
we find that weaker elements let's call
them the errors weaker elements not
practiced or not refined so if we've got errors
errors
not practiced so we've got errors let's
say we've got a sort of a screwed leg
kick in our breaststroke technique we
won't ever sort of get to practice that
as a whole
on its own if we only do whole practice
and the other thing is it can be
physically fatiguing okay so of course
this is where we're putting out probably
more energy and therefore this can it
basically breaks the principle of
overload doesn't it we can lead to a
injury or even burnout so that's our
whole practice what are our alternatives
to hold because that sort of seems quite
intuitive what might we do instead now
you might have seen this gym last image
i use this quite a lot so what would a
gymnast potentially do with sort of
their beam routine they might do what we
call progressive part practice so how do
we do this
we take one part let's take the
somersault and we isolate that and we
practice it on its own we then that's
the ae by the way
we then take the next part we practice
it in isolation again and then we add it
to the first and notice a then b then a
b together then we take the third part c
practice it on its own and then we put
it together this is called chaining and
then you can do it in reverse start with
the c and work back to the a okay so
that's called backwards changing c how
relevant is for routines
trampolining uh aesthetic performance
like dancing really really crucial so
what is this good for so it's really good
good
for serial skills where we get discrete
elements and we put them together think
about for example your dance routine now
the next word is me just repeating
myself anything which is our 10 bounce
routine say in our trampolining is going
to be a really nice example of this it's
really good because it builds relationships
relationships
not just in isolation but it builds
relationships between different
subroutines between different sub
regimes and it does that strategically
that's its aim
so think about uh let's say a floor
routine of a gymnast who's got an
amazing kind of power and and doing
amazing tumbles
but this will cause them to link that
better because they're working on you
know it's not just they're doing the a
and b but they're working on these
connections the actual connection of
these things now there are some
negatives to this so one of them is it's
considered to be quite time consuming
okay so that's going to be an issue
let's say compared to our whole practice
not as effective the other one and this
is a really interesting point
kinesthetic sense kinesthetic
kinesthetic sense
sense
at the end
so i'm going to say n so if you think
about this they only get the sense of
the whole movement the whole thing at
the very end of this kind of sequence of
practice parts so therefore they don't
get that overall feeling compared to
whole at that at that point or earlier
on that means the whole experience
is delayed now think about that from
your own sort of experience of being
coached it could be quite annoying right
i want to get to the thing that i really
want to do which is maybe a match or the
full routine or getting a judge to score
me and you have to wait for that you
have to go bit by bit by bit
um it's no good for discrete and
continuous skills so i'm just going to
put those in red discrete which of
course have clear beginning and end and
continuous skills which have no clear
beginning and end and just ongoing
they're no good for this type of
performance okay they need to be done as
a whole apart and it's also no good for
high organization so something that
can't be broken into parts because their
parts are too intrinsically linked let's
take cycling for example that's no good
in this environment so this is more for
low organization serial skill type
performance okay so that can you just
notice for me we are very clearly
evaluating here notice the positives the
negatives that's what we need to be
looking for now to finish this off we're
going to have a look at one more method
of practice and it's called the whole
pothole practice method and i want to go through
through
nice and close i'm going to bring this
over a touch here we go just make sure
we've got everything here so we are
saying we practice a skill as a whole
that's that's stage number one basically
within that stage we detect whatever
errors are going on we then separate
those errors and we practice those in
isolation okay so the whole
establishment error detection
we then separate practice those then the
fourth we put it back practice a whole
but within that i mean it's really four
or five together we confirm the errors
we've worked on have been corrected we
then repeat so this is the whole part
whole practice method and i guess in
some ways you could sort of say to us
trying to do the best of uh both of
methods we've looked at so far so we
could say that you get the benefits
whole
and part so the the positive things that
we said at home you get both of them
there that seems a progressive part i
should say we also get kinesthetic sense
so that kinesthetic overall feel is
experienced right at the start now it
might be right at that point but then
the person can feel the difference when
they come back it's absolutely
magnificent this method and we're sort
of showing this in the picture and i
haven't referenced that so i should for
error detection so error section let's
have a look at this presumably what's
happened here i mean this is also manual
guidance going on here but this coach
has watched this performance swim as a
whole and recognize
this arm is not coming out at the right
angle let's correct that maybe the arm
was coming out almost like this right
and we're going to correct that when we
work on it in an isolated fashion the
other thing is this get this develops a
detailed understanding detailed
understanding so the performer
themselves learns okay now i understand
why the arm action or how how it has to
be and it's really a great method now
we've shown it for what appears to hear
to be a cognitive stage learner but it's
a really good method for autonomous
stage loans because they like to perform
as a whole ever detect and correct those
errors so it's a lot of kind of um
in that sense it's what you get sort of
a lot of negative feedback make sure
you're not confusing negative feedback
um which is of course things like
coating points and corrections and error
correction just don't confuse that with
negative reinforcement which is a
a
it can include the same behaviors but
it's a different concept so just i won't
go into that now tutorials on that we'll
tell you that now there are negatives
the obvious one of course is it takes
flip in ages so this is time consuming
notice as well what's in the picture one
coach one learner this is really not for
groups because every performer will have
different errors therefore this doesn't
work very well for groups and the other
thing we'd say here is it's not practical
practical
for beginners and you might be wondering
well why jimbo have you put a beginner
in the picture good question i'm also
asking myself that but it's not
practical for beginners why because of
course there's going to be many errors
to begin with so we probably want to
start smaller and use this sort of a
later stage more in that associative
kind of period perhaps
that's all from me methods of presenting practice
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