0:03 let's talk about a bunch of methods of
0:05 practice and straight away here folks i
0:07 want to draw your attention to what
0:09 we've got on the screen we have got
0:10 there what we call whole practice now
0:11 you know you're going to say to me come
0:13 on jimbo that's just a race in it son
0:14 but what i'm going to say here is that
0:16 we can practice in what we might call
0:18 near transfer we practice the skills as
0:20 a whole here's what we're talking about
0:22 we're talking about coaching an entire skill
0:24 skill
0:26 all together and we're talking about not
0:28 breaking into celebrities so why would
0:30 we go about doing this well first of all
0:32 in the green it's positive of course
0:35 this is time efficient if we practice
0:36 let's say a whole swimming stroke we get
0:38 lots of work done per unit of time in
0:39 our practice environment think of your
0:41 limited time you're working with let's
0:43 say school-age children you guys for
0:45 example and you're not children forgive
0:46 me but you know
0:48 it means that you get the most out of
0:49 your practice time at least in terms of activity
0:51 activity
0:52 secondly it develops what we call
0:54 fluency now you might want to recall
0:56 that being fluent was a characteristic
0:58 of skill so fluency of the whole thing
1:00 gets to gets uh
1:02 developed now i love this point it
1:05 develops it develops
1:07 relationships not in that way come on
1:09 you'll grow up
1:11 it develops relationships between subroutines
1:13 subroutines
1:15 okay now what we mean by that is that
1:17 let's say with the swimming example yeah
1:18 you could learn to do the arm action
1:20 yeah you could learn through the dive
1:22 the turn and we'll do that sometimes
1:24 separately but when you put them
1:26 together it builds the relationship
1:27 between those parts
1:30 next it builds the mental picture of the
1:32 whole skill so it effectively creates an
1:34 aspiration right it means that we've got
1:37 the whole thing that's that's sort of like
1:38 like
1:40 pictured together now when you folks and
1:42 you might already have when you get
1:43 through to like bandura's social
1:46 learning theory um
1:48 particularly around um particularly
1:49 around observational learning you're
1:51 gonna find that this is what really what
1:53 we call
1:57 retention okay so retention means can
1:59 you keep hold of the idea of the skill
2:00 of course if you've seen it as a whole
2:02 there for practice as whole you're more
2:04 likely to do that the performers also
2:05 develop the greenness for positive
2:08 remember the kinesthetic sense so they
2:10 develop pro perception sense of
2:11 equilibrium balance they know when it
2:13 feels right and when it feels wrong at
2:15 least they do once they get used to the
2:17 skill now there are negatives about our
2:18 whole practice of course so what are
2:21 they so the first one it's super simple
2:24 it can cause information overload
2:28 so too much in one go now that is again
2:30 if you've looked at thorndike's laws
2:31 it's the it's sort of breaking the
2:33 principle of readiness the person needs
2:35 to be physically and and cognitively
2:36 emotionally mature enough to do that if
2:38 we present too much information on one
2:41 go we break that principle secondly
2:43 we find that weaker elements let's call
2:46 them the errors weaker elements not
2:49 practiced or not refined so if we've got errors
2:50 errors
2:52 not practiced so we've got errors let's
2:54 say we've got a sort of a screwed leg
2:56 kick in our breaststroke technique we
2:58 won't ever sort of get to practice that
2:59 as a whole
3:01 on its own if we only do whole practice
3:02 and the other thing is it can be
3:05 physically fatiguing okay so of course
3:06 this is where we're putting out probably
3:09 more energy and therefore this can it
3:11 basically breaks the principle of
3:13 overload doesn't it we can lead to a
3:15 injury or even burnout so that's our
3:16 whole practice what are our alternatives
3:18 to hold because that sort of seems quite
3:20 intuitive what might we do instead now
3:21 you might have seen this gym last image
3:23 i use this quite a lot so what would a
3:25 gymnast potentially do with sort of
3:27 their beam routine they might do what we
3:29 call progressive part practice so how do
3:30 we do this
3:32 we take one part let's take the
3:33 somersault and we isolate that and we
3:35 practice it on its own we then that's
3:37 the ae by the way
3:40 we then take the next part we practice
3:43 it in isolation again and then we add it
3:45 to the first and notice a then b then a
3:47 b together then we take the third part c
3:49 practice it on its own and then we put
3:51 it together this is called chaining and
3:53 then you can do it in reverse start with
3:55 the c and work back to the a okay so
3:57 that's called backwards changing c how
3:59 relevant is for routines
4:01 trampolining uh aesthetic performance
4:03 like dancing really really crucial so
4:06 what is this good for so it's really good
4:07 good
4:10 for serial skills where we get discrete
4:12 elements and we put them together think
4:14 about for example your dance routine now
4:16 the next word is me just repeating
4:18 myself anything which is our 10 bounce
4:21 routine say in our trampolining is going
4:23 to be a really nice example of this it's
4:25 really good because it builds relationships
4:27 relationships
4:29 not just in isolation but it builds
4:32 relationships between different
4:34 subroutines between different sub
4:36 regimes and it does that strategically
4:37 that's its aim
4:39 so think about uh let's say a floor
4:40 routine of a gymnast who's got an
4:43 amazing kind of power and and doing
4:45 amazing tumbles
4:47 but this will cause them to link that
4:49 better because they're working on you
4:50 know it's not just they're doing the a
4:52 and b but they're working on these
4:54 connections the actual connection of
4:57 these things now there are some
4:58 negatives to this so one of them is it's
5:00 considered to be quite time consuming
5:03 okay so that's going to be an issue
5:04 let's say compared to our whole practice
5:06 not as effective the other one and this
5:08 is a really interesting point
5:10 kinesthetic sense kinesthetic
5:12 kinesthetic sense
5:13 sense
5:15 at the end
5:17 so i'm going to say n so if you think
5:18 about this they only get the sense of
5:20 the whole movement the whole thing at
5:22 the very end of this kind of sequence of
5:25 practice parts so therefore they don't
5:26 get that overall feeling compared to
5:29 whole at that at that point or earlier
5:33 on that means the whole experience
5:35 is delayed now think about that from
5:37 your own sort of experience of being
5:38 coached it could be quite annoying right
5:40 i want to get to the thing that i really
5:42 want to do which is maybe a match or the
5:44 full routine or getting a judge to score
5:46 me and you have to wait for that you
5:48 have to go bit by bit by bit
5:50 um it's no good for discrete and
5:51 continuous skills so i'm just going to
5:53 put those in red discrete which of
5:55 course have clear beginning and end and
5:57 continuous skills which have no clear
5:58 beginning and end and just ongoing
6:00 they're no good for this type of
6:01 performance okay they need to be done as
6:05 a whole apart and it's also no good for
6:06 high organization so something that
6:09 can't be broken into parts because their
6:10 parts are too intrinsically linked let's
6:13 take cycling for example that's no good
6:14 in this environment so this is more for
6:17 low organization serial skill type
6:18 performance okay so that can you just
6:21 notice for me we are very clearly
6:24 evaluating here notice the positives the
6:25 negatives that's what we need to be
6:28 looking for now to finish this off we're
6:30 going to have a look at one more method
6:31 of practice and it's called the whole
6:33 pothole practice method and i want to go through
6:34 through
6:35 nice and close i'm going to bring this
6:38 over a touch here we go just make sure
6:39 we've got everything here so we are
6:42 saying we practice a skill as a whole
6:45 that's that's stage number one basically
6:47 within that stage we detect whatever
6:49 errors are going on we then separate
6:52 those errors and we practice those in
6:54 isolation okay so the whole
6:56 establishment error detection
6:58 we then separate practice those then the
7:01 fourth we put it back practice a whole
7:03 but within that i mean it's really four
7:05 or five together we confirm the errors
7:07 we've worked on have been corrected we
7:09 then repeat so this is the whole part
7:11 whole practice method and i guess in
7:12 some ways you could sort of say to us
7:14 trying to do the best of uh both of
7:17 methods we've looked at so far so we
7:20 could say that you get the benefits
7:25 whole
7:27 and part so the the positive things that
7:29 we said at home you get both of them
7:30 there that seems a progressive part i
7:34 should say we also get kinesthetic sense
7:36 so that kinesthetic overall feel is
7:38 experienced right at the start now it
7:39 might be right at that point but then
7:41 the person can feel the difference when
7:43 they come back it's absolutely
7:44 magnificent this method and we're sort
7:46 of showing this in the picture and i
7:48 haven't referenced that so i should for
7:50 error detection so error section let's
7:51 have a look at this presumably what's
7:53 happened here i mean this is also manual
7:55 guidance going on here but this coach
7:57 has watched this performance swim as a
7:58 whole and recognize
8:00 this arm is not coming out at the right
8:01 angle let's correct that maybe the arm
8:03 was coming out almost like this right
8:05 and we're going to correct that when we
8:07 work on it in an isolated fashion the
8:09 other thing is this get this develops a
8:12 detailed understanding detailed
8:14 understanding so the performer
8:16 themselves learns okay now i understand
8:18 why the arm action or how how it has to
8:21 be and it's really a great method now
8:22 we've shown it for what appears to hear
8:24 to be a cognitive stage learner but it's
8:26 a really good method for autonomous
8:27 stage loans because they like to perform
8:29 as a whole ever detect and correct those
8:32 errors so it's a lot of kind of um
8:34 in that sense it's what you get sort of
8:35 a lot of negative feedback make sure
8:37 you're not confusing negative feedback
8:39 um which is of course things like
8:40 coating points and corrections and error
8:42 correction just don't confuse that with
8:44 negative reinforcement which is a
8:45 a
8:46 it can include the same behaviors but
8:48 it's a different concept so just i won't
8:50 go into that now tutorials on that we'll
8:52 tell you that now there are negatives
8:53 the obvious one of course is it takes
8:57 flip in ages so this is time consuming
9:00 notice as well what's in the picture one
9:03 coach one learner this is really not for
9:05 groups because every performer will have
9:06 different errors therefore this doesn't
9:09 work very well for groups and the other
9:11 thing we'd say here is it's not practical
9:12 practical
9:14 for beginners and you might be wondering
9:16 well why jimbo have you put a beginner
9:18 in the picture good question i'm also
9:19 asking myself that but it's not
9:21 practical for beginners why because of
9:24 course there's going to be many errors
9:25 to begin with so we probably want to
9:27 start smaller and use this sort of a
9:29 later stage more in that associative
9:32 kind of period perhaps
9:34 that's all from me methods of presenting practice
