Whole Part Practice Essay

Through an evidence-based approach one of the crucial elements used for skill acquisition was structuring the learning experience across Whole-Part Practice. Skills that overwhelm a learner, elicit some degree of fear, or even pose a real danger will certainly be broken into parts. (Haibach, 2011) If skills are high in complexity and low in organization, then part practice can be effective because the interdependence of the parts is not critical and part practice can reduce the information processing demands (Magill, 2007). In this method, each part is practiced separately until a certain level of proficiency is demonstrated, and then the parts are combined and the skill is practiced in its entirety. The parts would be combined and practiced

The skill type that best endeavors to classify a drop punt kick is discrete as it is organised to have a distinct commencement and completion point. The distinct beginning of the skill would be the ball drop and the distinct end point would be the follow through. A discrete skill is closely correlated to whole practice as it is low in complexity but even though the drop punt is discrete skill it demonstrates higher complexity. This justifies the progressive part method in which skill will be practiced in a whole but still performed in parts to certify a paramount result through both methods. Part practice may lead to the more difficult components of a skill being practiced with greater frequency than would result if the skill were practiced only in the whole, part practice can have significant benefits for learning many serial skills, producing transfer effects of greater than 100 percent. (Edward Williams, 2010) Part practice of discrete skills proves to have a greater learning effect to progress onto serial skills such as in sport games where the learning has changed from a discrete non-preferred drop punt to a serial skill. The serial skill would incorporate three discrete elements such as the run up towards kicking the projectile, the awareness of the opposition player on the mark and then the kick itself. Therefore even though

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Whole-part training strategies for learning the response dynamics of microprocessor driven simulators

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Part-Whole Practice of Movement Sequences.

Park, J. H., Wilde, H., & Shea, C. H. (2004). Part-whole practice of movement sequences. Journal of motor behavior, 36(1), 51-61.

Whole vs. part methods in motor learning a comparative study

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