Practice methods

HMS, BM 2013 HSC 19 MC

Who are part practice methods most appropriate for?

Beginner athletes learning a new skill
Beginner athletes applying a learned skill
Experienced athletes solving a tactical problem
Experienced athletes refining their kinaesthetic awareness

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\(A\)

Show Worked Solution

A is correct: Part practice breaks complex skills into manageable components for beginners.

Other Options:

B is incorrect: Applying learned skills requires whole practice in context.
C is incorrect: Tactical problems need whole practice for decision-making integration.
D is incorrect: Kinaesthetic refinement requires whole movement patterns, not parts.

HMS, BM 2014 HSC 14 MC

Which group of physical skills is best acquired using massed practice?

Skills learnt in an open environment
Skills that require extensive external feedback
Skills that require a high degree of coordination
Skills that have a distinctive beginning and end

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\(D\)

Show Worked Solution

D is correct: Discrete skills with clear start/finish benefit from massed practice.

Other Options:

A is incorrect: Open skills need distributed practice for environmental adaptation.
B is incorrect: Skills needing feedback require distributed practice for processing.
C is incorrect: Complex coordination skills need distributed practice for learning.

♦♦♦ Mean mark 39%.

A learner is practising a complicated serial skill by breaking down the skill into segments. After developing each part, the learner reassembles the skill to get feedback from the coach during skill execution.

Which row in the table shows the practice methods and types of feedback that are described?

	Practice methods	Types of feedback
A.	Part and whole	Concurrent and external
B.	Distributed	Concurrent and external
C.	Part and whole	Knowledge of performance and delayed
D.	Distributed	Knowledge of performance and delayed

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\(A\)

Show Worked Solution

A is correct: Breaking down then reassembling is part-whole practice with concurrent external feedback.

Other Options:

B is incorrect: Distributed refers to rest periods, not skill breakdown.
C is incorrect: Feedback during execution is concurrent, not delayed.
D is incorrect: Both practice method and feedback timing are incorrect.

♦♦ Mean mark 53%.

HMS, BM 2017 HSC 17 MC

Which group of skills is best learned using a massed practice approach?

Skills learned in an open environment
Skills with a distinct beginning and end in the learning routine
Skills requiring extensive external feedback during each learning phase
Skills requiring a high degree of coordination in order to be learned effectively

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\(B\)

Show Worked Solution

B is correct: Discrete skills with clear beginning and end benefit from massed practice.

Other Options:

A is incorrect: Open environment skills benefit more from distributed practice for adaptation.
C is incorrect: Skills needing extensive feedback require distributed practice for processing time.
D is incorrect: Complex coordination skills benefit from distributed practice to avoid fatigue

♦♦ Mean mark 47%.

HMS, BM 2018 HSC 9 MC

The diagram shows a training drill where an athlete spends 30 seconds at each station and rests between each station.

Which practice method is being used by the athlete?

Distributed
Massed
Part
Whole

Show Answers Only

\(A\)

Show Worked Solution

A is correct: Distributed practice includes rest periods between training sessions or activities.

Other Options:

B is incorrect: Massed practice involves continuous training without rest breaks.
C is incorrect: Part practice refers to breaking skills into components, not rest patterns.
D is incorrect: Whole practice refers to practicing complete skills, not rest patterns.

HMS, BM 2022 HSC 26

To what extent should practice methods vary according to the ability, confidence and prior experience of learners? Provide examples to support your answer. (8 marks)

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Judgment Statement

Practice methods should vary significantly according to learner characteristics, with ability, confidence and prior experience determining the most appropriate approach for skill development and performance improvement.

Beginner Learners

Beginners with low ability, confidence and minimal prior experience require structured, simple practice methods. Massed practice suits beginners learning discrete skills like tennis serves because continuous repetition builds muscle memory and basic technique. This occurs because beginners need frequent attempts to establish movement patterns. Whole practice methods work effectively for simple skills, allowing beginners to understand complete movement sequences. For example, teaching a beginner swimmer the complete freestyle stroke enables them to grasp the overall coordination rather than focusing on isolated arm movements.

Advanced Learners

Advanced learners with high ability, confidence and extensive prior experience benefit from varied, challenging practice methods. Distributed practice allows advanced performers to focus on skill refinement during shorter, intense sessions. This approach creates opportunities for feedback and technique adjustment between practice periods. Random practice challenges advanced learners by mixing different skills unpredictably. For example, an experienced basketball player practicing shooting, dribbling and passing in random order develops adaptability and game-realistic decision-making skills.

Reaffirmation

Evidence demonstrates that practice methods must vary considerably based on learner characteristics. Appropriate matching of practice methods to ability, confidence and experience maximises skill development efficiency whilst preventing frustration and performance plateaus.

Show Worked Solution

Judgment Statement

Practice methods should vary significantly according to learner characteristics, with ability, confidence and prior experience determining the most appropriate approach for skill development and performance improvement.

Beginner Learners

Beginners with low ability, confidence and minimal prior experience require structured, simple practice methods. Massed practice suits beginners learning discrete skills like tennis serves because continuous repetition builds muscle memory and basic technique. This occurs because beginners need frequent attempts to establish movement patterns. Whole practice methods work effectively for simple skills, allowing beginners to understand complete movement sequences. For example, teaching a beginner swimmer the complete freestyle stroke enables them to grasp the overall coordination rather than focusing on isolated arm movements.

Advanced Learners

Advanced learners with high ability, confidence and extensive prior experience benefit from varied, challenging practice methods. Distributed practice allows advanced performers to focus on skill refinement during shorter, intense sessions. This approach creates opportunities for feedback and technique adjustment between practice periods. Random practice challenges advanced learners by mixing different skills unpredictably. For example, an experienced basketball player practicing shooting, dribbling and passing in random order develops adaptability and game-realistic decision-making skills.

Reaffirmation

Evidence demonstrates that practice methods must vary considerably based on learner characteristics. Appropriate matching of practice methods to ability, confidence and experience maximises skill development efficiency whilst preventing frustration and performance plateaus.

♦♦ Mean mark 41%.

HMS, BM EQ-Bank 583

Analyse how a coach should modify practice methods when transitioning an athlete from the associative to the autonomous stage of learning. Reference at least two practice methods in your response. (8 marks)

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*Language that helps to highlight relationships and draw out implications is bolded throughout the answer below.

Overview Statement

Transitioning athletes from an associative to autonomous stage requires fundamental shifts in practice structure and environmental complexity.
These changes interact with feedback timing and duration patterns to create independent performers.

Part-to-Whole Practice Progression

The shift from part-to-whole practice is connected to the athlete’s development towards autonomous skill.
Associative tennis players practice separate swing phases while autonomous players execute complete serves.
This occurs because segmented skills must integrate into fluid movements.
Breaking down movements prevents smooth execution at higher levels.
Therefore, coaches progressively combine skill components as coordination improves.
This is due to whole practice requiring game-like performance.
In this way, athletes develop natural rhythm rather than mechanical movements.

Blocked to Random Practice Balance

Changing practice conditions directly influences how well skills adapt to different game situations.
The 70% blocked practice in associative stage transforms to 70% random practice for autonomous athletes.
For example, basketball players progress from tens of consecutive free throws to mixing shots with defensive moves.
This shift results from the need for unpredictable game-ready skills.
The relationship between consistency and adaptability determines practice design.
By this practice method, gradual randomisation prevents skill breakdown while simultaneously building flexibility.

Implications and Synthesis

These practice modifications form an integrated system where each element supports the others.
Environmental complexity combines with practice variability to create competition-ready athletes.
Delayed feedback enables self-assessment skills essential for autonomous performance.
The significance is that isolated changes fail without coordinated progression.
Coaches who systematically modify all practice elements achieve more successful transitions between the associative and autonomous stages of learning.

Show Worked Solution

*Language that helps to highlight relationships and draw out implications is bolded throughout the answer below.

Overview Statement

Transitioning athletes from an associative to autonomous stage requires fundamental shifts in practice structure and environmental complexity.
These changes interact with feedback timing and duration patterns to create independent performers.

Part-to-Whole Practice Progression

The shift from part-to-whole practice is connected to the athlete’s development towards autonomous skill.
Associative tennis players practice separate swing phases while autonomous players execute complete serves.
This occurs because segmented skills must integrate into fluid movements.
Breaking down movements prevents smooth execution at higher levels.
Therefore, coaches progressively combine skill components as coordination improves.
This is due to whole practice requiring game-like performance.
In this way, athletes develop natural rhythm rather than mechanical movements.

Blocked to Random Practice Balance

Changing practice conditions directly influences how well skills adapt to different game situations.
The 70% blocked practice in associative stage transforms to 70% random practice for autonomous athletes.
For example, basketball players progress from tens of consecutive free throws to mixing shots with defensive moves.
This shift results from the need for unpredictable game-ready skills.
The relationship between consistency and adaptability determines practice design.
By this practice method, gradual randomisation prevents skill breakdown while simultaneously building flexibility.

Implications and Synthesis

These practice modifications form an integrated system where each element supports the others.
Environmental complexity combines with practice variability to create competition-ready athletes.
Delayed feedback enables self-assessment skills essential for autonomous performance.
The significance is that isolated changes fail without coordinated progression.
Coaches who systematically modify all practice elements achieve more successful transitions between the associative and autonomous stages of learning.

HMS, BM EQ-Bank 582

Explain how the characteristics of a skill influence the choice between massed and distributed practice methods. Use specific examples to support your answer. (4 marks)

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Sample Answer

Discrete, non-fatiguing skills like dart throwing benefit from massed practice as they allow repetition without significant physical fatigue, enabling continuous improvement through repeated attempts.
In contrast, physically demanding skills like long-distance running require distributed practice because they need adequate recovery periods to maintain performance quality.
Similarly, skills requiring high concentration levels, such as archery, are best suited to distributed practice which prevents mental fatigue and maintains focus throughout the session.
Complex skills with high coordination demands like gymnastics routines also necessitate distributed practice since this prevents technique deterioration from fatigue, regardless of the learner’s stage.

Show Worked Solution

Sample Answer

Discrete, non-fatiguing skills like dart throwing benefit from massed practice as they allow repetition without significant physical fatigue, enabling continuous improvement through repeated attempts.
In contrast, physically demanding skills like long-distance running require distributed practice because they need adequate recovery periods to maintain performance quality.
Similarly, skills requiring high concentration levels, such as archery, are best suited to distributed practice which prevents mental fatigue and maintains focus throughout the session.
Complex skills with high coordination demands like gymnastics routines also necessitate distributed practice since this prevents technique deterioration from fatigue, regardless of the learner’s stage.

HMS, BM EQ-Bank 581

Discuss the application of blocked and random practice methods for athletes at different stages of learning a team sport like netball. (6 marks)

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*PEEL – Solution is structured using separate PEEL methods for each side of the argument; [P] Identify the point, [E] expand on the point with a link to question asked, [Ev] apply evidence/examples, [L] linking sentence back to question.

Blocked practice benefits early-stage netball learners:

[P] Blocked practice suits cognitive-stage players learning basic skills.
[E] Beginners need repetition without task-switching complexity to develop fundamental techniques correctly.
[Ev] In this practice method, new players could practice 50 chest passes in a row to establish proper hand positioning and release.
[L] Therefore, blocked practice provides the consistency needed for initial skill acquisition.
[P] Associative-stage players still benefit from some blocked practice.
[E] Repeating specific movements helps refine technique weaknesses while building confidence.
[Ev] Players struggling with shooting accuracy would practice many goal shots from the same position using this method.
[L] Thus, blocked practice remains useful for targeted skill improvement at intermediate levels.

Random practice better prepares advanced players:

[P] Random practice develops game-ready skills in autonomous players.
[E] Constantly switching between passing, shooting, and defending mirrors actual match demands.
[Ev] Elite players train with drills combining unexpected passes, defensive pressure, and quick shooting decisions.
[L] This variability ensures skills transfer effectively to competitive games.
[P] Random practice produces superior long-term retention.
[E] Although blocked practice shows faster initial improvement, random practice creates lasting skill development.
[Ev] Players practicing varied skills retain abilities better after off-season breaks than those using blocked methods.
[L] Therefore, random practice provides more durable learning outcomes for advanced netball players.

Show Worked Solution

Blocked practice benefits early-stage netball learners:

[P] Blocked practice suits cognitive-stage players learning basic skills.
[E] Beginners need repetition without task-switching complexity to develop fundamental techniques correctly.
[Ev] In this practice method, new players could practice 50 chest passes in a row to establish proper hand positioning and release.
[L] Therefore, blocked practice provides the consistency needed for initial skill acquisition.
[P] Associative-stage players still benefit from some blocked practice.
[E] Repeating specific movements helps refine technique weaknesses while building confidence.
[Ev] Players struggling with shooting accuracy would practice many goal shots from the same position using this method.
[L] Thus, blocked practice remains useful for targeted skill improvement at intermediate levels.

Random practice better prepares advanced players:

[P] Random practice develops game-ready skills in autonomous players.
[E] Constantly switching between passing, shooting, and defending mirrors actual match demands.
[Ev] Elite players train with drills combining unexpected passes, defensive pressure, and quick shooting decisions.
[L] This variability ensures skills transfer effectively to competitive games.
[P] Random practice produces superior long-term retention.
[E] Although blocked practice shows faster initial improvement, random practice creates lasting skill development.
[Ev] Players practicing varied skills retain abilities better after off-season breaks than those using blocked methods.
[L] Therefore, random practice provides more durable learning outcomes for advanced netball players.

HMS, BM EQ-Bank 580

Explain how a basketball coach could use the whole-part-whole method to teach an effective jump shot to high school athletes. (4 marks)

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Sample Answer

The coach first demonstrates the complete jump shot and has athletes practice it (whole). Such demonstration allows students to understand the overall movement and objective.
Next, they identify specific technique issues and breaks the skill into components. These include foot positioning, ball grip, arm extension and follow-through (part).
The coach then provides separate practice sessions for each component with specific feedback. Individual practice enables targeted improvement of specific weaknesses.
After component mastery, the coach reintegrates the full jump shot movement (whole). Full integration ensures smooth transitions between all elements.
This coaching approach is effective because it provides context before component practice. Athletes consequently synthesise improved parts into refined whole movements.

Show Worked Solution

Sample Answer

The coach first demonstrates the complete jump shot and has athletes practice it (whole). Such demonstration allows students to understand the overall movement and objective.
Next, they identify specific technique issues and breaks the skill into components. These include foot positioning, ball grip, arm extension and follow-through (part).
The coach then provides separate practice sessions for each component with specific feedback. Individual practice enables targeted improvement of specific weaknesses.
After component mastery, the coach reintegrates the full jump shot movement (whole). Full integration ensures smooth transitions between all elements.
This coaching approach is effective because it provides context before component practice. Athletes consequently synthesise improved parts into refined whole movements.

HMS, BM EQ-Bank 579

Outline the benefits of whole practice for an athlete in the autonomous stage of learning. (3 marks)

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Sample Answer

Whole practice suits autonomous-stage athletes who have already mastered individual components and can effectively integrate all skill elements simultaneously, maintaining natural flow and timing.
Autonomous learners possess the ability to handle complex integrated movements, allowing them to refine the entire skill sequence under competition-like conditions.
This practice method enables autonomous athletes to focus on strategic applications and performance optimisation rather than basic technique development.

Show Worked Solution

Sample Answer

Whole practice suits autonomous-stage athletes who have already mastered individual components and can effectively integrate all skill elements simultaneously, maintaining natural flow and timing.
Autonomous learners possess the ability to handle complex integrated movements, allowing them to refine the entire skill sequence under competition-like conditions.
This practice method enables autonomous athletes to focus on strategic applications and performance optimisation rather than basic technique development.

HMS, BM EQ-Bank 578

Describe how a tennis coach could implement distributed practice when teaching the serve to a beginner player. (4 marks)

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Sample Answer

The coach would structure short practice periods focusing on specific serve components like grip, stance, ball toss and swing technique, interspersed with planned rest periods.
During rest periods, the coach could provide demonstrations and feedback while the beginner mentally processes instructions. This would suit cognitive stage learners who need time to understand any new movements.
The coach could alternate between serve practice and other less demanding skills like forehand groundstrokes. Physical and mental fatigue that beginners experience quickly can be avoided using these methods.
This distributed approach would maintain the beginner’s concentration and prevent technique deterioration due to fatigue, allowing proper skill development without overwhelming the learner.

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Sample Answer

The coach would structure short practice periods focusing on specific serve components like grip, stance, ball toss and swing technique, interspersed with planned rest periods.
During rest periods, the coach could provide demonstrations and feedback while the beginner mentally processes instructions. This would suit cognitive stage learners who need time to understand any new movements.
The coach could alternate between serve practice and other less demanding skills like forehand groundstrokes. Physical and mental fatigue that beginners experience quickly can be avoided using these methods.
This distributed approach would maintain the beginner’s concentration and prevent technique deterioration due to fatigue, allowing proper skill development without overwhelming the learner.

HMS, BM EQ-Bank 577

To what extent should practice methods be modified based on the characteristics of the learner and the nature of the skill being taught. In your response, refer to at least two different practice methods. (8 marks)

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Position Statement:

Practice methods should be modified to a significant extent based on learner characteristics and skill nature.
This extensive modification is justified by attention span differences, skill complexity variations, and physical demands.

Strongest Evidence:

Learner characteristics fundamentally alter practice effectiveness.
Children with short attention spans require distributed practice with frequent breaks, while motivated adults thrive with 45-minute massed sessions.
Young tennis players need 10-minute skill blocks versus adults managing continuous practice.
Skill nature equally demands major modifications.
Open skills like basketball require random practice for decision-making development.
Closed skills like golf putting need blocked practice for consistency.
High-fatigue activities like sprinting mandate distributed practice regardless of learner type.

Limitations:

Some standardised elements can remain consistent across learners.
Basic safety protocols and fundamental movement patterns apply universally.
However, these limited similarities are overshadowed by the need for individualisation.
Even when teaching the same skill, a nervous beginner requires part practice while a confident learner benefits from whole practice.
Physical maturity, prior experience, and cognitive ability create such diverse learning needs that significant modification becomes essential.

Reaffirmation:

The evidence overwhelmingly supports significant practice modification.
Coaches who extensively adapt methods based on learner traits and skill demands achieve superior outcomes.
Therefore, practice methods must be modified to a significant extent, progressing from part/blocked for beginners to whole/random for advanced learners.

Show Worked Solution

Position Statement:

Practice methods should be modified to a significant extent based on learner characteristics and skill nature.
This extensive modification is justified by attention span differences, skill complexity variations, and physical demands.

Strongest Evidence:

Learner characteristics fundamentally alter practice effectiveness.
Children with short attention spans require distributed practice with frequent breaks, while motivated adults thrive with 45-minute massed sessions.
Young tennis players need 10-minute skill blocks versus adults managing continuous practice.
Skill nature equally demands major modifications.
Open skills like basketball require random practice for decision-making development.
Closed skills like golf putting need blocked practice for consistency.
High-fatigue activities like sprinting mandate distributed practice regardless of learner type.

Limitations:

Some standardised elements can remain consistent across learners.
Basic safety protocols and fundamental movement patterns apply universally.
However, these limited similarities are overshadowed by the need for individualisation.
Even when teaching the same skill, a nervous beginner requires part practice while a confident learner benefits from whole practice.
Physical maturity, prior experience, and cognitive ability create such diverse learning needs that significant modification becomes essential.

Reaffirmation:

The evidence overwhelmingly supports significant practice modification.
Coaches who extensively adapt methods based on learner traits and skill demands achieve superior outcomes.
Therefore, practice methods must be modified to a significant extent, progressing from part/blocked for beginners to whole/random for advanced learners.

HMS, BM EQ-Bank 576

A soccer coach is using two different practice methods for a player transitioning from the associative to autonomous stage:

Method 1 (Blocked practice): The player practices free kicks for 20 minutes, followed by 20 minutes of dribbling drills, then 20 minutes of passing exercises.
Method 2 (Random practice): The player participates in small-sided games where they must continuously switch between dribbling, passing, shooting, and defensive skills in response to changing game situations.

Discuss the effectiveness of blocked versus random practice for this soccer player transitioning from the associative to autonomous stage of learning. (8 marks)

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Random practice (Method 2) is more effective for this transition:

[P] Random practice better prepares players for real game demands.
[E] Small-sided games force players to switch between skills unpredictably, matching actual match conditions.
[Ev] Players must instantly change from dribbling past defenders to executing a through-pass when teammates create space.
[L] Therefore, random practice develops the adaptability needed for autonomous performance.
[P] Random practice enhances decision-making alongside skill execution.
[E] Players approaching autonomous stage need to select appropriate skills quickly while maintaining their technique.
[Ev] In small-sided games, players choose between shooting or passing based on defensive positioning.
[L] This simultaneous skill selection and execution accelerates autonomous stage development.

Blocked practice (Method 1) has limited effectiveness at this stage:

[P] Blocked practice provides insufficient challenge for transitioning players.
[E] Repetitive drills don’t develop the quick skill-switching required in matches.
[Ev] Practicing free kicks for 20 minutes straight doesn’t prepare players for taking one crucial kick under pressure.
[L] Thus, blocked practice fails to bridge the gap to autonomous performance.
[P] While blocked practice may reinforce technique, it has limited transitional effectiveness.
[E] Skills practiced in isolation don’t automatically combine during matches.
[Ev] Perfect passing in drills doesn’t guarantee successful passes under defensive pressure.
[L] Therefore, blocked practice becomes less effective as players approach autonomous stage.

Show Worked Solution

Random practice (Method 2) is more effective for this transition:

[P] Random practice better prepares players for real game demands.
[E] Small-sided games force players to switch between skills unpredictably, matching actual match conditions.
[Ev] Players must instantly change from dribbling past defenders to executing a through-pass when teammates create space.
[L] Therefore, random practice develops the adaptability needed for autonomous performance.
[P] Random practice enhances decision-making alongside skill execution.
[E] Players approaching autonomous stage need to select appropriate skills quickly while maintaining their technique.
[Ev] In small-sided games, players choose between shooting or passing based on defensive positioning.
[L] This simultaneous skill selection and execution accelerates autonomous stage development.

Blocked practice (Method 1) has limited effectiveness at this stage:

[P] Blocked practice provides insufficient challenge for transitioning players.
[E] Repetitive drills don’t develop the quick skill-switching required in matches.
[Ev] Practicing free kicks for 20 minutes straight doesn’t prepare players for taking one crucial kick under pressure.
[L] Thus, blocked practice fails to bridge the gap to autonomous performance.
[P] While blocked practice may reinforce technique, it has limited transitional effectiveness.
[E] Skills practiced in isolation don’t automatically combine during matches.
[Ev] Perfect passing in drills doesn’t guarantee successful passes under defensive pressure.
[L] Therefore, blocked practice becomes less effective as players approach autonomous stage.

HMS, BM EQ-Bank 575

Compare part practice and whole practice methods, and explain which would be most effective for a novice swimmer learning the butterfly stroke. (4 marks)

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Sample Answer

Similarities:

Both part and whole practice methods aim to develop skill proficiency through repetition and require appropriate feedback to be effective.

Differences:

Part practice breaks complex movements into discrete components practiced separately, allowing learners to master each element before combining them.
Whole practice involves practicing the complete skill as one unit, helping learners understand how components work together.
For a novice swimmer learning butterfly, part practice would be more effective as they could focus on arm movement, leg kick, breathing, and timing separately.
Part practice reduces cognitive overload, allowing novices to develop coordination and strength for each component before attempting the complex full stroke.

Show Worked Solution

Sample Answer

Similarities:

Both part and whole practice methods aim to develop skill proficiency through repetition and require appropriate feedback to be effective.

Differences:

Part practice breaks complex movements into discrete components practiced separately, allowing learners to master each element before combining them.
Whole practice involves practicing the complete skill as one unit, helping learners understand how components work together.
For a novice swimmer learning butterfly, part practice would be more effective as they could focus on arm movement, leg kick, breathing, and timing separately.
Part practice reduces cognitive overload, allowing novices to develop coordination and strength for each component before attempting the complex full stroke.

HMS, BM EQ-Bank 574

Describe how massed practice can be effective for an athlete in the autonomous stage of learning. (3 marks)

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Sample Answer

Massed practice allows autonomous-stage athletes to refine their already-automated movements through continuous repetition without breaks.
Highly motivated athletes in the autonomous stage possess the mental focus and physical conditioning to maintain quality performance during extended practice periods.
For discrete skills like basketball free throws, massed practice suits autonomous athletes who can maintain consistent technique while making subtle refinements through consecutive repetitions.

Show Worked Solution

Sample Answer

Massed practice allows autonomous-stage athletes to refine their already-automated movements through continuous repetition without breaks.
Highly motivated athletes in the autonomous stage possess the mental focus and physical conditioning to maintain quality performance during extended practice periods.
For discrete skills like basketball free throws, massed practice suits autonomous athletes who can maintain consistent technique while making subtle refinements through consecutive repetitions.

HMS, BM EQ-Bank 573 MC

A swimming coach is teaching the butterfly stroke using the following approach:

First, students practice just the dolphin kick with a kickboard
Next, they practice the arm movement while standing in shallow water
Then, they practice the breathing technique separately
Finally, they attempt to combine all elements into the complete stroke

For which stage of learning would this part practice approach be MOST appropriate?

Cognitive stage
Associative stage
Autonomous stage
Elite stage

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\(A\)

Show Worked Solution

A is correct: Cognitive stage learners need skills broken into parts

Other Options:

B is incorrect: Associative learners combine part and whole practice
C is incorrect: Autonomous learners use whole method
D is incorrect: “Elite stage” not a recognised learning stage

HMS, BM EQ-Bank 572 MC

A volleyball coach is implementing a new practice methods as follows:

Players rotate through serving, setting, spiking, and defensive drills in an unpredictable sequence, with each skill being practised multiple times but never consecutively.

Which statement BEST explains why this new method (random practice) is more beneficial for elite volleyball players preparing for competition?

It allows athletes to master individual skills in isolation before competition
It reduces physical fatigue compared to blocked practice
It more closely simulates the unpredictable nature of competitive environments
It provides more opportunities for coaches to give specific feedback

Show Answers Only

\(C\)

Show Worked Solution

C is correct: Random practice simulates unpredictable competition environments

Other Options:

A is incorrect: Mastering in isolation is blocked practice benefit
B is incorrect: Random practice doesn’t necessarily reduce fatigue
D is incorrect: Random practice makes specific feedback more challenging

HMS, BM EQ-Bank 570 MC

A novice gymnast is learning a complex balance beam routine. Her coach breaks down the routine into smaller segments, having her practise the mount first, then the middle section, and finally the dismount, before attempting the entire routine.

This is an example of which practice method?

Massed practice
Part practice
Random practice
Blocked practice

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\(B\)

Show Worked Solution

B is correct: Part practice involves breaking complex skills into smaller components

Other Options:

A is incorrect: Massed practice is continuous with minimal breaks
C is incorrect: Random practice mixes different skills unpredictably
D is incorrect: Blocked practice repeats one skill before moving to another

HMS, BM EQ-Bank 569 MC

During basketball training, Coach Liam has his players practise free throws for 20 minutes continuously, followed by layups for 20 minutes, then three-point shots for another 20 minutes.

Which practice method is Coach Liam primarily using?

Distributed practice
Whole practice
Blocked practice
Random practice

Show Answers Only

\(C\)

Show Worked Solution

C is correct: Blocked practice repeats one skill before moving to another

Other Options:

A is incorrect: Distributed practice involves rest periods between sessions
B is incorrect: Whole practice is practicing complete skill, not sequencing
D is incorrect: Random practice would mix skills throughout session