performance criterion

practice principle – Distributed vs Massed

Distributed is a practice schedule in which the amount of rest between practice sessions or trials is relatively long. Massed is a practice schedule in which the amount of rest between practice sessions or trials is very short.

  1. [CH17] Overlearning

Practice that continues beyond the amount needed to achieve a certain performance criterion.

  1. [CH18] Whole vs part practice principle (more info here (Links to an external site.)Links to an external site.)

Skills that are high in organization and low in complexity are best served through whole practice. The part practice method generally involves breaking down the skill into natural parts or segments, practicing those parts separately until they are learned, and then integrating them to perform the skill in its entirety.

Below, you find the paper written by Dr. Denny in which she discusses the application of several MLPs in coaching volleyball. YOU MUST READ THE ARTICLE BELOW AND COMPLETE THE ACTIVITY RELATED TO THE ARTICLE – REFER TO CANVAS > MODULES > WEEK 01.
· Following each principle, I provide my own comments. The purpose of this article (and my comments) is to help you when completing the Learning Task assignment

· The original titles have been modified to match my assignment

Applying Motor Learning Principles in Coaching Volleyball
By Vickie Grooms Denny, Ph.D.

Journal: Coaching Volleyball, April/May 2010

Coaching volleyball is enhanced when coaches draw from a variety of disciplines to assist in teaching skill development. The discipline of motor learning focuses on the acquisition of motor skills and/or the improvement of motor skills and involves principles that can be implemented by coaches to aid in volleyball skill acquisition. Coaches using principles from motor learning literature will enable players to reach their full potential in learning and developing volleyball skills leading to more effective performance on the court. The following is a two-part series, summarizing various principles from motor learning research and making applications for coaching the sport of volleyball.

Principle #1: Encoding specificity principle (The Practice Conditions Should Be Like the Game)

It has been stated that if you want to learn how to play the game, then play the game. In motor learning, this is a memory principle called the “encoding specificity principle” which suggests that the more closely aligned the practice context is to the game context, the better the game performance. For volleyball coaches, this means striving to make the practice conditions as much like the game conditions as possible. For example, if you know you will be playing in a gym with a very low ceiling, practice passing balls at a lower level. If you are going to face a big middle hitter who cuts the angles in your next match, then have someone hitting those angles in practice. If you want your players to perform well during stressful games, set up similar pressure situations during practice. For example, playing loud music, making bad calls, or putting the server on the end-line to serve for game point after a long rally, are all examples of making practice more like the game. Practices would include everything and anything that could possibly be experienced during the game. As a coach, look for ways to guarantee players have already practiced everything before they actually see it in the real game, and always be analyzing practices by evaluating how well you are training your players for actual game performance.

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