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3.1.2.2 Impact of skill classification on structure of practice for learning Typeit
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Different skills are better suited to different types of practice and specific methods of presenting the skill to learners. The effectiveness of each depends on numerous factors; for example, the complexity of the skill and the experience and size of the group. These practice structures are outlined below, along with the influence that different types of skill have on their selection.
Presentations of practice:
| Presentation | Description | Influence of skill classification |
| –part practice | Learning the subroutines of a skill in chronological order before linking them together. The skill is then practised as a whole once all of the subroutines have been linked together and practised in sequence. | Useful for -organisation skills where the subroutines are easily identifiable and can be focused on individually. |
| practice | Learning a skill in one complete action. | Most appropriate for skills which involve subroutines that easily transition into one another. |
| Whole--whole practice | A combined approach to skill learning where the performer first learns the skill as a whole, then breaks down the skill into subroutines and practises these, before the skill is practised as a whole once again. | Best used for skills that are too difficult for the whole practice method but can still be broken down into separate subroutines. |
Types of practice:
| Type | Description | Influence of skill classification |
| practice | Practice is performed continuously without interruptions, breaks or time out for discussion. | Best used for skills that are performed for a short period of time and, therefore, can be executed with minimal fatigue. |
| practice | Practice that is performed with breaks throughout the session. | An effective type of practice for skills as it allows for rest periods for recovery. |
| practice | Practice that allows manipulation of the environment to test the skill in potentially competitive situations. | Best suited to skills where the performer is tested in different sporting scenarios. |
| Mental practice | Practice that involves a mental run-through of the skill being performed. | Most appropriate for complex skills that take place in a environment due to the need for the run-through to be specific to the skill execution and outcome. |