Chapter 18Chapter 18

Whole and Part PracticeWhole and Part Practice

Concept: Base decisions about practicing skills as wholes or in parts on the complexity and organization characteristics of the skills

DefinitionsDefinitions

Whole practiceWhole practice–A practice strategy that involves practicing a A practice strategy that involves practicing a

skill in its entirety (i.e., as a whole)skill in its entirety (i.e., as a whole)

Part practicePart practice–A practice strategy that involves practicing A practice strategy that involves practicing

parts of a skill before practicing the whole skillparts of a skill before practicing the whole skill

Skill Complexity and Skill Complexity and OrganizationOrganization

The decision to practice a skill as a whole The decision to practice a skill as a whole or in parts can be based on the complexity or in parts can be based on the complexity and organization characteristics of the skill and organization characteristics of the skill ((Hypothesis byHypothesis by Naylor & Briggs, 1963Naylor & Briggs, 1963))

–Complexity:Complexity: number of parts or components number of parts or components in a skill, and the attention demands on the taskin a skill, and the attention demands on the task

Note: “Complexity” is distinct from Note: “Complexity” is distinct from “difficulty”“difficulty”

–Organization:Organization: spatial and temporal spatial and temporal relationships among the parts of the skillrelationships among the parts of the skill

High level of organization:High level of organization: parts are spatially and parts are spatially and temporally interdependenttemporally interdependent

Low level of organization:Low level of organization: parts are relatively parts are relatively independentindependent

Decisions to UseDecisions to UseWhole or Part PracticeWhole or Part Practice

Analyze the skill to determine which part Analyze the skill to determine which part of each continuum for complexity and of each continuum for complexity and organization best represents the skillorganization best represents the skill

–If the skill is low in complexity and high in If the skill is low in complexity and high in organization, practice of the whole skill is bestorganization, practice of the whole skill is best

–If the skill is high in complexity and low in If the skill is high in complexity and low in organization, practice by using the part methodorganization, practice by using the part method

See A Closer Look - Example for learning See A Closer Look - Example for learning to juggle 3 ballsto juggle 3 balls

Example of making decision regarding Example of making decision regarding use of whole or part practice: jugglinguse of whole or part practice: jugglingSkill AnalysisSkill AnalysisComplexity characteristicsComplexity characteristics1.1. Hold the 3 balls in 2 handsHold the 3 balls in 2 hands2.2. Toss ball 1 from hand 1Toss ball 1 from hand 13.3. Catch ball 1 in hand 2 while Catch ball 1 in hand 2 while

tossing ball 2 with hand 2tossing ball 2 with hand 24.4. Catch ball 2 in hand 1 while Catch ball 2 in hand 1 while

tossing ball 3 with hand 2.tossing ball 3 with hand 2.5.5. Catch ball 3 in hand 1 while Catch ball 3 in hand 1 while

tossing ball 1 with hand 2tossing ball 1 with hand 26.6. Repeat steps 2 and 5.Repeat steps 2 and 5.7.7. Between-component Between-component

timing:critical for performancetiming:critical for performance

Conclusion. Three-ball juggling Conclusion. Three-ball juggling involves several component involves several component parts that are highly parts that are highly interdependent. Thererfore, interdependent. Thererfore, juggling 3 balls is relatively high juggling 3 balls is relatively high in complexity and in in complexity and in organization. Practicing the organization. Practicing the whole skill is appropriate whole skill is appropriate method.method.

Supporting Evidence: Knapp and Supporting Evidence: Knapp and Dixon. Students who practiced Dixon. Students who practiced juggling by whole method juggling by whole method required 65 trials, part method required 65 trials, part method required 77 trials.required 77 trials.

Practicing Parts of a SkillPracticing Parts of a Skill

Three part-task strategies (Three part-task strategies (From Wrightman From Wrightman & Lintern, 1985& Lintern, 1985))

1.1. Fractionalization: Fractionalization: –For skills requiring asymmetric coordination of the For skills requiring asymmetric coordination of the

arms or legsarms or legs –Practice individual limbsPractice individual limbs

Begin practicing with limb requiring more difficult or more Begin practicing with limb requiring more difficult or more complex partcomplex part

2.2. SegmentationSegmentation–Also known as the progressive-part strategyAlso known as the progressive-part strategy–Begin practice with first part of skill then Begin practice with first part of skill then

progressively adds each part until skill is practiced as a progressively adds each part until skill is practiced as a whole whole

Practicing Parts of a SkillPracticing Parts of a Skill

Three part-task strategies (Three part-task strategies (From Wrightman From Wrightman & Lintern, 1985& Lintern, 1985))

1.1. Fractionalization: Fractionalization: –For skills requiring asymmetric coordination of the For skills requiring asymmetric coordination of the

arms or legsarms or legs –Practice individual limbsPractice individual limbs

Begin practicing with limb requiring more difficult or more Begin practicing with limb requiring more difficult or more complex partcomplex part

2.2. SegmentationSegmentation–Also known as the progressive-part strategyAlso known as the progressive-part strategy–Begin practice with first part of skill then Begin practice with first part of skill then

progressively adds each part until skill is practiced as a progressively adds each part until skill is practiced as a whole whole

Practicing Parts of a Skill, Practicing Parts of a Skill, cont’dcont’d

3.3. SimplificationSimplification–Reduce skill difficulty by practicing an easier (Reduce skill difficulty by practicing an easier ( i.e.,i.e.,

simpler) variation of the skill before practicing the skill simpler) variation of the skill before practicing the skill itselfitself

Examples of simplification methodsExamples of simplification methods–Reduce object difficultyReduce object difficulty–Reduce attention demandsReduce attention demands–Reduce movement speedReduce movement speed–Add auditory cuesAdd auditory cues–Progressive sequences of increasing skill difficulty Progressive sequences of increasing skill difficulty

or complexityor complexity–Simulators and virtual reality environmentsSimulators and virtual reality environments

Practicing Parts of a Skill, Practicing Parts of a Skill, cont’dcont’d

3.3. SimplificationSimplification–Reduce skill difficulty by practicing an easier (Reduce skill difficulty by practicing an easier ( i.e.,i.e.,

simpler) variation of the skill before practicing the skill simpler) variation of the skill before practicing the skill itselfitself

Examples of simplification methodsExamples of simplification methods–Reduce object difficultyReduce object difficulty–Reduce attention demandsReduce attention demands–Reduce movement speedReduce movement speed–Add auditory cuesAdd auditory cues–Progressive sequences of increasing skill difficulty Progressive sequences of increasing skill difficulty

or complexityor complexity–Simulators and virtual reality environmentsSimulators and virtual reality environments

Practicing Parts of a Skill, Practicing Parts of a Skill, cont’dcont’d

3.3. SimplificationSimplification–Reduce skill difficulty by practicing an easier (Reduce skill difficulty by practicing an easier ( i.e.,i.e.,

simpler) variation of the skill before practicing the skill simpler) variation of the skill before practicing the skill itselfitself

Examples of simplification methodsExamples of simplification methods–Reduce object difficultyReduce object difficulty–Reduce attention demandsReduce attention demands–Reduce movement speedReduce movement speed–Add auditory cuesAdd auditory cues–Progressive sequences of increasing skill difficulty Progressive sequences of increasing skill difficulty

or complexityor complexity–Simulators and virtual reality environmentsSimulators and virtual reality environments

Practicing Parts of a Skill, Practicing Parts of a Skill, cont’dcont’d

3.3. SimplificationSimplification–Reduce skill difficulty by practicing an easier (Reduce skill difficulty by practicing an easier ( i.e.,i.e.,

simpler) variation of the skill before practicing the skill simpler) variation of the skill before practicing the skill itselfitself

Examples of simplification methodsExamples of simplification methods–Reduce object difficultyReduce object difficulty–Reduce attention demandsReduce attention demands–Reduce movement speedReduce movement speed–Add auditory cuesAdd auditory cues–Progressive sequences of increasing skill difficulty Progressive sequences of increasing skill difficulty

or complexityor complexity–Simulators and virtual reality environmentsSimulators and virtual reality environments

Attention Approach to Involving Attention Approach to Involving Part Practice in Whole PracticePart Practice in Whole Practice

When it is not advisable or practical to When it is not advisable or practical to separate parts of a skill for practiceseparate parts of a skill for practice

A “part practice” strategy that provides A “part practice” strategy that provides both part and whole practice:both part and whole practice:

–Practicing the whole skill but focus attention Practicing the whole skill but focus attention on specific parts that need workon specific parts that need work