instruction times deliberate practice equals skill acquisition

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INSTRUCTION TIMES DELIBERATE PRACTICE EQUALS Skill Acquisition STEVIE CHEPKO, VP FOR PROGRAM REVIEW CAEP ([email protected]) KAREN ROOF, INDIA HOOK ELEMENTARY SCHOOL ([email protected]) ROBERT DOAN, UNIVERSITY OF SOUTHERN MISSISSIPPI ([email protected])

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INSTRUCTION TIMES DELIBERATE PRACTICE EQUALS Skill Acquisition. Stevie chepko, VP for Program Review CAEP ([email protected]) Karen Roof, India Hook Elementary School ([email protected]) Robert Doan, University of southern Mississippi ([email protected]). - PowerPoint PPT Presentation

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Page 1: INSTRUCTION  TIMES  DELIBERATE PRACTICE  EQUALS Skill Acquisition

INSTRUCTION TIMES

DELIBERATE PRACTICE EQUALS

Skill AcquisitionSTEVIE CHEPKO, VP FOR PROGRAM REVIEW CAEP

([email protected])KAREN ROOF, INDIA HOOK ELEMENTARY SCHOOL

([email protected])ROBERT DOAN, UNIVERSITY OF SOUTHERN MISSISSIPPI

([email protected])

Page 2: INSTRUCTION  TIMES  DELIBERATE PRACTICE  EQUALS Skill Acquisition

I (instruction) X DP (deliberate practice) = SA (skill acquisition)

I X DP = SA• Research supports that one of the key predictors of life time physical activity is

perceived competency• Keys to perceived competency are quality instruction X deliberate practice • Deliberate practice multiplies the impact of quality instruction• Deliberate practice increases the amount of PA during class time

Page 3: INSTRUCTION  TIMES  DELIBERATE PRACTICE  EQUALS Skill Acquisition

Instruction, Skill Acquisition, & PA

Quality Instruction Limited instruction to 2 to 3 critical

elements or knowledge Allow students time to explore the

movement/skill Avoid using the silo approach to

instruction by providing context Cognitively engage students by

providing challenging deliberate practice tasks

Skill Acquisition Occurs with instruction is combined

with deliberate practice 75% of time in physical education

should be deliberate practice time Plan for deliberate practice and the

PA goal of 50% will be exceeded Skill acquisition will accelerate when

combined with deliberate practice and specific, corrective feedback

Page 4: INSTRUCTION  TIMES  DELIBERATE PRACTICE  EQUALS Skill Acquisition

Deliberate Practice - Defined

Deliberate efforts to change specific aspects of performance (Ericsson, 2006) It takes as few as 50 hours of practice to have individuals obtain an

“acceptable” level of performance. For performance to improve students must be cognitively engaged

No drill and kill Improvement does not occur as a result of “experience” No student will improve without deliberate practice Observation or watching has little impact on skill acquisition Research across disciplines supports that practice must be deliberate for

performance to improve

Page 5: INSTRUCTION  TIMES  DELIBERATE PRACTICE  EQUALS Skill Acquisition

Components of Deliberate Practice

Present practice tasks that are outside realm of reliable performance Challenging Short duration Extending or refining as you go Differentiate task based on performance levels by

Changing equipment Ability group students Change size of space or distances Number of students involved and/or number of decisions required

Students must concentrate (engage) on critical aspects by gradually refining performance through repetitions after feedback

Requires teacher to design practice tasks that challenge students, allow enough repetitions for skill acquisition to occur, provide feedback (whole group or individual), and constantly provide extensions or refinements of practice tasks

Page 6: INSTRUCTION  TIMES  DELIBERATE PRACTICE  EQUALS Skill Acquisition

Research Support for Deliberate Practice

Differences between elite soccer players and less-skilled players (Ward et al., 2004) Less skilled players spend the majority of their time in “play” Elite players spend majority of their time in deliberate practice

Research on chess players, musicians, and athletes all support the following conclusions: Very small benefit from the number of games played (Charness, Krample, &

May, 1996; Charness, Tuffiash, Krampe, Reingold, & Vasyukova, 2005; Duffy, Baluch, & Ericsson, 2004)

Very big benefit from the amount of deliberate practice Think Chesley Sullenberger with the Miracle on the Hudson

Page 7: INSTRUCTION  TIMES  DELIBERATE PRACTICE  EQUALS Skill Acquisition

Challenging Practice Tasks

Students must be cognitively engaged in the task Must involve problem solving Must be beyond their current level of performance Performers gradually refine performance with feedback Must have opportunities for repetitions of deliberate practice tasks Think of the overload principle as related to improved aerobic

performance Combine deliberate practice tasks with tactics and strategies in the

context of the game

Page 8: INSTRUCTION  TIMES  DELIBERATE PRACTICE  EQUALS Skill Acquisition

Time Spent in Deliberate Practice Tasks

Since deliberate practice requires intense concentration, it can only be maintained for limited periods Limit the length of the practice tasks to 45 to 60 seconds

Never longer than 2 minutes Initially allow students to explore the performance tasks After the first 1 to 2 minute practice task - stop and provide “whole

group” feedback by identifying the one critical component they needed to correct

Can either have students practice with the same tasks (refinement), but concentrating on the identified critical cue or -

Extend the task by adding an additional level of complexity

Page 9: INSTRUCTION  TIMES  DELIBERATE PRACTICE  EQUALS Skill Acquisition

Practice Variability vs. Massed Practice

Varied Practice Practicing tasks throughout the

period, but not in succession Produces more flexibility or

adaptability of movement Promotes concentration and

attentional focus on practice tasks More likely to provide the appropriate

context for the movement Aids in retention of the skill

Massed Practice Practicing the same task for an

extended period of time Produce a practice effect (students

get better in the short term), but reduces retention of the skill

Skill is practiced in an isolated environment which does not allow for the learning of the context of the skill

Students often disengage (do not concentrate) during the practice task

Page 10: INSTRUCTION  TIMES  DELIBERATE PRACTICE  EQUALS Skill Acquisition

Concepts of Deliberate Practice

Simplified but realistic environment Practice tasks includes the context in which the skill will be

used Avoid teaching skills in isolation (Silo effect)

Progressive increases in the complexity of movement tasks relative to speed, direction, distance, number of people, length of movement sequence, and number of decisions required

Sufficient number of attempts for skill acquisition to occur Specific corrective feedback on both the technique of the

movement and the results of the movement

Page 11: INSTRUCTION  TIMES  DELIBERATE PRACTICE  EQUALS Skill Acquisition

Deliberate Practice & Student Engagement

Student Engagement Students are actively involved in their

learning Students persist in active and effortful

attempts to master knowledge and skills All students are equally engaged in the

task with opportunities for differentiated practice tasks

Research has found that in PE less than 7% of class time is spent in practice

Deliberate Practice Short practice periods of focused and

active practice Challenging tasks that require cognitive

engagement All students are equally involved in the

practice tasks Students are participating with students

of similar ability levels 70% of class time is spend on practice

tasks

Page 12: INSTRUCTION  TIMES  DELIBERATE PRACTICE  EQUALS Skill Acquisition

Environments that Foster Student Engagement

In mastery climates students define success as Gaining achievement through hard work Feeling of satisfaction and competency when developing a new skill View mistakes as part of the learning process

Frequent opportunities to be actively involved in skill development through deliberate practice Opportunities to participate without evaluative judgments

Opportunities to work with students of similar skill levels Higher skilled students learn nothing from lower skilled students Lower skilled students learn nothing from higher skilled students

Page 13: INSTRUCTION  TIMES  DELIBERATE PRACTICE  EQUALS Skill Acquisition

Environments that Do Not Foster Student Engagement

Competitive environments May decrease motivation among students – specifically students with lower

perceived competence Winning and losing had a negative impact on student engagement regardless of

students’ perceived competence Overreliance on game play can have a negative effect on student

engagement and skill acquisition Focus is on “winning” and not skill acquisition Lower performing students are pressured not to mess up and skilled players

dominate the game Skill acquisition is directly linked to deliberate practice – does not occur during

game play

Page 14: INSTRUCTION  TIMES  DELIBERATE PRACTICE  EQUALS Skill Acquisition

Deliberate Practice = Student Engagement Results of Increased Student Engagement Engagement in PE through deliberate practice enhances the frequency

and intensity of student physical activity in and out of class Engagement in PE through deliberate practice positively predicts

physical activity levels in and out of class Engagement in PE through deliberate practice positively enhances body

images Engagement in PE through deliberate practice increases skill

competency for all students Engagement in PE through deliberate practice increases enjoyment of

physical education for all students

Page 15: INSTRUCTION  TIMES  DELIBERATE PRACTICE  EQUALS Skill Acquisition

I (Instruction) X DP (Deliberate Practice) =

SA (Skill Acquisition) Which leads to Life Time Physical Activity

Recommendations/Findings Teachers need to adopt a mastery-oriented environment where

success is defined in terms of effort and personal gain rather than winning or losing

Proportion of class time devoted to skill practice was positively related to student engagement

Students gain competency through engagement in mastery tasks Increased amount of time spent in deliberate practice leads to

increases in performance, student engagement, and perceived competency