Safe, Effective and Types of Practice in Sports.pptx

In this slides you will learn the types of practices in sports and when each type of these practices are suited in different sports and situations.

1. 2 MAEPES B 3315 DEVELOPMENT AND MANAGEMENT OF PHYSICAL EDUCATION AND SPORTS UNIVERSITY OF PERPETUAL HELP SYSTEM DALTA LAS PIÑAS CAMPUS

2. SAFE, EFFECTIVE AND TYPES OF PRACTICE IN SPORTS REPORTER Christine C. Carmen

3. Identify the types of practice in sports and it’s nature. Objectives Christine Carmen Apply appropriate type of practice into training. Explain the importance of administering the right and suitable type of practice into training.

4. The methodical practice of skill development in sport can take various forms that can be administered by the teacher/coach. Overview Christine Carmen Each type of practice has distinct advantages and is suitable for different stages of learning, types of skills and sports contexts. The appropriate type of practice will ensure the opportunity for performance to be improved.. Practice conditions are determined by the nature of the skill.

5. Massed practice Distributed practice Fixed Practice Varied Practice Types of Practice Christine Carmen Other types of practice Whole practice Part practice Whole-part practice Progressive-part practice

6. Massed Practice EXAMPLE: Hitting a golf ball Receiving the ball Kicking the soccer ball Dribbling the ball Practice that involves very short or no rest intervals within the practice session. Reinforcing the skill through continuous practice period. This approach is more suited for simple skills or to individual who is experienced, older, fitter or more motivated. Because of its intensity and repetitive nature, it can lead to fatigue and may not be ideal for activities that require high level of physical exertion or complex skills.

7. Distributed Practice Better when the individual is a beginner, less experienced, limited preparation (mental/physical) or less motivated.  Involves relatively long breaks or rest periods between each attempt or block of attempts. It is a learning strategy where practice is broken up into a number of short sessions, over a long period of time. Should be used for activities in which: The skill to be learned is new &/or complex There is a danger of injury if fatigue sets in Attention spans are short, i.e with young learners Motivation is low Learners are not fit enough Weather conditions are adverse Example: Swimming 

8. Fixed Practice EXAMPLE: Badminton player repeatedly practicing and repeating the flick serve Practice conditions remain unchanged/fixed. Suitable for closed skills, where the environment does not affect the execution of the skill. Enables habitual movements to be learned effectively. If the repetition of a specific movement pattern is the aim . w ith repetition to allow the movements to be ‘over-learned’ or ‘grooved’ is appropriate.

9. Varied Practice This will provide the opportunity for decision making and develop perceptual skills. Where it is an open skill, it is important that the practice situation is varied to that the performer can draw from the strategies in their long term memory. Open skills are best practiced in an environment which is constantly changing This allows general schema to be developed Selective attention is improved Information processing becomes faster & more efficient. Weather conditions are adverse Example: Practice game 

10. Other types of Practice

11. Part Practice EXAMPLE: Tennis service practice – Practice back swing first before striking the ball.  Often used when skill is low in organization and be split in to sub-routines. If skill is complex, this method is useful, to help the performer make sense of the skill and achieve initial success with basic movements before progressing to the more complex movements. Useful when learning a dangerous skill.  Performer will gain confidence by learning each element of the skill separately. When all brought together the performer will have a better idea of the technique involve and be more confident. 

12. Whole Practice Player more likely to execute the skill fluently and can appreciate the relationship between each part of the movement. Rapid/ballistic action the whole method is best, because components of the skill interact closely with one another. Not breaking the skill down.  Player experiences the true feeling/kinesthetic of the skill. More likely to positive transfer from practice to real situation . Suitable for skills that are high in organisation Sprinting, dribbling etc.. Cyclic and continuous in nature. Weather conditions are adverse Example: swimming, running 

13. Whole-Part Practice EXAMPLE: Triple jump. Learner first tries out the skill Kinaesthetic feel Identify easy & difficult elements Following observation by teacher/coach these elements can be isolated and taught as parts. Finally all of the ‘parts’ are all integrated back into the whole skill. Enables the performer to recognize strengths and weaknesses in their performances. Separate practices are constructed to focus on correcting performance of each sub-routines.

14. Progressive- Part Practice Often referred to as chaining .  A serial skill is often broken into its sub-routines that can be seen as links of a chain.  Learn one link at a time, then a second link.  Two links are then practiced together, and then a thirds link and so on. Until all the links can be practiced together as a whole.  The performer can get the idea of the complete movement and understand the relationship in the various components and sub-routines. Helps the performer to remember the links between sub-routines of skills.  Example: breaststroke swimming, Rumba walk, throwing  

15. Mental Rehearsal Process by whereby the performer, without moving, runs through the performance in their mind. Can be done in several ways: By watching a demonstration or film By reading or listening to instructions By mental imagery, if the skill is established. Enables the performer to recognize strengths and weaknesses in their performances. Separate practices are constructed to focus on correcting performance of each sub-routines.

16. Mental Rehearsal A useful strategy for experienced performers Often used in preparation for competition. Research suggests that when mental rehearsal occurs, the muscular neurones fire as if the muscle is actually active. Therefore it is suggested that it has a real learning effect.

17. Mental Rehearsal " I never hit a shot even in practice without having a sharp in-focus picture of it in my head. It's like a colour movie. First, I "see" the ball where I want it to finish, nice and white and sitting up high on the bright green grass. Then the scene quickly changes, and I "see" the ball going there: its path, trajectory, and shape, even its behaviour on landing. Then there's a sort of fade-out, and the next scene shows me making the kind of swing that will turn the previous images into reality only at the end of this short private Hollywood spectacular do I select a club and step up to the ball.” Golfing, great Jack Nicklaus

18. MENTAL IMAGENARY To see success. Many athletes "see" themselves achieving their goals on a regular basis, both performing skills at a high level and seeing the desired performance outcomes To motivate. Before or during training sessions, calling up images of your goals for that session, or of a past or future competition or competitor can serve a motivational purpose. It can vividly remind you of your objective, which can result in increased intensity in training. To perfect skills. Mental imagery is often used to facilitate the learning and refinement of skills or skill sequences. The best athletes "see" and "feel" themselves performing perfect skills, programs, routines, or plays on a very regular basis. MENTAL REHEARSAL

19. MENTAL IMAGENARY To set the stage for performance . Mental imagery is often an integral part of the pre-competition plan, which helps set the mental stage for a good performance. Athletes do a complete mental run through of the key elements of their performance. This helps draw out their desired pre-competition feelings and focus. It also helps keep negative thoughts from interfering with a positive pre-game focus. To refocus . Mental imagery can be useful in helping you to re focus when the need arises. For example, if a warm-up is feeling sluggish, imagery of a previous best performance or previous best event focus can help get things back on track. You can also use imagery as a means of refocusing within the event, by imagining what you should focus on and feeling that focus. MENTAL REHEARSAL

20. Practice makes PERMANENT T R A I N H A R D Whatever practice method is used, it is undisputable that a high level of practice is needed to produce top-level performers. W I N E A S Y A 10 year old female gymnast needs about 8 years of daily practice to reach an Olympic final.

21. Train hard, win easy

22. Safe and Effective practice

23. Safe Practice The action of putting procedures in place to ensure the safety of all stakeholders involved. To prioritize the safety of everyone involved especially the athletes. Why is safe practice important in sports and physical education? What is important for safe practice? Effective warm ups and cool down. Coaches and officials need first aid knowledge to deal with potential accidents and injuries.

24. Safety practices Wear the right safety gear and equipment and wear proper attire and footwear. Stay fit and follow a good diet. Have a warm-up thoroughly by gently going through the motions of your sport and cool-down routine including stretches. Tape or strap vulnerable joints, if necessary. The playing environment should be well-lit and appropriate for the sport. Follow safety rules. Stay hydrated before, during and after engaging in game.

25. Safety practices 8. Try to avoid exercising in the hottest part of the day, between 11a.m. and 3p.m. 9. Maintain a good level of overall fitness, particularly in off season (months between playing season for a sport). 10. Don’t exert yourself beyond your level of fitness. Gradually increase intensity and duration of training. 11. Take breaks while training and during games to prevent overuse injuries. Get enough rest. 12. Don’t play while injured. Instead seek for first aid.

26. Most Common Sports Injuries Sprain Strain Fracture Dislocation Bruises Dehydration Knee injuries Nose injuries/bleed

27. First Aid Protect – Remove foreign objects in the injured area, wash with running water, disinfectant. Rest – Keep the injury area supported and avoid using for 24 – 48 hours. Ice – apply ice to the injured area for 20 minutes eery two hours for the first 24 – 48 hours. Compression – Apply a firm elastic bandages over the area, extending above and below the painful site. Elevation – raise the injured area above the level of your heart at all times. Diagnose/Referral – as soon as possible see a doctor. Avoid HARM (Heat, Alcohol, Running, Massage) it will only increase bleeding, swelling and delays healing and recovery.

28. Emergency Situation Prolonged loss of consciousness Neck or spine injuries. Broken bones Injuries to the head or face. Eye injuries. Abdominal injuries.

29. Resources Methods if practice – types of practice https://slideplayer.com/slide/15253931/ Youtube – Types of practice in sports https://m.youtube.com/watch?v=AgD6EGMKEL0 Types of practice – Overview https://studyrocket.co.uk./revision/a-level-sport-science-occea/improving-physical-performance-as/types-of-practice Types of Practice – Learning physical skills https://splcpe.weebly.com/types-of-practice.html

30. THANK YOU Your Time and Attention Are Truly Appreciated I extend my sincere gratitude for joining. Your participation and engagement have made this journey memorable. Thank you for celebrating the spirit of sports with us!