PowerPoint Presentation

Part vs. Whole PracticeDouble-Dutch Jump RopeScott Bentley, Rachael Gonzales, Carol Baym, Madeleine Child, Samantha Jensen

IntroductionDouble-DutchEntering ropes (A)Sustained jumping (B)Exiting ropes (C)Part PracticeA, A AB, AB ABC, ABC (repetitive part)C, C BC, BC ABC, ABC (backward chaining)AB, AB C, C ABC, ABC (progressive part)Part vs. Whole Practice. ABC, ABC, ABCB, B BC, BC AB, AB ABC, ABC Chunking (Hansen, 2005)Overlap vs. no overlapFacilitate transition to whole task performance

IntroductionPart-practice is better with serial tasks that can be broken down into parts.Gymnastics routine, wheelchair transfers

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IntroductionWhole practice is better when coordination of movements is most important.Flying a plane, driving a ferry

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IntroductionMotor ProgramsMultiple Motor Programs: Practice the task in partsSingle Motor Program: Practice the task as a wholeWe hypothesized that part-practice would lead to better retention and transfer for double-dutch because its a serial task with distinct parts. There isnt a high interdependence of parts.

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Professional Example

MethodsMadeleine performed whole task in an A,B,C fashion.Rachael performed part-practice in the following way:BBCABABCEnvironmentMostly closed environmentSome spectators and cars occasionally

Whole Practice

Madeleine Early Trial

Whole Practice

Madeleine Success

Part-Practice

Rachael B Practice

Part-Practice

Rachael BC Practice

Part-Practice

Rachael AB Practice

Part-Practice

Rachael ABC Whole Task Success

GuidanceGuidance HypothesisLess is betterVerbal Focus of attentionKnowledge of movement mechanicsObservationalNo physical guidanceNo guidance given during retention and transfer

Retention and Transfer Methods4 days between acquisition and retention/transfer.Retention was measured by having both subjects performing the whole task.Transfer tasksChange in environmentSam and Scott changed places (SWITCH)Change in task and environmentSam and Scott revolving around the jumper (SPIN)

Madeleine Retention

Rachael Retention

Madeleine Transfer

Rachael Transfer

Madeleine Transfer Spin

Rachael Transfer Spin

Results

Results

Jumper ReflectionCognitive StageLearning the taskAssociative StagePutting the whole task togetherRetention and transferAutonomous Stage Are you an expert?

Discussion and ConclusionsRaw data seems to show that acquisition was better using whole practice, but...Comparing apples and oranges Both practice techniques were equally effective in transfer and retention.

PersonTaskEnvironment

Motor Control/ Motor LearningDiscussionFeedbackGoal settingDemonstrationInstructionInherent: with practice, messing up in the ropesAugmented: Click of the rope, communicationMemory WorkingLong TermKnowledge of PerformanceKnowledge of Results

Future StudyMore practice during acquisition Long term memoryControl equal rest times between subjectsControlling other personal factorsRiding bike to schoolHighly relevant in clinic: Change task or environment based on personal factorsExplore other transfer tasksButterfly turningMore complex jumping in rope

Questions?

ReferencesGymnastics Routinehttp://www.zimbio.com/pictures/Ef2TEkVLmLA/Artistic+Gymnastics+NHK+Trophy+Day+1/3zeYLb4hDiNWheelchair Transferhttp://www.msktc.org/sci/factsheets/safe-transfer-techniqueApples and Orangeshttp://underthesaltireflag.com/2014/07/19/apples-versus-oranges-hitler-versus-jamaica-cause/