Practice schedule effects on the performance and learning of low- and high-skilled students: an applied study.
This study examined the effects of practice schedule manipulations implemented in an instructional setting on the performance and learning of low- and high-skilled students. College undergraduates (N = 83) enrolled in 5 tennis classes completed a pretest on the forehand and backhand ground strokes, practiced these skills under a blocked or alternating schedule, and then completed a posttest. Results indicated that practice schedule effects on learning were influenced by student ability. Low-skilled students assigned to the blocked schedule had higher posttest scores than those assigned to the alternating schedule, whereas no significant differences were found for high-skilled students. These findings are discussed in relation to previous applied and laboratory-based findings and as a means for manipulating practice difficulty in teaching physical education.
Hebert
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Department of Kinesiology, Louisiana State University, USA. ehebert@lsuvm.sncc.lsu.edu
Landin
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Solmon
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MA
D000328:Adult; D005260:Female; D006801:Humans; D008297:Male; D009048:Motor Skills; D010806:Physical Education and Training; D011214:Practice, Psychological; D013647:Task Performance and Analysis; D013715:Tennis