In choosing between whole versus part learning:
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“How do I teach somebody how to paddle?” Show or “Sometimes people don’t change their technique no matter how you coach them.” I hear this a lot from new coaches and also from more experienced coaches. Fortunately, there is a body of sports science dedicated to learning more about effective coaching methods and the research findings are well established. When teaching somebody how to paddle, every coach must decide how to go about it. Most importantly, how do you prescribe a method of practice for a new paddler to learn the skills necessary to perform effectively? It comes down to more than personal style and experience. Choosing a definitive practice method has been shown to shorten the time needed to achieve skill proficiency. We start by defining the complexity and organization of a skill in determining the ideal method of instruction. The complexity of a skill reflects how many elements are involved and the cognitive demand it requires. An example of a skill that is low in complexity in dragon boat is “holding the boat” (dragging the paddle in the water to slow the boat). The act of paddling efficiently to move the boat forward is more complex. The organization of a skill refers to the spatial-temporal relationship between the elements involved. Skills that are highly organized have elements that are closely related to the position/timing of preceding steps. A skill with low organization in dragon boat would be paddling at a sustained rate. Paddling with a variable rate, such as in a race start, requires more organization. Research suggests: Skills that are low in complexity but high in organization are best developed using practice of the whole skill. Skills that are high in complexity and low in organization are best developed using practice of parts. A sample skill analysis of steady-state paddling: Complexity characteristics 1. Hold the paddle with 2 hands (outside hand close to blade, top hand on T/palm grip) 2. Lean trunk forward, reach arms forward to prepare the paddle to enter the water (outside arm straight, top arm overhead) 3. Enter water with a “positive” angled paddle maintaining relative arm orientation 4. Pull….etc etc Organization characteristics The activity of steady-state paddling can be started at any step of the movement, however to skip preceding/following steps when practicing components does not allow the paddler to experience the timing and movement relationship between components (e.g. performing a drill for entry and exit while skipping the recovery and pull). Summary Steady-state paddling involves multiple complex movements that are moderate in organization. As this is somewhat “middle of the road,” a part practice method may be preferable to help paddlers master key components of the skill before moving to a whole practice method that focuses on tying the organization of the skill together, especially as the cognitive demands of paddling decrease. Application: Coaching Ideas Based on Whole & Part Practice
If you enjoyed reading, please consider making a donation. We SFL bloggers write and paddle for the love of the sport but, like many other things, blogging takes time away from work, family, and paddling (in increasing order of importance, j/k). Every contribution (no matter how small) helps raise money for the team to race and use better equipment. As a team, you have our thanks for anything you can spare in helping us out. You may use this link: Click to go to PayPal Donation Page What is the difference between part and whole learning?The whole method of practice is obvious: The whole technique is practiced intact. The part method is actually the whole-part-whole method. You teach the whole method as just outlined, practice it in parts, and then recombine the parts back into the whole via practice.
What is the whole vs part method practice?Whole practice is when the skill is practiced in its entirety and is often used for discrete and continuous skills. This practice method is good for teaching swimming or running. Part practice is when the skill is broken down into its smaller parts and each part is practiced in isolation before being joined together.
What is the wholeWhole-part-whole is an approach where learners are presented with an overall picture of the skill or task they are trying to learn (in any of the skills), then focus on the individual aspects or “parts” of that skill or task, and then return to the “whole” task and attempt to integrate both an overall understanding of ...
Why is part learning important?Part method
The parts of the skill are practiced in isolation which is useful for complicated and serial skills and is good for maintaining motivation and focusing on specific elements of the skill.
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