Motor Skills and Mental Practice skills

Please view the PowerPoint to answer the following questions from 1-7

Question 1: Define the terms contextual interference and the contextual interference effect as they relate to the learning and performance of multiple skills or multiple variations of skill and discuss how the amount of contextual interference relates to the types of practice schedules that could be developed for situations in which people must learn multiple skills or multiple variations of a skill.

Question 2: Describe four practice schedules that involve different amounts of contextual interference and locate each on a continuum that ranges from low to high amounts of contextual interference.

Question 3: How do mass and distributed intertrial interval schedules differentially influence the learning of discrete and continuous motor skills? Why do you think there is a difference in how massed and distributed intertrial interval schedules influence the learning of discrete and continuous skills?

Question 4: How can you decide whether people would learn a skill best if they practiced it as a whole or in parts? Give a motor skill example to show how to apply these rules.

Question 5: Describe three ways practitioners can apply the simplification method to the practice of skills.

Question 6: Define mental practice and describe three ways in which a person can engage in mental practice.

Question 7: Describe an example of how you would implement mental practice procedures to aid the learning of a new skill.

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