Practice makes perfect, but what type of practice is best when it comes to learning? In a study conducted by Mackay, Morgan, Datta, Chang, & Darzi (2000), it is argued that distributed practice is better than massed practice. Mackay et al. tested the effects of distributed practice and massed practice on 41 participants, split up into three groups. The first group was massed practice, the second group was 20 minutes of distributed practice in five-minute blocks, and the last group was 15 minutes of practice in five-minute blocks. It was found that the second group had better retention scores than the first group, which was massed practice. It was concluded that, as far as retention is concerned, distributed practice has a greater benefit than
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There were three theories that the paper outlined; however, the one that was most effective was the reminding theory. Simply put, the reminding theory is when a stimulus reminds the learner of a previous encounter, and that the retrieval of that encounter enhances the memory of its contents (Benjamin & Tullis, 2010). When comparing the effectiveness of either distributed or massed practice, it is clear that distributed practice is better, if the reminding model is used. If a participant practices a task for a certain number of minutes, takes a rest, and starts practicing again; then, because they are performing that task again, they are reminded of their previous encounter. Taking a rest from tasks also allows for an optimal level of learning, or when the time of forgetting perfectly balances the acquisition of learning (Benjamin & Tullis, 2010). The current study, examines the effects of distributed practice and motor learning, but does distributed practice effect the formation of motor skills? The majority of motor skills are obtained through physical practice, but observation of movements has also been shown to improve performance gains (Stefan, 2005). Formation of motor skills is strengthened through observation, or more specifically, by mirror neurons. Stefan et al. tested the formation of motor skills and observation on participants. They found that “mere observation of movements led …show more content…
The current study sought to examine if visual perception plays a part in the effectiveness of motor skills when there is distributed practice. More importantly, what happens when one’s visual perception is distorted? Forty College of Wooster students participated in the test of motor skills and practice; half of the participants had their vision distorted using perception distortion goggles. The purpose of this study was to test the role of vision in practice and learning. In a study conducted by Memmert (2006), the effects of practice and learning were examined in 32 college students shooting performance in basketball. For one of the groups they took 160 shots from the free throw line, and the other group took the same amount of shots from various locations. The two groups performed the same task one year later; and, while both groups showed significant learning, the group that shot from one place had better retention (Memmert, 2006). Panchuk, Spittle, Johnston, & Spittle (2014), conducted a similar study and found that regardless of a previous skill, massed practice leads to better retention and not distributed
There were three theories that the paper outlined; however, the one that was most effective was the reminding theory. Simply put, the reminding theory is when a stimulus reminds the learner of a previous encounter, and that the retrieval of that encounter enhances the memory of its contents (Benjamin & Tullis, 2010). When comparing the effectiveness of either distributed or massed practice, it is clear that distributed practice is better, if the reminding model is used. If a participant practices a task for a certain number of minutes, takes a rest, and starts practicing again; then, because they are performing that task again, they are reminded of their previous encounter. Taking a rest from tasks also allows for an optimal level of learning, or when the time of forgetting perfectly balances the acquisition of learning (Benjamin & Tullis, 2010). The current study, examines the effects of distributed practice and motor learning, but does distributed practice effect the formation of motor skills? The majority of motor skills are obtained through physical practice, but observation of movements has also been shown to improve performance gains (Stefan, 2005). Formation of motor skills is strengthened through observation, or more specifically, by mirror neurons. Stefan et al. tested the formation of motor skills and observation on participants. They found that “mere observation of movements led …show more content…
The current study sought to examine if visual perception plays a part in the effectiveness of motor skills when there is distributed practice. More importantly, what happens when one’s visual perception is distorted? Forty College of Wooster students participated in the test of motor skills and practice; half of the participants had their vision distorted using perception distortion goggles. The purpose of this study was to test the role of vision in practice and learning. In a study conducted by Memmert (2006), the effects of practice and learning were examined in 32 college students shooting performance in basketball. For one of the groups they took 160 shots from the free throw line, and the other group took the same amount of shots from various locations. The two groups performed the same task one year later; and, while both groups showed significant learning, the group that shot from one place had better retention (Memmert, 2006). Panchuk, Spittle, Johnston, & Spittle (2014), conducted a similar study and found that regardless of a previous skill, massed practice leads to better retention and not distributed