Stevie Chepkochepkosf1@gmail.com

Designing Deliberate Practice Tasks

Defining Deliberate PracticeEricsson, Krampe, & Clemens (1993) defined

deliberate practice as –Learning experiences that primary purposes are

attaining and improving current level of performance.Focus is on the specificity of the practice condition that

addresses identified weaknesses and allows students to address those weaknesses

Requires effort ,concentration , and cognitive engagement on the part of the learner

Requires continuous feedback and adaptation of practice condition

Relies on the expertise and guidance of a teacher/coachMust provide learners with enough practice for

improvement to occur

What Deliberate Practice is Not -Simply playing the “game” or gaining

experience does not lead to performance improvement and delays learning

Simply drilling on technique will not lead to performance gains Drills do not cognitively engage studentsOften address only one component of a skillOften do not allow for differentiated instructionOften do not allow learners to practice the

essential elements of the skill within the context of how the skill will be used

Deliberate Practice Is -Teachers designed based on the

uniqueness of their environmental contextBased on pre-existing skill levels of learnersFocused on the key skills and knowledge

required for the physical activityCognitively and physically engaging for

studentsOf short duration with multiple practice

tasks that allow for progressive & sequential learning

Creating Deliberate Practice TasksPractice task must be challenging

(cognitively & physically)Engage all students in the task

Ability groupDifferentiated instructionTeaching by invitation

Allow for transfer of learningMaximize the number of practice

opportunities

Creating Deliberate Practice Task (cont.)Build on pre-existing knowledge/skillInclude the contextual environment in

which the skill will be usedShort duration with multiple extensions and

refinements based on student responsesProvides numerous opportunities for

feedback from the task, the teacher/coach, and/or peer

Requires self-evaluation on the part of the learner

AssessmentInherent to the process of deliberate

practice isOn-going and continuous assessment of

performanceTeaching learners to self-assess and correctTracking progress over time and using the

information to modify the next practice tasksFocus is on specific skills or knowledge that

needs to improve for each student

ContextAvoid the “silo” of skill technique without

contextDeliberate practice tasks should mirror the

context in which the skill/knowledge is usedCombine the teaching of skills with tactics

and strategiesTeach students to problem solveProvide feedback on game decision-makingTeach for transferTeach anticipation

Maximize the Amount of Physical Activity Time To maximize the amount of PA and

deliberate practice time Plan the sequences in advanced based on pre-

existing skill/knowledgeAbility group students Keep all instruction to one or two key elements

Practice those elements for no more than 2 minutesRefine the task (reinforce those elements)Practice again for no more than 2 minutesAdd another element (if students are ready) and

practice for 2 minutes Repeat the sequence for each skill or task

Differentiation of InstructionAllow students choices on –

Entry and exit pointsEquipmentSize of space Number of students in the practice tasksWith or without defenseNumber of skills to be included in the taskTo move forward or continue to practice at

the same level with a refinementIntra-task variation through task cards or

levels of skill practice at a station

Practice Tasks to be Developed6th grade class

Volleyball forearm pass Create a sequence of three practice tasks that begin

the process of skill acquisition for the forearm passEach practice tasks should have at least one

refinement and one extensionRemember to keep the game context in mind as

students begin the practice sequenceAllow for differentiated instruction within each tasks

Practice Tasks to be DevelopedFifth grade class

Teach the offensive skills of give and go, lead pass, and pivotCreate three practice tasks in a sequence

Each practice tasks should have at least one refinement and one extension

Remember to keep the game context in mind as students begin the practice sequence

Teach for transfer of these skills to multiple invasion games

Allow for differentiation of instruction

Practice Tasks to be Developed7th grade

Create a station or task card for a deliberate practice task for striking using a short or long handled implementProvide at least three levels of the task to account

for varying levels of skill in the classFor each level of the task, provide at least one

refinement and extensions

Practice Task, Application, and CreativityYou have just finished a square dance unit

with your 4th graders. You want to see how much of the “rules” of square dance they can use in the creation of a dance following the “rules” of square dance without using any of the traditional movementsDesign a task card giving students the

parameters for the creation of a danceAllow students the choice of music and

partners for the task

SharingAfter each group has developed their

sequence, the entire group will participate in the practice tasksCritique the practice tasks based on the

guidelines for deliberate practiceMake specific suggestions for changeIdentify what worked and what might need

modified for each group.