When discussing skill development, variability refers to the various
aspects of the skill that will change it's general outcome. Examples
include the amount of force used to grip a hold, the direction that the
hold is grabbed, etc.
Variability Training
To
make variability useful with our training we want to change one aspect
of the skill and keep the others constant. Practicing dynos is a good
example. If we want to practice higher and higher dynos, the holds that
we are dyno-ing to and from should be the same, and the direction we are
dyno-ing should also be the same; the only thing that we are changing
is the distance between the holds. On the other hand if we want to
practice dynos to smaller and smaller holds we would keep the starting
hold, the direction and the distance the same, we would just change the
ending hold.
Schemas
Fortunately our brains
are very smart and we don't have to perform every single variation of a
skill. Our brains develop what are called schemas, according to Schimdt
and Wrisberg schemas are "a set of rules relating the various outcomes
of a person's actions to the parameters that the person sets to produce
those outcomes". In other words, if we want to dyno higher our brains
understand that they need to tell the muscles in our legs to contract
stronger in order to reach that outcome. As a result of schemas, if an
individual learns to dyno with the holds four and six feet apart, that
individual will have a greater success dyno-ing at a distance of five
feet. Schemas work with all aspects of climbing including hold type,
size, angle, direction, and wall angle.
Sunday, April 29, 2012
Sunday, April 8, 2012
Random vs. Blocked "Practice"
In the worlds of football, volleyball, and other ball sports the
thought of practice is commonplace, but in climbing not so much. We
often think of doing exercises to become stronger, or projecting a route
or problem. However, every time we perform a move we are practicing a
different skill.
Whether we are grabbing a jug or executing a drop knee we are either developing or re-enforcing what are called motor programs. Motor programs provide our bodies with a general idea of how to perform old as well as new tasks. So if every time we climb we develop motor programs, what is the best way to practice climbing?
Random vs. Blocked Practice
In Schmidt and Wrisberg's Motor Learning and Performance, blocked practice is defined as a practice sequence in which individuals rehearse the same skill repeatedly. Random practice is defined as a practice sequence in which individuals perform a number of skills in a (quasi-) random order, thus avoiding or minimizing consecutive repetitions of any single skill.
In climbing blocked practice would be climbing the same route over and over and over, where random practice would be climbing a new route every time you got on a crag or wall. Studies have shown that when individuals participate in random practice they are less successful then those who participate in blocked practice initially. However, the individuals who participate in random practice show better performance later than those involved in blocked practice.
There are a couple of hypotheses to why this happens. The first is the elaboration hypothesis. Shea and Zimny state that the elaboration hypothesis is the idea that random practice during practice causes people to elaborate or discover the distinctiveness among skills (whereas blocked practice does not), which is beneficial for performance in a retention test. In other words, when performing the same skill over and over we don't need to think of the nuances involved, but when we perform a different skill each time we often find a new aspect of the skill.
The other hypothesis is the forgetting or spacing hypothesis. Schmidt and Wrisberg state that random practice prevents the repetition of a given task on successive attempts, allowing short-term forgetting, which requires the learner to generate the solution on every trial (whereas blocked practice does not); the method of generating the solution is learned which is effective on delayed tests of retention.
What it all means...
I'm not suggesting that we all stop projecting routes and problems, but I am suggesting that we start climbing a greater variety of routes even if they are easier than our limits because there is always something new to be learned and you may find your ability to on-sight or flash increase.
Whether we are grabbing a jug or executing a drop knee we are either developing or re-enforcing what are called motor programs. Motor programs provide our bodies with a general idea of how to perform old as well as new tasks. So if every time we climb we develop motor programs, what is the best way to practice climbing?
Random vs. Blocked Practice
In Schmidt and Wrisberg's Motor Learning and Performance, blocked practice is defined as a practice sequence in which individuals rehearse the same skill repeatedly. Random practice is defined as a practice sequence in which individuals perform a number of skills in a (quasi-) random order, thus avoiding or minimizing consecutive repetitions of any single skill.
In climbing blocked practice would be climbing the same route over and over and over, where random practice would be climbing a new route every time you got on a crag or wall. Studies have shown that when individuals participate in random practice they are less successful then those who participate in blocked practice initially. However, the individuals who participate in random practice show better performance later than those involved in blocked practice.
There are a couple of hypotheses to why this happens. The first is the elaboration hypothesis. Shea and Zimny state that the elaboration hypothesis is the idea that random practice during practice causes people to elaborate or discover the distinctiveness among skills (whereas blocked practice does not), which is beneficial for performance in a retention test. In other words, when performing the same skill over and over we don't need to think of the nuances involved, but when we perform a different skill each time we often find a new aspect of the skill.
The other hypothesis is the forgetting or spacing hypothesis. Schmidt and Wrisberg state that random practice prevents the repetition of a given task on successive attempts, allowing short-term forgetting, which requires the learner to generate the solution on every trial (whereas blocked practice does not); the method of generating the solution is learned which is effective on delayed tests of retention.
What it all means...
I'm not suggesting that we all stop projecting routes and problems, but I am suggesting that we start climbing a greater variety of routes even if they are easier than our limits because there is always something new to be learned and you may find your ability to on-sight or flash increase.
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