Guide Script
Guide Script
1ST SLIDE:
Greeting…………..
2ND SLIDE:
Today we’re presenting our motor learning activity titled ‘Target Throwing Accuracy: Blocked vs.
Random Practice.’ This project explores how different practice methods affect the accuracy and
retention of a throwing skill.
3RD SLIDE:
We selected the overhand ball throw as our motor skill. It’s a discrete skill involving coordination
and control. By using three target spots left, center, and right we introduce variability to better
test the effects of different practice types.
4TH SLIDE:
Our independent variable is the practice type. Blocked practice involves repeating the same
throw several times before switching targets. Random practice mixes up target order every time.
According to Contextual Interference Theory, blocked practice boosts short-term performance,
while random enhances long-term learning.
5TH SLIDE:
We had two participants. Participant A trained under blocked conditions, while Participant B
used random practice. This between-subjects design prevents skill carryover, although
individual differences may still affect results.
In Session 1, Participant A did 20 throws in blocks: 7 to the left, 7 center, 6 right. Participant B in
Session 2 had 20 throws randomly ordered. This setup allowed us to directly compare
structured vs. varied practice.
8TH SLIDE:
Each throw was scored as 1 for a hit or 0 for a miss, with a total of 20 throws. We also included
an optional time measure and a retention test 10 minutes later to assess true learning.
9TH SLIDE:
Here’s our data. Participant A, who did blocked practice, performed better during the post-test.
But Participant B, under random conditions, had higher retention, suggesting stronger long-term
learning.
This supports the Contextual Interference Theory. Blocked practice leads to better immediate
performance, but random practice improves memory consolidation. So while it feels harder,
random practice better supports long-term learning.
10TH SLIDE:
We included short video clips showing the different rhythms and challenges. In random practice,
you can see more hesitation and adjustment, showing the increased cognitive demand.
11TH SLIDE:
Here’s a bar chart showing performance across the tests. The difference in retention shows how
random practice enhances learning, even when post-test performance was lower.
12TH SLIDE:
To conclude, our study supports the idea that learning is not the same as performance. Blocked
practice may look good in the short term, but random practice builds more lasting skill. We
followed established theory, tested a real-world motor task, and used both data and video to
analyze results.
13TH SLIDE:
Any questions?
14TH SLIDE:
Thank you!