Common Types of Practice
Some common ways practice is applied:
- To learn how to play a musical instrument
- To improve athletic or team performance
- To rehearse for a public performance, in theatre or music
- To improve reading, writing, interpersonal communication, typing, grammar, and spelling
- To solve problems with mathematics
- To enhance or refine a newly acquired skill
- To maintain skill-level
- To learn a combat sport, sparring is a form of practice
- To learn martial arts, kata and sparring are common forms of practice
How well one improves with practice depends on several factors, such as the frequency it is engaged in, and the type of feedback that is available for improvement. If feedback is not appropriate (either from an instructor or from self-reference to an information source), then the practice tends to be ineffective or even detrimental to learning. If a student does not practise often enough, reinforcement fades, and he or she is likely to forget what was learned. Therefore, practice is often scheduled, to ensure enough of it is performed to reach one's training objectives. How much practice is required depends upon the nature of the activity, and upon each individual. Some people improve on a particular activity faster than others. Practice in an instructional setting may be effective if repeated only 1 time (for some simple verbal information) or 3 times (for concepts), or it may be practised many times before evaluation (a dance movement).
Read more about this topic: Practice (learning Method)
Famous quotes containing the words common, types and/or practice:
“A common and natural result of an undue respect for law is, that you may see a file of soldiers, colonel, captain, corporal, privates, powder-monkeys, and all, marching in admirable order over hill and dale to the wars, against their wills, ay, against their common sense and consciences, which makes it very steep marching indeed, and produces a palpitation of the heart.”
—Henry David Thoreau (1817–1862)
“As for types like my own, obscurely motivated by the conviction that our existence was worthless if we didn’t make a turning point of it, we were assigned to the humanities, to poetry, philosophy, painting—the nursery games of humankind, which had to be left behind when the age of science began. The humanities would be called upon to choose a wallpaper for the crypt, as the end drew near.”
—Saul Bellow (b. 1915)
“Nonwhite and working-class women, if they are ever to identify with the organized women’s movement, must see their own diverse experiences reflected in the practice and policy statements of these predominantly white middle-class groups.”
—Kimberly Crenshaw (b. 1959)