AQA · A-Level · Physical Education
Course version: 7582 · Version from Sept 2016
Understanding how knowledge of skill classification informs practice…
Full specification wording
Impact of skill classification on structure of practice for learning: Understanding how knowledge of skill classification informs practice structure (presentation and type) to allow learning/ development of skills.
Skill classification uses six continua: open–closed, discrete–serial–continuous, gross–fine, self-paced–externally paced, high–low organisation, and simple–complex.
Checked against the AQA 7582 specification (opens in a new tab) on .
- Point 10 of 10
- 4 key terms
Study notes
From the checked teaching notes for this specification point.
The idea
Skill classification uses six continua: open–closed, discrete–serial–continuous, gross–fine, self-paced–externally paced, high–low organisation, and simple–complex. This informs practice structure. Presentation is how the skill is introduced: whole, part, whole-part-whole, or progressive-part (chaining sub-routines). Type is the practice format: massed (no rest), distributed (with rest intervals), variable (changing conditions), and mental (cognitive rehearsal). A continuous or complex skill suits distributed practice to manage fatigue. A discrete, simple skill suits massed practice. An open skill suits variable practice. Matching skill demands to practice structure supports learning.
What earns the marks
- Classifies skills using six continua, including simple-complex and high-low organisation.
- Explains presentation methods as the choice between whole, part, whole-part-whole, and progressive-part.
- Explains practice types as the choice among massed, distributed, variable, and mental practice.
- Links continuous, complex or open skills to distributed practice to manage fatigue and maintain motivation.
- Links discrete or simple skills to massed practice, and open skills to variable practice.
Common mistakes and how to put them right
Omitting the simple-complex continuum.
Put it right: Include all six AQA skill continua.
Linking continuous skills to massed practice.
Put it right: Link them to distributed practice to allow recovery.
Omitting part practice from presentation methods.
Put it right: Include whole, part, whole-part-whole, and progressive-part.
Exam tips
- Ensure you list all six continua, specifically remembering simple-complex and high-low organisation.
- Clearly distinguish between presentation (e.g., whole, part) and type (e.g., massed, distributed).
- Justify your choice of practice structure by referencing the specific demands of the skill, such as fatigue in continuous skills.
Try the lesson
The start of the Impact of skill classification on structure of practice for learning: Understanding how knowledge of skill classification informs practice structure (presentation and type) to allow learning/ development of skills. lesson, made from checked teaching notes for this specification point.
Have a go first
A coach is teaching a beginner to perform a tennis serve, which is classified as a closed skill because the environment is stable and the performer controls when the action starts. Which type of practice is most appropriate for this closed skill at the beginner stage?
Listen
Skill classification uses six continua: open–closed, discrete–serial–continuous, gross–fine, self-paced–externally paced, high–low organisation, and simple–complex. This informs practice structure. Presentation is how the skill is introduced: whole, part, whole-part-whole, or progressive-part (chaining sub-routines). Type is the practice format: massed (no rest), distributed (with rest intervals), variable (changing conditions), and mental (cognitive rehearsal). A continuous or complex skill suits distributed practice to manage fatigue. A discrete, simple skill suits massed practice. An open skill suits variable practice. Matching skill demands to practice structure supports learning. A strong answer earns marks for these points. Classifies skills using six continua, including simple-complex and high-low organisation. Explains presentation methods as the choice between whole, part, whole-part-whole, and progressive-part. Explains practice types as the choice among massed, distributed, variable, and mental practice. Links continuous, complex or open skills to distributed practice to manage fatigue and maintain motivation. A common slip: Omitting the simple-complex continuum. Instead, include all six AQA skill continua. Exam tip: Ensure you list all six continua, specifically remembering simple-complex and high-low organisation.
See it
Key words
Say what each word means before you turn the card.
Skill classification continua
Try answering aloud or in your head before turning the card.
Practice presentation methods
Try answering aloud or in your head before turning the card.
Practice types
Try answering aloud or in your head before turning the card.
Matching practice to skill demands
Try answering aloud or in your head before turning the card.
See every definition
- Skill classification continua
- Six continua — open–closed, discrete–serial–continuous, gross–fine, self-paced–externally paced, high–low organisation, and simple–complex — used to classify skills.
- Practice presentation methods
- How the skill is introduced: whole, part, whole-part-whole, or progressive-part, the last chaining sub-routines.
- Practice types
- The practice format: massed with no rest, distributed with rest intervals, variable with changing conditions, and mental as cognitive rehearsal.
- Matching practice to skill demands
- Choosing practice structure to suit the skill, such as distributed practice for continuous or complex skills to manage fatigue.
Label the diagram
Some boxes have lost their names. Pick the right name for each number.
1Box 1
2Box 2
3Box 3
There is more to this lesson
The full lesson goes on to check your understanding and help you earn the marks. Create a free account to carry on, with your progress saved.
A week of Premium from your first lesson · Then the free plan continues · No card, no charge
Test your understanding of Impact of skill classification on structure of practice for learning: Understanding how knowledge of skill classification informs practice structure (presentation and type) to allow learning/ development of skills.
Active recall beats re-reading. Take an instant quiz now to test what you’ve learned and lock it into long-term memory.
A week of Premium from your first lesson · Then the free plan continues · No card, no charge