Does Practice make Perfect?

“Practice Makes Perfect”

Does practice make perfect? Let’s break this down.

Typically, when I hear coaches say this, they mean one thing. Do something repeatedly until you get better at it. This makes sense logically speaking. If you want to get better do that thing a lot.

The problem with this thinking is that it doesn’t consider the mechanism of learning. While it is true that we need to do something to get better, it doesn’t mean we need to do a high volume of the same action repeatedly.

This is because, if we do the same thing over and over again. The brain stops learning. The challenge decreases. It is not the success of a skill that drives learning but the struggle to overcome the skill. Meaning we have to continually add struggle to increase learning.

I am by no means saying not to attack your weaknesses nor am I saying there are any shortcuts to learning. But what I am saying is we must relentlessly attack the weaknesses from a place of challenging the brain.

The brain controls all our motor recruitment and coordination. To improve that it may not take that much volume but will take a lot of effort both cognitively and mentally.

To approach this problem appropriately we need to have a specific goal to accomplish in relation to the skill. For example: We want to improve underwater kicks and specifically want to be more fluid and powerful.

To increase cognitive effort, we need to constrain the task. An example of this is adding socks to increase physical effort as well as mental effort. We are increasing drag, therefore creating a problem of propulsion the swimmer must learn to solve and find solutions to. We can also have them do underwater repetitions with straight legs to create a new problem to solve. Specifically, the swimmer now must use the core and upper body effectively instead of relying on knee bend to move water backwards. There are numerous ways to add constraints in this manner.

The next step is to progress this in a way that optimizes activity in the brain. If we continue to give the athlete the same problems, they will continue to come up with the same solutions. To fix this, we need to give them different problems in different orders. This is a concept known as contextual interference. We are adding elements of difficulty so the brain must struggle for solutions.

Imagine this: if I gave you a math problem.

Say: 55 x 35…it may take you about 60s to come up with the answer 1,925.

Now…if I gave you the same math problem 55 x 35 you wouldn’t have to solve it again before you figured out it was 1,925.

And if I gave it to you again…you’d have the answer memorized.

Now If I gave you 55x35 then 102x63 then 3x 976 then 35 x 50 then 9 x 64 then repeated 55x35 you’d have to resolve 55x35 to get the answer because more than likely you’re brain has forgotten the answer. This process of solving equations is what makes you better at math…not memorization.

In the same way, skill is learned through the process of solving a problem not doing it over and over again.

The best way to do this instead of sending the same problems repeatedly is to randomize the order in which tasks happen. Specifically, gradually progressing contextual interference as skills progress is very beneficial. So, an example in a swimming context would be:

Week 1: Underwater kicks with socks

Week 2: Underwater Kicks with straight legs

Week 3: Underwater kicks with socks and straight legs

Week 4: 22 x 25 (4 straight legs, 4 socks, 2 normal, 3 straight legs, 3 socks, 2 normal, 2 Straight legs in socks, 2 normal Fast)

In a strength and Conditioning Context, it’s a little different. I want to give a little more time for physiological adaptation but still switch it up over time. This could look like:

Week 1-5: Landmine Clean and Jerk

Week 6-10: Landmine Clean and Jerk w/band

Week 10-15: Landmine Clean and Jerk w/ higher weight

Week 16-20: Landmine Clean and Jerk w/band + Light and Fast

Notice how in these example contextual interference is minimal in coordination with the athlete’s ability and then progressed to more randomized and different variations with varying speed elements as well.

References:

Porter, Jared & Beckerman, Trey. (2016). Practicing with gradual increases in contextual interference enhances visuomotor learning. Kinesiology. 48. 244-250. 10.26582/k.48.2.5.