Practice Schedule Effects on the Performance and Learning of Low- and High-Skilled Students: An Applied Study

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Abstract
This study examined the effects of practice schedule manipulations implemented in an instructional setting on the performance and learning of low- and high-skilled, students. College undergraduates (N = 83) enrolled in 5 tennis classes completed a pretest on the forehand and backhand ground strokes, practiced these skills under a blocked or alternating schedule, and then computed, a posttest. Results indicated that practice schedule effects on learning were influenced by student ability. Low-skiled students assigned to the blocked schedule had higher posttest scores than those assigned to the alternating schedule, whereas no significant differences were found for high-skilled, students. These findings are discussed in relation to previous applied and laboratory-based, findings and as a means for manipulating practice difficulty in teaching physical education.