[{"data":1,"prerenderedAt":50},["ShallowReactive",2],{"mental-model-specificity-of-practice-en":3},{"title":4,"description":5,"summary":6,"sections":7,"visual":28,"related":35,"sources":45},"Specificity of Practice","Examine how practice conditions shape the skill you learn, and preserve useful information when preparing for martial arts performance.","You learn a task together with the information and conditions that support it. Changing those conditions can reveal that a familiar skill is more specific than expected.",[8,14,20],{"heading":9,"kind":10,"paragraphs":11},"What was the pad doing for you?","idea",[12,13],"You hit the pad cleanly every time. Then the target is not announced and the distance changes. Suddenly the skill looks different. You learned with information and support that the new task removed. Specificity of practice asks which conditions became part of what you learned. Proteau and colleagues examined this in aiming tasks with visual information; the boxing example here is a practical application, not their experiment.","You do not need to reproduce every competition detail, and transfer is not impossible. Ask which details actually do useful work. Background noise may be incidental; an opponent's changing distance may be essential. An exercise's resemblance to a fight matters less than whether it keeps the demand you want to practise.",{"heading":15,"kind":16,"paragraphs":17},"A target can remove a decision","practice",[18,19],"Hitting a fixed pad can help a boxer practise a particular movement and control contact. It does not necessarily teach when an approaching opponent is within range. If the coach always presents the pad at the same distance and announces the shot, the student learns under those supports. Removing them changes the task rather than merely making the same task more difficult.","To develop distance recognition, let a partner move at a suitable pace and offer a clear, controlled target. The boxer decides when range makes the action available. Keep intensity low enough to observe that decision. Pad work and partner work can both have a purpose; the error is claiming that one automatically develops every demand of the other.",{"heading":21,"kind":22,"paragraphs":23},"Audit the information in a drill","experiment",[24,25,26,27],"Choose one ability you want to improve, such as recognising a safe moment to enter a clinch. List the information available during real performance: partner movement, distance, posture and the possibility of a response. Then list what the drill supplies. Identify an important missing cue or an artificial cue that the student could become dependent on.","Modify one condition and ask whether performance changes. Perhaps the learner can enter after a spoken instruction but cannot identify the opportunity independently. That observation tells you what to teach next. Later, return to the intended situation without the artificial support. Keep the test controlled and record recognition as well as execution.","Contextual variability exposes learners to different conditions. Specificity reminds you to retain the conditions that make the target skill meaningful. Perception action coupling focuses on keeping information connected to action, and transfer asks whether learning survives the change. These ideas can guide the same drill while answering different questions.","Avoid making specificity an argument against all simplified practice. A simple task can isolate a useful demand and reduce unnecessary load. Explain what it prepares and what it leaves untested. Build toward the desired conditions gradually, and judge success there rather than only inside the drill.",{"description":29,"labels":30},"Practice conditions connect to a learned response, which is compared with the demands of the target situation.",[31,32,33,34],"Practice conditions","Available cues","Learned response","Target demands",[36,39,42],{"id":37,"reason":38},"transfer-of-learning","Change a relevant condition and see what remains usable.",{"id":40,"reason":41},"contextual-variability","Broaden the examples while keeping the demands that matter.",{"id":43,"reason":44},"perception-action-coupling","The information used to act is part of what the drill teaches.",[46],{"title":47,"url":48,"note":49},"A sensorimotor basis for motor learning: evidence indicating specificity of practice","https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F1631322\u002F","Proteau, Marteniuk and Lévesque's 1992 aiming study; sport applications require separate assessment.",1791220425919]