For the first few attempts at a new

For the first few attempts at a new skill, individuals in the verbal-cognitive stage of learning may benefit more from blocked-practice conditions than from random-practice conditions (Shea, Kohl, & Indermill, 1990), perhaps because they need a number of repetitions in order to produce the action successfully just once. However, as soon as learners acquire a rough approximation of the movement, they should shift their practice to a random schedule (see table 9.2 for a sample progression). For therapy patients, who almost always have some knowledge of and experience with the tasks they are practicing (e.g., putting on a shirt, brushing teeth, walking), blocked practice may never be appropriate.
By the time individuals reach the motor stage of learning, they should be avoiding repetitious blocked practice as much as possible. One way they can do this is to practice several tasks in the same session, rotating from one task to the next on a continuous basis. Springboard divers, for example, practice a different dive on each successive attempt, rotating through the various dives that are scheduled for practice that day. Athletes in team sports like basketball, football, volleyball, and team handball should practice different plays rather than the same play over and over. Golfers should practice hitting a different shot each time, even on the practice range. A former conference golf champion prepared for competition by mentally imaging the layout of the course he was going to play in his next tournament and then hitting the sequence of shots he planned to hit on each hole (except for putts). While this type of practice-range rehearsal did not simulate the golfer's target skill exactly (e.g., walking long distances to the ball, hitting balls positioned at different locations on the course, hitting out of the rough or out of sand), it did allow him to practice a variety of shots, changing the club each time, in a shorter time frame.
It appears that a random-practice structure is particularly effective when individuals are performing tasks that are less similar to each other. In fact, some research evidence (see Magill & Hall, 1990) suggests that the benefits of random practice are enhanced if the differences between the tasks individuals perform on successive attempts are larger. Thus, a therapy patient might benefit considerably from the random practice of several very different everyday skills (e.g., buttoning a shirt, tying a shoe, opening an aluminum can, brushing teeth). Practitioners need to remember, however, that learners may resist this type of practice because they aren't experiencing as much immediate success as they do in a blocked format. But, as Bjork and his associates point out, practice conditions (like those found with a blocked format) that keep "multiple aspects of the task environment fixed and predictable are conditions that, in effect, deny learners the opportunity to learn what they don't know" (Jacoby, Bjork, & Kelley, 1994, p. 72). The key to successful practice is allowing learners to experience the conditions they can expect to see in the target context—even when this means more frequent errors and slower performance improvements. Learners need to know that it is okay to make mistakes, and perhaps also why the mistakes are occurring. More importantly, they need to be assured that, though their performance during random practice may not be as good as they would like it to be, it is going to be much better when it's time for them to perform the tasks in the target context.

Hasil (Bahasa Indonesia) 1:

Untuk beberapa upaya pertama pada keterampilan baru, individu dalam tahap verbal-kognitif pembelajaran dapat mengambil manfaat lebih dari kondisi diblokir praktek daripada dari acak-praktek kondisi (Shea, Kohl, & Indermill, 1990), mungkin karena mereka memerlukan jumlah pengulangan untuk menghasilkan tindakan berhasil hanya sekali. Namun, segera setelah peserta didik memperoleh perkiraan kasar dari gerakan, mereka harus bergeser praktek mereka dengan jadwal acak (Lihat tabel 9.2 untuk perkembangan sampel). Untuk pasien terapi, yang hampir selalu memiliki beberapa pengetahuan dan pengalaman dengan tugas-tugas yang mereka berlatih (misalnya, mengenakan kemeja, menyikat gigi, berjalan), diblokir praktek tidak pernah mungkin tepat.Oleh individu-individu waktu mencapai tahap motor belajar, mereka harus menghindari praktek diblokir berulang-ulang sebanyak mungkin. Salah satu cara mereka dapat melakukan ini adalah untuk berlatih beberapa tugas dalam sesi yang sama, berputar dari satu tugas ke depan secara terus-menerus. Penyelam batu loncatan, sebagai contoh, praktek menyelam yang berbeda pada setiap upaya berturut-turut, berputar melalui berbagai penyelaman yang dijadwalkan untuk latihan hari itu. Atlet di tim olahraga seperti bola basket, sepak bola, bola voli, dan bola harus berlatih memainkan berbeda daripada bermain sama berulang-ulang. Pegolf harus berlatih memukul yang berbeda ditembak setiap kali, bahkan pada kisaran praktek. Konferensi mantan juara golf disiapkan untuk kompetisi oleh mental pencitraan tata letak tentu saja dia akan bermain di turnamen selanjutnya dan kemudian memukul rentetan tembakan yang ia berencana untuk memukul pada setiap lubang (kecuali putts). Sementara jenis praktek-berbagai latihan tidak mensimulasikan pegolf target keterampilan persis (misalnya, berjalan jarak jauh untuk bola, memukul bola diposisikan di lokasi yang berbeda di lapangan, memukul dari kasar atau pasir), itu memungkinkan dia untuk berlatih berbagai gambar, mengubah klub setiap kali, dalam jangka waktu yang lebih pendek.It appears that a random-practice structure is particularly effective when individuals are performing tasks that are less similar to each other. In fact, some research evidence (see Magill & Hall, 1990) suggests that the benefits of random practice are enhanced if the differences between the tasks individuals perform on successive attempts are larger. Thus, a therapy patient might benefit considerably from the random practice of several very different everyday skills (e.g., buttoning a shirt, tying a shoe, opening an aluminum can, brushing teeth). Practitioners need to remember, however, that learners may resist this type of practice because they aren't experiencing as much immediate success as they do in a blocked format. But, as Bjork and his associates point out, practice conditions (like those found with a blocked format) that keep "multiple aspects of the task environment fixed and predictable are conditions that, in effect, deny learners the opportunity to learn what they don't know" (Jacoby, Bjork, & Kelley, 1994, p. 72). The key to successful practice is allowing learners to experience the conditions they can expect to see in the target context—even when this means more frequent errors and slower performance improvements. Learners need to know that it is okay to make mistakes, and perhaps also why the mistakes are occurring. More importantly, they need to be assured that, though their performance during random practice may not be as good as they would like it to be, it is going to be much better when it's time for them to perform the tasks in the target context.