Contrary to popular belief, enacting some aspects of "repetition without repetition" is not difficult. The principle of "repetition without repetition" is not meant for only advanced players. Contemporary sciences are pointing towards the usefulness of variability early in the learning phase, as opposed to later after "basics" are acquired. Majority of our practice is based on gut feel. We feel that beginners benefit more from isolated skill practice, and so we do it. We feel that beginners feel more confident being taught one way to move, and so we do it, and the list goes on. It is often based on a feeling, and feelings are subjective.
Imagine teaching the concept of keeping possession through passing and receiving. Typically, we do lots of passing back and forth in pairs. Stationary passing to provide repetitions after repetitions. We show them the "perfect" chest pass. And then we show them the "perfect" bounce pass, etc. The "perfect" bounce pass should comprise of this, this and this...
For starters, consider passing in 3s. Immediately, you'll get variability in practice as each act of passing and receiving is now coming from different directions, different angles. Not every bounce pass has to be the same. It shouldn't and it couldn't. Too easy? What if we get them to pass and receive on the move within the grid? Maybe 4 to 5 pairs of students in a grid? A bit chaotic but definitely, more variability here.
What if we do a time-based 2v1 practice where each pass has a specific purpose? Each off-the-ball attacker must create that line of pass to maximise the chance of a successful pass. Simplify the task. Defender walks. Each pass must be well-timed to avoid interception by the defender. Change defender after every minute. Now, we have some aspects of representative learning design on top of repetition without repetition.
If we have the luxury of time, any of the above variation arguably works at different times in a unit. But. But. But if the time that we have to teach is limited. If we want to focus on quality of practice. If we only have 30 mins in the entire unit to practice passing and receiving at a "basic" level, bearing in mind that we want our learner to be competent and confident at the end of the unit, which learning task(s) will you repeat? and why?
Comentários