EFFECTS OF VARIABLE AND FIXED PRACTICE ON THE DEVELOPMENT OF JUMPING ABILITY IN YOUNG CHILDREN

Abstract

The effects of variable and fixed practice regimes on the development fundamental skills are not fully understood. This study examined the effects of variable and fixed practice in jumping skills in children aged 5 to 6 years. Twenty four children were divided into two groups and each group received fixed or variable practice in jumping skills over a period of six weeks. Jumping skill was evaluated from video records using qualitative analysis procedures. Analysis was carried out before and immediately after the six week intervention and a retention test was conducted one week after the post test. The results indicated that the variable practice group significantly improved their jumping skill compared to pre-test scores but the fixed practice group showed no improvements. The results suggest that variable practice is more effective in improving skill levels in children.