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Unlike the acquisition of knowledge, skill learning does not benefit from the instructor introducing the learner to new ideas or prompting the learner to think about old ones in different ways. On the other hand, instructors should not confuse distractions during skill learning with the legitimate use of distractions to help a learner learn how to manage his or her attention while coordinating several tasks that have been mastered to some degree. 

## Blocked Practice 

Blocked practice is practicing the same drill until the movement becomes automatic. Doing the same task over and over leads to better short-term performance, but poorer long-term learning. It tends to fool not only the learner but the instructor into thinking the skills have been well learned. While blocked practice enhances current performance, it does not improve either concept learning or retrieval from long-term memory. [Figure 3-19] 

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## Random Practice 

Random practice mixes up the skills to be acquired throughout the practice session. This type of practice leads to better retention because by performing a series of separate skills in a random order, the learner starts to recognize the similarities and differences of each skill which makes it more meaningful. The learner also is able to store the skill more effectively in the long-term memory. Learners get to retrieve steps and parameters from long-term memory which helps learners recognize patterns between tasks. 

Blocked practice performance scores well during the actual practice when compared to random practice performance. But on a test given the next day, random practice does better than blocked practice. For long-term retention of aviation knowledge, the instructor who uses well-written SBT which encourages random practice and leads to better retention of information. 

How much practice is needed to attain proficiency? In planning for learner skill acquisition, a primary consideration is the length of time devoted to practice. A beginning learner reaches a point where additional practice is not only unproductive, but may even be harmful. When this point is reached, errors increase, and motivation declines. As a learner gains experience, longer periods of practice are profitable. 

Another consideration is the problem of whether to divide the practice period. Perhaps even the related instruction should be broken down into segments, or it may be advantageous to plan one continuous, integrated sequence. The answer depends on the nature of the skill. Some skills are composed of closely related steps, each dependent on the preceding one. Learning to pack a parachute is a good example. Other skills are composed of related subgroups of skills. Learning to overhaul an aircraft engine is a good example. 

