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1.
D L Weeks 《Research quarterly for exercise and sport》1992,63(4):373-380
This study contrasted prepractice modeling with either the perceptual component (perceptual modeling) or the motor component (movement pattern) of a coincident-timing task to determine whether experiencing the modalities singly or in combination enhanced timing performance on initiation of active practice. The motor component was a 60-cm right-to-left arm movement coincident with the illumination of lights on a Bassin timer runway to displace a barrier as the final runway light was illuminated. Four groups were compared (n = 12 per group). A perceptual modeling group passively viewed stimulus runway lights prior to attempting the task. A motoric modeling group viewed a videotape prior to practice of a model performing the motor component of the skill with zero timing error. A perceptual modeling plus motoric modeling group experienced both modeling modalities prior to performance. Finally, a no modeling group simply initiated practice on the task without modeling. Results indicated that the groups experiencing perceptual modeling initiated practice with significantly less average timing error and variability. Thus, perceptual modeling appeared to be at least as important as motoric modeling as a source of prepractice information to make available to a learner to optimize coincident-timing skill acquisition. 相似文献
2.
Participants (N = 162, ages 10-15 years) performed a tennis stroke in a coincidence-timing task. Major results were: (a) performance improved mainly between the ages of 10-13 years; (b) skill differences were reflected by variable error (VE); (c) boys were lower than girls for VE and absolute error; (d) high stimulus velocity was related to low VE and late responding. Results concerning response organization favored explanations based on ecological perspectives rather than information processingperspectives. However, it is premature to disregard the potential role of programming. The view is supported that a continuous process of coupling perceptual and motor responses coordinates control of response timing. These cognitive processes appear to be: (a) refined with practice; (b) sensitive to differences in age, skill, and gender; and (c) adaptable to changes in environmental demands. 相似文献
3.
Distribution of practice in motor skill acquisition: different effects for discrete and continuous tasks 总被引：1，自引：0，他引：1
Research on the benefits of distributed practice for the acquisition and retention of motor skills has a long history. The majority of this research has involved skill acquisition of continuous tasks. However, there is some evidence to suggest that distribution of practice effects are quite different for discrete tasks than for continuous tasks. In the present study, we used a single task, formed discrete and continuous versions of the task, and examined how acquisition and retention were affected by the length of inter-trial interval. The basic task was a movement timing task that involved either one timing estimate per trial (the "discrete" version) or twenty successive estimates per trial (the "continuous" version). Separate groups of subjects learned one version of the task under either distributed (25 s inter-trial intervals) or massed (0.5 s inter-trial intervals) practice conditions. Both massed and distributed retention trials were performed on the same version of the task according to a double transfer design. The results confirmed the apparent disparity: Acquisition and retention were facilitated by distributed practice on the continuous task, but by massed practice on the discrete task. These results were discussed in terms of the role of the inter-trial interval in discrete and continuous tasks. 相似文献
4.
Black CB Wright DL Magnuson CE Brueckner S 《Research quarterly for exercise and sport》2005,76(1):28-41
Three experiments assessed the possibility that a physical practice participant's ability to render appropriate movement timing estimates may be hindered compared to those who merely observed. Results from these experiments revealed that observers and physical practice participants executed and estimated the overall durations of movement sequences similarly and more accurately than those who were not privy to any previous practice. This was true for a case in which (a) the execution demands for the physical practice participant were relatively high when multiple movement sequences were practiced with a consistent relative time structure but different overall durations (Experiment 1) and (b) the execution demands were relatively modest when only a single sequential motor task was learned (Experiment 2). Moreover, this general set of findings remained true for individuals who had previous experience with physical or observational practice, even when timing estimations were made during tests with no execution demands (Experiment 3). Thus, executing a movement sequence does not appear to interfere with the development of a learner's subjective evaluation of overall timing performance. Specifically, these data provided evidence that recognizing error in movement timing can be accomplished via observation, and, more generally, they add to the growing evidence supporting the claim that observational practice is a legitimate method facilitating the acquisition of sequential movement behaviors. 相似文献
5.
Hui-Ting Goh Shailesh S. Kantak Katherine J. Sullivan 《Research quarterly for exercise and sport》2013,84(2):346-352
Reduced feedback during practice has been shown to be detrimental to movement accuracy in children but not in young adults. We hypothesized that the reduced accuracy is attributable to reduced movement parameter learning, but not pattern learning, in children. A rapid arm movement task that required the acquisition of a motor pattern scaled to specific spatial and temporal parameters was used to investigate the effects of feedback (FB) frequency (100% vs. 62% faded) on motor learning differences between 19 school-age children and 19 young adults. Adults and children practiced the task for 200 trials under the 100% or faded FB condition on Day 1 and returned on Day 2 for a no-FB retention test. On the retention test, children who practiced with reduced feedback performed with greater temporal parameter errors, but not pattern error, than children who received frequent feedback. Motor skill learning in children is influenced by feedback frequency during practice that affects parameter learning but not pattern learning. 相似文献
6.
Abstract Research on the benefits of distributed practice for the acquisition and retention of motor skills has a long history. The majority of this research has involved skill acquisition of continuous tasks. However, there is some evidence to suggest that distribution of practice effects are quite different for discrete tasks than for continuous tasks. In the present study, we used a single task, formed discrete and continuous versions of the task, and examined how acquisition and retention were affected by the length of inter-trial interval. The basic task was a movement timing task that involved either one timing estimate per trial (the “discrete” version) or twenty successive estimates per trial (the “continuous” version). Separate groups of subjects learned one version of the task under either distributed (25 s inter-trial intervals) or massed (0.5 s inter-trial intervals) practice conditions. Both massed and distributed retention trials were performed on the same version of the task according to a double transfer design. The results confirmed the apparent disparity: Acquisition and retention were facilitated by distributed practice on the continuous task, but by massed practice on the discrete task. These results were discussed in terms of the role of the inter-trial interval in discrete and continuous tasks. 相似文献
7.
运动技能本体论及其对中小学体育与健康课程的教学启示 总被引：5，自引：1，他引：4
从本体论角度对运动技能这样一个既为大家所熟知又颇具现实性的问题进行理论探讨,旨在提高中小学体育教学研究的功效性。研究结果表明：(1)运动技能是按照技能规律对运动行为的资源进行整合或调控的总称,包含目标、知觉、动作和练习4个要素;(2)运动技能分类是从课题研究的实际出发并依据我国体育事业现行的“奥运战略”和“全民健身”计划的二元结构特征所进行的整体性、多层次、连续划分;(3)运动技能本质是运动行为的潜能及其强化．基本特征表现为专门性、程序化和练习性;(4)建立了通过运动技能来提高中小学体育与健康课程教学效果的函数关系,其应用模型的数学表达式为：Y=f（Ms,Ts,S)。 相似文献
8.
Reduced feedback during practice has been shown to be detrimental to movement accuracy in children but not in young adults. We hypothesized that the reduced accuracy is attributable to reduced movement parameter learning but not pattern learning in children. A rapid arm movement task that required the acquisition of a motorpattern scaled to specific spatial and temporal parameters was used to investigate the effects of feedback (FB) frequency (100% vs. 62% faded) on motor learning differences between 19 school-age children and 19 young adults. Adults and children practiced the task for 200 trials under the 100% or faded FB condition on day 1 and returned on day 2 for a no-FB retention test. On the retention test, children who practiced with reduced feedback performed with greater temporal parameter errors, but not pattern error than children who received frequent feedback. Motor skill learning in children is influenced byfeedback frequency during practice that affects parameter learning but not pattern learning. 相似文献
9.
Paulo S. Roberto Amorim Andrew Hills Nuala Byrne 《Research quarterly for exercise and sport》2013,84(2):380-385
Abstract Eighty-two male college students were divided into three equal-size groups for the purpose of testing the transfer effects between motor skills judged similar in perceptual components but different in motor components. Criterion measures of gross movement ability and static balance were analyzed and practice tasks similar to these criterion measures in perceptual components but different in motor components were developed. All subjects were pretested on the criterion measures, after which groups 1 and 2 practiced 3 min. per day for 28 days on the practice tasks while group 3 performed unrelated isometric exercises. On the post-test, the experimental groups were found to be significantly superior to the control group on gross movement accuracy and static balance. It was implied that the transfer resulted from the similarity in perceptual components of the two motor skills, and that perceptual abilities were subject to improvement through practice. 相似文献
10.
Individuals practiced two unique discrete sequence production tasks that differed in their relative time profile in either a blocked or random practice schedule. Each participant was subsequently administered a "precuing" protocol to examine the cost of initially compiling or modifying the plan for an upcoming movement's relative timing. The findings indicated that, in general, random practice facilitated the programming of the required movement timing, and this was accomplished while exhibiting greater accuracy in movement production. Participants exposed to random practice exhibited the greatest motor programming benefit, when a modification to an already prepared movement timing profile was required. When movement timing was only partially constructed prior to the imperative signal, the individuals who were trained in blocked and random practice formats accrued a similar cost to complete the programming process. These data provide additional support for the recent claim of Immink & Wright (2001) that at least some of the benefit from experience in a random as opposed to blocked training context can be localized to superior development and implementation of the motor programming process before executing the movement. 相似文献
11.
This study investigated the influence of normative feedback on learning a sequential timing task. In addition to feedback about their performance per trial, two groups of participants received bogus normative feedback about a peer group's average block-to-block improvement after each block of 10 trials. Scores indicated either greater (better group) or less (worse group) than the average improvement, respectively. On the transfer test 1 day later which required producing novel absolute movement times, the better group demonstrated more effective learning than the worse group. These findings add to the mounting evidence that motivational factors affect motor skill learning. 相似文献
12.
Christopher A. Aiken Phillip G. Post Michael C. Hout Jeffrey T. Fairbrother 《Journal of sports sciences》2020,38(4):405-415
ABSTRACTAllowing learners to control the number of practice trials has been shown to facilitate motor learning (Lessa & Chiviacowsky, 2015; Post et al., 2011; 2014). However, it is uncertain the extent to which prior findings were influenced by the combined effects of allowing participants to control both the pacing- and amount-of-practice. The present study examined the independent effects of self-controlled amount- and pacing-of-practice on learning a sequential timing task. Participants were assigned to a self-controlled-amount-of-practice (SCA), self-controlled-pacing-of-practice (SCP), yoked-amount-of-practice (YKA), or a yoked-pacing-of-practice (YKP) group. Participants completed acquisition, immediate retention/transfer and delayed retention/transfer. During acquisition, SCA controlled the number of acquisition blocks completed with a fixed inter-trial interval while SCP controlled the inter-trial interval with a fixed number of blocks. Yoked groups were matched to a self-control counterpart so the amount (YKA) and pacing (YKP) were equivalent. Self-control groups demonstrated lower absolute constant error during immediate-retention and lower absolute constant error and variable error during delayed retention (p < .05). For intrinsic motivation, SCA scored significantly higher than SCP for the subscale Interest/Enjoyment (p < .05). Findings indicated that self-control, regardless of type, facilitated motor learning. Further work is needed to continue to examine the relationship between controlling the amount and pacing of practice on skill acquisition. 相似文献
13.
《Measurement in physical education and exercise science》2013,17(2):107-123
Most skill acquisition studies examine pre-post performance test differences using t test or analysis of variance methods. These methods assume independence of variance across trials. That is, the error associated with Trial 1 is uncorrelated with Trial 2 error. This statistical approach is founded on the assumption that information from early trials does not affect later performance. In the case of within-subject performance change, this assumption may be challenged. The purpose of this review is to explore the utility of Autoregressive Integrated Moving Average (ARIMA; McCleary & Hay, 1980) modeling to describe the process of skill acquisition. ARIMA modeling assumes correlation of variances between prior and current performance. Older and younger participants who performed 300 trials of a modified Stroop task produced the data used in this assessment. Group models suggested similar performance trends; however, these group models fail to recognize significant individual variation in skill acquisition patterns across both groups. 相似文献
14.
The importance of effector visual feedback has previously been indicated using an opaque screen to prevent sight of the catching hand for the final 150-200 ms of a flight path of 850 ms in total. Attention was drawn to the finding that the ability to position the arm correctly in the line of flight of the ball deteriorated as a consequence of the number of trials without visual feedback. However, the use of only 20 test trials allows a possibility that the proprioceptive system may be able to re-establish predominant control under conditions of prolonged visual decrement. In order to verify this notion, the number of experimental trials was quadrupled for 24 subjects of mixed sex in a replication of the initial paradigm. The results provided preliminary support for the view that the positioning of the catching arm is more seriously affected by visual occlusion than the timing of the grasp phase. However, increments in accuracy of limb orientation were evidenced in all screen conditions, as the number of trials increased. The grasp component of one-handed catching appeared to remain unaffected by the increase in experimental trials. The relative influence of skill level on catching errors was next addressed by comparing the performance of the six best and worst catchers in the group. The results did not support previous research which found a relation between skill level and error type. The number of position, but not grasp, errors decreased as a function of task practice for both subgroups. Future investigations should, perhaps, focus on the developmental nature of movement control in one-handed catching to obtain a clearer picture of this relation. 相似文献
15.
Abstract One's achievement goal orientation (e.g., task, ego) is suggested to reflect a differential focus on skill mastery and performance outcome (Duda, 1992). Goal orientation has further been suggested to be an important observer characteristic in the observational learning of motor skills (McCullagh, Weiss, & Ross, 1989). This study assessed the relationship between goal orientation and a focus on form and outcome aspects of a motor skill demonstration with college students (N = 30) having low perceived ability, knowledge, and experience in tennis. Participants viewed several videotaped demonstrations of a correctly performed tennis forehand and then visual recognition and verbal recall accuracy of form and outcome task characteristics were assessed. A canonical correlation analysis revealed a nonsignificant relationship between goal orientation and recall and recognition of form and outcome task characteristics. These results provide preliminary evidence to suggest that goal orientation may not be an important observer characteristic in the learning phase of the modeling process. Also, achievement goal orientations may not be associated with a differential focus on skill mastery or performance outcome but instead remain a reflection of divergent processes of success evaluation. 相似文献
16.
The importance of effector visual feedback has previously been indicated using an opaque screen to prevent sight of the catching hand for the final 150–200 ms of a flight path of 850 ms in total. Attention was drawn to the finding that the ability to position the arm correctly in the line of flight of the ball deteriorated as a consequence of the number of trials without visual feedback. However, the use of only 20 test trials allows a possibility that the proprioceptive system may be able to re‐establish predominant control under conditions of prolonged visual decrement. In order to verify this notion, the number of experimental trials was quadrupled for 24 subjects of mixed sex in a replication of the initial paradigm. The results provided preliminary support for the view that the positioning of the catching arm is more seriously affected by visual occlusion than the timing of the grasp phase. However, increments in accuracy of limb orientation were evidenced in all screen conditions, as the number of trials increased. The grasp component of one‐handed catching appeared to remain unaffected by the increase in experimental trials. The relative influence of skill level on catching errors was next addressed by comparing the performance of the six best and worst catchers in the group. The results did not support previous research which found a relation between skill level and error type. The number of position, but not grasp, errors decreased as a function of task practice for both subgroups. Future investigations should, perhaps, focus on the developmental nature of movement control in one‐handed catching to obtain a clearer picture of this relation. 相似文献
17.
以固定训练程序进行练习的组块练习（低情境干预）和以随机训练程序进行练习的随机练习（高情境干预）对运动技能学习有重要的影响。运用元分析方法探讨两种练习方式对不同结局指标、不同学习阶段和不同参与肌肉群运动技能学习效果的影响、机制和启示,旨在丰富运动技能学习理论,为提高组块练习和随机练习在体育教学训练实践运用的有效性提供参考依据。研究表明：（1）组块练习和随机练习对不同结局指标、不同练习阶段和不同参与肌肉群的运动技能学习效果不同;（2）从不同结局指标来看,组块练习对动作时间和测量距离类指标的运动技能学习更有效,而随机练习对完成得分和动作速度类效果更佳。（3）从不同学习阶段看,在学习掌握阶段组块练习效果好;在迁移阶段随机练习效果好;而在保持阶段,两种练习方式对不同结局指标运动技能效果各有优势。（4）从不同参与肌肉群的技能看,随机练习对粗大运动技能和精细运动技能学习效果均好于组块练习。 相似文献
18.
以固定训练程序进行练习的组块练习（低情境干预）和以随机训练程序进行练习的随机练习（高情境干预）对运动技能学习有重要的影响。运用元分析方法探讨两种练习方式对不同结局指标、不同学习阶段和不同参与肌肉群运动技能学习效果的影响、机制和启示，旨在丰富运动技能学习理论，为提高组块练习和随机练习在体育教学训练实践运用的有效性提供参考依据。研究表明：（1）组块练习和随机练习对不同结局指标、不同练习阶段和不同参与肌肉群的运动技能学习效果不同；（2）从不同结局指标来看，组块练习对动作时间和测量距离类指标的运动技能学习更有效，而随机练习对完成得分和动作速度类效果更佳。（3）从不同学习阶段看，在学习掌握阶段组块练习效果好；在迁移阶段随机练习效果好；而在保持阶段，两种练习方式对不同结局指标运动技能效果各有优势。（4）从不同参与肌肉群的技能看，随机练习对粗大运动技能和精细运动技能学习效果均好于组块练习。 相似文献
19.
观察和练习比例、任务复杂程度对运动技能学习的影响 总被引：1，自引：0，他引：1
王晓波 《上海体育学院学报》2011,35(3)
采用实验法,探讨不同的观察学习和身体练习比例及任务复杂程度对追踪任务技能学习的影响.将受试分为简单任务学习组和复杂任务学习组,然后再根据比例将受试随机分为25%观察学习+75%身体练习组、50%观察学习+50%身体练习组及75%观察学习+25%身体练习组,进行为期3 d的计算机追踪任务学习.结果显示:对复杂任务学习而言,50%观察学习+50%身体练习比例的学习效果较好;对于简单任务学习而言,3种观察学习和身体练习比例的学习效果相同. 相似文献
20.
The ability to recognize patterns of play is fundamental to performance in team sports. While typically assumed to be domain-specific, pattern recognition skills may transfer from one sport to another if similarities exist in the perceptual features and their relations and/or the strategies used to encode and retrieve relevant information. A transfer paradigm was employed to compare skilled and less skilled soccer, field hockey and volleyball players' pattern recognition skills. Participants viewed structured and unstructured action sequences from each sport, half of which were randomly represented with clips not previously seen. The task was to identify previously viewed action sequences quickly and accurately. Transfer of pattern recognition skill was dependent on the participant's skill, sport practised, nature of the task and degree of structure. The skilled soccer and hockey players were quicker than the skilled volleyball players at recognizing structured soccer and hockey action sequences. Performance differences were not observed on the structured volleyball trials between the skilled soccer, field hockey and volleyball players. The skilled field hockey and soccer players were able to transfer perceptual information or strategies between their respective sports. The less skilled participants' results were less clear. Implications for domain-specific expertise, transfer and diversity across domains are discussed. 相似文献