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1.
Abstract

Forty-two college women were used to study the relationship of visual-spatial orientation, visualization, and perceptual speed to the performance of specific gross motor skills at successive stages of learning. Analysis of the data indicated that visual-spatial orientation was related to performance of a two-hand speed pass in the early stages of learning, and to practice on a balance beam routine throughout the period of learning. Perceptual speed appeared to be related to performance on both skills, while visualization could not be shown to have an effect on either of them.  相似文献   

2.
Abstract

The aim of the present study was to determine if two levels of task similarity influenced acquisition, retention, and transfer performance of three simple motor skills. Sixty right-handed subjects were randomly assigned to one of five (n = 12) experimental conditions. Each subject performed 72 trials during acquisition. Twenty-four trials were recorded for each movement task. Following a 5-min unfilled retention interval, subjects performed 4 trials on each task before completing 12 transfer trials of a novel movement. Contextual interference effects for acquisition and retention were supported for low but not high similarity tasks. Further, the results suggest that a different memory representation exists for high and low similarity tasks.  相似文献   

3.
Abstract

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   

4.
Purpose: Decline of motor performance in older individuals affects their quality of life. Understanding the contribution of sport-related training in advanced ages might help to attenuate motor performance decay as one gets older. The purpose of our study was to evaluate the extent to which long-lasting training in running or sport-specific skills during old age preserves motor performance in different motor tasks. Method: Older runners and tennis players with at least 10 years of training were assessed as were age-matched and young exercisers. Performance was evaluated for 6 motor tasks requiring different functions of sensorimotor control expected to decline with aging. Results: Analysis revealed that runners had increased aerobic fitness in comparison with the other older participants and that they presented similar performance to older exercisers in the motor tasks. Tennis players outperformed the other groups of older participants on coincident timing and simple reaction time and achieved similar performance to the young group on the timing task. Conclusions: These results suggest selective maintenance of task-specific processing through extensive practice of tennis-related motor skills in older adults.  相似文献   

5.
Abstract

Retention and relearning of five novel gross motor skills after a long period of no practice were studied. College women were classified into high, average, and low skill groups in a previous experiment, and this classification of 36 of the original subjects was retained in the present retesting study. A high degree of skill was retained after approximately one year of no practice. Relearning to previously attained skill levels was rapid. There were significant differences among classified high, average, and low skill groups in learning, retention, and relearning.  相似文献   

6.
Abstract

The effect of practice on individual differences and intra-individual variability in reaction and movement times were studied for simple and complex, discrete, motor tasks. Changes with practice for intertrial correlations of adjacent trials and the effects of an increasing number of interpolated trials on intertrial correlations were also observed. For both tasks and for both reaction and movement times, the intra-individual variability decreased with practice. The true score variability for reaction time on both tasks and for movement time on the simple task shows little change with practice. On the complex task, true score variability for movement time decreases with practice. For movement time, adjacent trial correlations increase during the early practice trials then remain stable. For reaction time adjacent trial correlations increase throughout practice. Remoteness effects on intertrial correlations were found for both movement and reaction times for both tasks.  相似文献   

7.
Abstract

The purpose of this investigation was to study the effect of swimming on the learning and performance of two complex gross motor skills. Forty college men were matched on the basis of a pre-test and formed into experimental and control groups. The experimental group learned the two selected skills in addition to swimming, whereas the control group learned only the selected skills. Two scoring systems were used, and findings indicated no significant difference between groups.  相似文献   

8.
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   

9.
Slackline training has been shown to improve balance and neuromuscular performance. However, recent studies suggested that balance is task-specific, implying that transferability of balance skills is limited and might depend on the similarity of the tasks. This study therefore investigated if short-term slackline training could improve performance in balance tasks that are either more or less similar to the trained slackline task. Furthermore, we assessed potential transfer effects to other neuromuscular performance tests.

25 female handball players (23.7?±?3.9 years) participated in our study and were matched to either a slackline training (SLT; n?=?14) or a control group (CON; n?=?11). The intervention comprised 12 sessions with overall 120 minutes of slackline training using single and double slacklines. Slackline standing time and measures of dynamic and static balance were assessed before and after the intervention, as well as power and sprint-related performance parameters.

Two-way repeated-measures ANOVA found a significant group?×?time interaction for slackline standing time, indicating larger training effects for SLT. For the remaining dynamic and static balance tests, no significant interactions were found. With regard to neuromuscular performance, there was a significant group?×?time interaction only in change of direction.

In essence, the study showed that slackline training induced task-specific balance improvements without affecting general balance. This adds further evidence to the task-specificity principle of balance, although the specificity of the sample as well as the briefness of the intervention should be taken into account when generalizing our findings. Nonetheless, this study contains practical implications for team sports interventions and future balance training studies, highlighting the importance of selecting appropriate balance exercises to yield rapid and the desired training outcomes.  相似文献   

10.
Background:Gross motor skills are postulated to have a bidirectional relationship with physical activity(PA);however,no study has tested this relationship before and after a summer break.The purpose of this study was to examine the bidirectional relationships between school PA and gross motor skills in children before and after a summer break.Methods:Participants were a sample of 440 children recruited from 3 low-income schools(age=8.9±1.2 years,mean±SD).PA was assessed as average school-day step counts using Yamax DigiWalker pedometers(Yamasa Tokei Keiki,Tokyo,Japan)worn for 5 consecutive school days.Gross motor skills were assessed using the Test for Gross Motor Development,3 rd edition.Data were collected at 2 timepoints:at the end of spring semester(T1)and at the beginning of the subsequent fall semester(T2).An age-and body mass index-adjusted cross-lagged model was employed to relate T1 school step counts with T2 gross motor skills and T1 gross motor skills with T2 school step counts.Results:T1 gross motor skills significantly predicted T2 school step counts(β=0.24,95%confidence interval(95%CI):0.08-0.40,p=0.003);however,Tl school step counts did not predict T2 gross motor skills(β=0.04,95%CI:-0.06 to 0.14,p=0.445).The model explained 35.4%and 15.9%of the variances of T2 gross motor skills and T2 school step counts,respectively.Additional analyses indicated that these relationships were driven primarily by ball skills.Conclusion:The relationship between gross motor skills and school PA was not bidirectional;however,higher gross motor skills,specifically ball skills,predicted higher school PA after a 3-month summer break.  相似文献   

11.
Abstract

School districts are required under Public Law 94–142 to find and serve handicapped children from age three. In part this is accomplished through screening programs in which parents are encouraged to have children evaluated. This study reports partial results of one such screening program which used the DIAL test, Developmental Indicators for the Assessment of Learning (Mardell & Goldenberg, 1975a), which provided information on movement components and adds to the literature on the performance of preschoolers. The subjects, 610 boys and girls ages 2 years, 6 months to 5 years, 6 months, individually completed the seven tasks comprising each of the gross movement and fine movement components of DIAL. The sample is considered nonhandicapped because special education was later provided for less than 3% of the children screened. Data were divided by age, sex, and race (white, black). Separate MANOVAs and ANOVAs indicated female superiority in performance for fine movement, but a less clear picture for gross movement. Fine movement performance differences favored white subjects but results were also less clear for gross movement. Performance differences across age were primarily linear but with two or more higher order trends being significant for 13 of 14 fine and gross items.  相似文献   

12.
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   

13.
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   

14.
Abstract

The efficiency of two practice schedules was examined on two large muscle motor tasks. There were four groups of subjects (N = 160); each individual in a group performed on one of the two motor tasks under one of the two conditions. Distributed practice consisted of alternating 30-second trials of practice and rest; massed practice was continuous for 8 minutes. Comparisons made during the last minute of practice prior to the rest pause revealed that the massed groups had significant decrements in performance level. In contrast, after the rest period, when both groups were on a distributed schedule, no difference was found in the amount of learning. Learning was found to be a function of the number of trials and independent of the conditions of practice.  相似文献   

15.
Abstract

The following measures were recorded for third- and sixth-grade children: height; weight; grip strength of the dominant and nondominant hands; elbow flexion and elbow extension strength; hip flexion and hip extension strength; dynamic balance; ball-throwing accuracy; speed of hand-arm movement; eye-hand coordination; stimulus discrimination and hand speed; perceptual ability; academic achievement; and intelligence. It was concluded that sixth-grade boys had, in general, the most favorable recorded measures, followed by sixth-grade girls, third-grade boys, and third-grade girls, these differences usually being significant.  相似文献   

16.
ABSTRACT

Background: The FIFA 11+ has shown positive effects on balance and proprioception parameters in football players. As there have been very few research studies involving futsal, we examined the short and long term effects of the FIFA 11+ on static and dynamic balance, as well as proprioception in male amateur futsal players.

Methods: Seventy-one male futsal players were randomized to two groups (FIFA 11+: n = 37, age: 27.33 ± 4.33 years; Control: n = 34, age: 25.55 ± 4.65 years). Intervention lasted 10 weeks, 2 sessions per week, succeeded by a 10-week follow-up period. For balance testing, we assessed the single-legged postural sway with a force platform (static balance) and the Y balance test (dynamic balance). Proprioception was assessed with active joint position sense testing.

Results: Complete pre-post intervention and follow-up tests were available for 61 players. The FIFA 11+ group showed higher training exposure and lower body mass index and body weight. After adjustment for baseline differences, no significant differences between groups were observed in the pre-post changes for centre of pressure measures, Y-balance and proprioception parameters both at short and long-term.

Conclusions: Performing FIFA 11+ for 10 weeks did not improve static and dynamic balance as well as proprioception in amateur futsal players.  相似文献   

17.
Background: Fundamental motor skill proficiency is essential for engagement in sports and physical play and in the development of a healthy lifestyle. Children with motor delays (with and without disabilities) lack the motor skills necessary to participate in games and physical activity, and tend to spend more time as onlookers than do their peers. As such, intervention programs are crucial in promoting motor skill development of children with motor delays. While mastery climate (MC) interventions have shown to positively impact children’s motor performance, what is unknown is the impact of cognitive strategies used by children within these climates. Furthermore, although vigorous play seems to be related to the development of gross motor skills, it is still unknown if children with and without disabilities would benefit from exercise play (EP) interventions.

Purpose: This study examined the effects of MC and EP interventions on the motor skill development and verbal recall (VR) of children with motor delays. The sample included children with and without disabilities.

Research designs: One hundred and thirty-eight children from 27 urban public schools were referred to the present study. Children were assessed using the Test of Gross Motor Development second edition (TGMD-2) and a VR checklist. Sixty-four children (18 with disabilities and 46 without) met the inclusion criteria, which was a score less than the fifth percentile on the TGMD-2. Participants were randomly assigned to the MC or EP 14-week interventions emphasizing gross motor skill practice.

Data collection and analysis: Children were assessed at pre- and post-intervention. A 2 (groups)?×?2 (disability) × 2 (time) analyses of variance with repeated measures on the last factor was conducted. Change scores, t-test comparisons on the delta scores and Cohen’s D were also calculated.

Results: The MC group demonstrated significant and positive changes over the intervention period. Further, the MC group showed superior locomotor and object control performance and higher recall of verbal cues (p?≤?.05) at post-intervention compared to the EP group. Children with and without disabilities within the MC showed similar patterns of improvement. The EP intervention did not demonstrate significant improvements.

Conclusion: Children with and without disabilities showed improvements in motor skills and VR when exposed to an MC, incorporating the six TARGET structures. These structures included (a) providing feedback and encouragement, providing opportunities for decision-making and establishing personal goals, (b) including parents in the recognition of children’s achievements, (c) creating opportunities to experience leadership and self-pacing, (d) guiding children to use verbal cues and modeling when practicing gross motor skills, and (e) providing demonstrations and teaching children to self-monitor their performance. Instruction is therefore seen as critical to learning gross motor skills, as demonstrated from the findings. Although there were opportunities for vigorous play within the EP intervention, the children did not show improvements in motor performance or VR. These findings suggest that new trends in teacher education physical education to prioritize physical activity over good motor skill instruction may not be advantageous for children in the early years, and should be reconsidered.  相似文献   

18.
Abstract

The present experiment investigated the effects of interpolated processing activity (IPA) during the post knowledge of results (KR) interval. The study attempted to correct some of the problems inherent in previous research by using a ballistic timing criterion task and assessing the effects of interpolated processing activity (IPA) on both acquisition and No KR transfer trials. To insure that the efficacy of the IPA manipulation, a paced task was used and performance was assessed. Two levels of post-KR delay (5 and 10 s) were factorially combined with two levels of IPA (IPA or No IPA) to yield four experimental groups. Each subject completed 30 KR acquisition trials and 20 No KR transfer trials. Interresponse interval was held constant. In contrast to many previous studies, IPA interfered with the subjects' ability to learn and perform the criterion movement time of 150 ms. Both the memory trace and the perceptual trace were similarly affected. The detrimental effects of IPA on absolute error and objective-subjective error differences found during acquisition persisted during KR withdrawal.  相似文献   

19.
Abstract

Eighty male college students were divided into two experimental groups practicing three criterion tasks: the floor kip, the front hip circle mount on the low horizontal bar, and the glide kip on the low horizontal bar. These tasks were practiced under different conditions of massed or distributed practice and an ANCOVA was used to test for significant mean differences in the rates of learning between the experimental groups on each task. The subjects' performance on the Metheny-Johnson test served as the control variable in the analysis and the .05 level of significance was selected.

All observed differences in mean rates of acquisition between groups were within the limits of chance on all tasks, regardless of the method of practice. This apparent lack of effect of distribution of practice was attributed to factors such as the pacing of the task, the discrete and complex, rather than continuous, nature of the task, and the learning-performance distinction.  相似文献   

20.
Abstract

To better understand the contextual interference effect, in two experiments we investigated a form of practice schedule that provided novices with systematic increases in contextual interference. This new type of practice schedule was compared with traditional blocked and random scheduling for two types of sports skills. In Experiment 1, we tested the hypothesis that practising variations of the same task with systematic increases in contextual interference would lead to superior performance compared with blocked or random scheduling. Participants practised golf putting tasks following a blocked, random or increasing schedule, which involved initial blocked trials, followed by serial practice trials, and ended with random scheduling. Participants who followed the increasing schedule had superior retention test performance. In Experiment 2, we tested if these learning benefits were observed when learning tasks controlled by different generalized motor programs. Participants practised three different basketball passes (chest, overhead, single arm) in a blocked, random or increasing schedule. Participants practising with gradual increases in contextual interference performed better on retention and transfer tests than participants practising with blocked or random scheduling. The results of these two experiments indicate that a practice schedule offering systematic increases in contextual interference facilitates skill learning.  相似文献   

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