共查询到20条相似文献，搜索用时 15 毫秒
1.
Edward J. Wright 《Research quarterly for exercise and sport》2013,84(4):705-714
Abstract This study was made to test certain hypotheses concerning proprioceptive facilitation by observing the relative effects of the use of lightweight and heavyweight equipment on the acquisition and retention of selected skills by second and third grade children. The 96 7-and 8-year-old children were equaled into four groups on the basis of summed scores derived from a five-item physical performance test battery. Each group consisted of 12 boys and 12 girls, ande were two equated groups in each grade level. One group at each grade level was randomly assigned to use lightweight plastic equipment, while the other grade group used the standard-type equipment classified as heavyweight equipment. Each lightweight group and each heavyweight group were taught the four sports-type skills and tested in the performance of the skill 2 days after the instructional lesson and retested 9 months later. It was concluded that the learning of sports-type skills by young children of limited strength may be facilitated by the use of lighter-weight equipment. To some extent, this relationship among the factors of equipment weight, strength, and the acquisition of skill would seem to be in accord with the “flower spray ending feedback” theory of proprioceptive facilitation. 相似文献
2.
Abstract Two college service classes, each containing 20 subjects, were taught beginning tennis skills. The traditionally taught Group (Group A), and the programed group (Group B), were first determined homogeneous in height, weight, the Hewitt Revised Dyer Backboard Tennis Test (HRDBTT), and the American College Test before the teaching methods were initiated. After 14 periods of instruction, the groups were compared on various measures. The results of the study indicated that: (1) the general skill level of the groups, as measured by the Hewitt Revised Dyer Backboard Tennis Test, and a single-elimination tournament, was not significantly different; (2) the traditionally taught group improved significantly in general skills while the programed group did not; and (3) the programed group received better subjective rating scores on form than did the traditionally taught group. 相似文献
3.
Christopher M. Janelle Douglas A. Barba Shane G. Frehlich L. Keith Tennant James H. Cauraugh 《Research quarterly for exercise and sport》2013,84(4):269-279
This study was designed to examine whether participants who could control the schedule of performance feedback (KP) would learn differentially from those who received a rigid feedback schedule while learning a complex task. Participants (N = 48) were randomly assigned to self-controlled KP (SELF), summary KP (SUMMARY), yoked control (YOKE), or knowledge of results only (KR) conditions. Data collection consisted of an acquisition phase and a 4-day retention phase during which right-handed participants performed a left-handed ball throw. Overall, throwing form improved across trial blocks during acquisition, with the SUMMARY, SELF, and YOKE groups showing more improvement than the KR group. During retention, the SELF group retained a higher level of throwing form and accuracy in comparison to the other groups. Results suggest that when given the opportunity to control the feedback environment, learners require relatively less feedback to acquire skills and retain those skills at a level equivalent to or surpassing those who are given more feedback but receive it passively. 相似文献
4.
David R. Laurie Jr. 《Research quarterly for exercise and sport》2013,84(4):683-686
Abstract The purpose of this investigation was to determine if differences existed between groups of subjects who were exposed to a lecture format of instruction as opposed to slide-tape instruction for a unit of study on physical fitness. The lecture group was instructed by the traditional lecture method at a regularly scheduled time while the other group attended preprogramed slide-tape lectures at their own convenience. During the four-week study 12 different lectures were presented to each of the 99 subjects. Data were treated using an ANCOVA. There was no statistically significant difference between group means, though both groups showed increased physical fitness knowledge after being exposed to the varying treatments. It was concluded that both the lecture and slide-tape methods of instruction were efficient teaching modes, though neither method was statistically more effective than the other. Innovation in education is directed toward qualitative and quantitative improvements of the learning process. Although learning theorists are still baffled as to what learning process is best each supports the need for efficiency. Educational efficiency is a ratio of student and teacher time consumed to the time required for development or alteration of learner behavior. 相似文献
5.
Abstract A task classification scheme was developed in accordance with a conceptual model of motor behavior. The scheme suggests that motor skills be categorized as to the processing demands placed on a learner, feedback availability, and pacing conditions. Additionally, potential learner strategies were identified and defined in relation to both the model and the classification scheme. Consideration was given to the fact that strategies should be taught in addition to movement skills. Ultimately, appropriate strategies should be self-generated. Recommendations were provided for the consideration of task-learner-strategy interactions in the design of instructional material and development of instructional programs. 相似文献
6.
The aim of this study was to ascertain whether the performances of implicit and explicit learners would converge over an extended period of learning. Participants practised a complex motor skill - golf putting - for 3000 trials, either with a concurrent secondary, tone-counting task (implicit learning) or without such a task (explicit learning). The cognitive demands of the secondary task were predicted to prevent the accumulation of verbalizable rules about the motor task. The implicit group reported significantly fewer rules than the explicit group on subsequent verbal protocols. The performance of the implicit group remained below that of the explicit group throughout the learning phase. However, no significant differences were found between groups during a delayed retention test. Additionally, for the participants in the explicit group only, a Reinvestment Scale score correlated positively with the number of rules accrued and negatively with overall putting performance during the learning phase. We use the results to argue against the excessive use of verbal instruction during skill acquisition, which might be unnecessary and ultimately might hamper performance under stressful conditions. 相似文献
7.
Carl Gabbard Emma Gibbons Jerry Elledge 《Research quarterly for exercise and sport》2013,84(2):198-199
Abstract The purposes of this study were to associate age-related performance deficits in children with the use of recall strategies and to determine whether children who performed poorly in cycling would benefit from learning a recall strategy. In Experiment 1, 18 younger children (ages 5-7 years) and 18 older children (ages 8-10 years) were asked to recall selected pedaling cadences. The majority of the older children used strategies and performed with less error than the younger children. In Experiment 2, children with a high number of errors in Experiment 1 were assigned to an experimental or a control group. The children in the experimental group were taught to use a specific recall strategy. The results showed that children who received the instruction in strategy use improved their performance. 相似文献
8.
The purpose of this study was to examine the differential effect of sport skills instruction (SSI) and sport skills instruction plus initiative games (SSI +) on the critical thinking (CT) and self-esteem scores of early adolescent boys placed at risk. Students in the SSI + group ( n = 36) participated in initiative games classes in addition to their sport skills activities. Students in the SSI group (n = 44) participated in the sport skills activities only. Since the boys were divided by age (10-11 & 12-13), the influence of age on the dependent variables was also investigated. Classes taught by the initiative games teacher were student-centered while the sport skills classes were teacher-centered. Significant differences between teacher behaviors occurred in interaction patterns, instructional strategies, and management concerns. There were no differences on self-esteem scores. The results supported the addition of initiative games to SSI to foster CT with this group of participants. 相似文献
9.
The aim of this study was to ascertain whether the performances of implicit and explicit learners would converge over an extended period of learning. Participants practised a complex motor skill--golf putting--for 3000 trials, either with a concurrent secondary, tone-counting task (implicit learning) or without such a task (explicit learning). The cognitive demands of the secondary task were predicted to prevent the accumulation of verbalizable rules about the motor task. The implicit group reported significantly fewer rules than the explicit group on subsequent verbal protocols. The performance of the implicit group remained below that of the explicit group throughout the learning phase. However, no significant differences were found between groups during a delayed retention test. Additionally, for the participants in the explicit group only, a Reinvestment Scale score correlated positively with the number of rules accrued and negatively with overall putting performance during the learning phase. We use the results to argue against the excessive use of verbal instruction during skill acquisition, which might be unnecessary and ultimately might hamper performance under stressful conditions. 相似文献
10.
The purposes of this study were to associate age-related performance deficits in children with the use of recall strategies and to determine whether children who performed poorly in cycling would benefit from learning a recall strategy. In Experiment 1, 18 younger children (ages 5-7years) and 18 older children (ages 8-10 years) were asked to recall selected pedaling cadences. The majority of the older children used strategies and performed with less error than the younger children. In Experiment 2, children with a high number of errors in Experiment 1 were assigned to an experimental or a control group. The children in the experimental group were taught to use a specific recall strategy. The results showed that children who received the instruction in strategy use improved their performance. 相似文献
11.
Chiara Milanese Valentina Cavedon Stefano Corte Tiziano Agostini 《Journal of sports sciences》2017,35(5):476-483
Improving motor skills represents one of the major issues in motor control and motor learning literature. The aim of this study was to investigate which of two strategies, method of amplification of error (MAE) or direct instruction (DI), would be more beneficial for error correction of the snatch technique. Thirty well-trained male weightlifters were randomly assigned to one of three training conditions (MAE, DI and Control). The experiment took place in only one practice session in which each lifter performed 3 pretraining trials, 8 training intervention trials, and 3 post-training trials, and a retention test session after 1 week. An optoelectronic motion capture system was used to measure the kinematic parameters of the weightlifting performance. After the training intervention, data showed that the MAE group revealed a greater improvement in several kinematic parameters when compared to the DI and Control groups, and the benefits derived from its application were still present 1 week later in the retention test. Nevertheless, the findings of the present study should be interpreted with caution due to the relatively small sample size; further research will also be necessary to evaluate the effects of MAE with different ability levels and other sport skills. The present findings could have practical implications for sport psychology and physical education because while practice is obviously necessary for improving learning, the efficacy of the learning process is essential in enhancing learners’ motivation and sport enjoyment. 相似文献
12.
Robert N. Singer 《Research quarterly for exercise and sport》2013,84(1):185-194
Abstract Four required physical education volleyball classes were taught four distinct volleyball skills in varied sequential order. The skills learned were the serve, dig, set-up, and spike. Between- and within-group differences were observed on tests administered on three different occasions throughout the quarter. Immediate and later retention effects due to the order in which the skills were learned when measured yielded a few isolated significant differences, but no pattern was established. It was concluded that the order in which volleyball skills are taught had little bearing on their learning or retention. 相似文献
13.
An extreme preference in processing information within either the left or right hemisphere is known as hemisphericity. A previous study investigating hemisphericity as a factor in motor skill learning (Murray, 1979) found that matching subjects' hemisphericity characteristics with hemispherical teaching strategies enhanced skill acquisition. In contrast, our study examined the effects of hemispherical teaching strategies on a group of subjects who did not present hemisphericity. Right-handed male high school students were randomly assigned to either a left hemisphere, right hemisphere, or an interhemispherical teaching condition. Subjects in the right hemisphere and interhemispherical conditions performed and learned the skill more effectively than subjects in the left hemisphere teaching condition. The right hemisphere and interhemispherical groups performed comparably in acquisition; however, the interhemispherical group showed significantly better retention of the skill. Motor skill acquisition and retention for nondominant processors appears best served by directing both verbal and nonverbal attention to the skill. 相似文献
14.
Mechanisms of attentional cueing during observational learning to facilitate motor skill acquisition
We examined the effectiveness of different cueing conditions during observational learning of a soccer accuracy pass. Sixty participants (30 males, 30 females) were randomly assigned and stratified by sex into one of six groups: discovery learning, verbal instruction, video model with visual cues, video model with verbal cues, video model with visual and verbal cues, and video model only. Each participant completed eight blocks of 10 trials each, with trial blocks 1 and 2 representing the practice phase (no manipulation), trial blocks 3, 4, 5 and 6 the acquisition phase (manipulation administered) and trial blocks 7 and 8 the retention phase (24 h after acquisition, with no manipulation). Absolute error, variable error and kicking form were recorded. The results indicated that those who used video modelling with visual and verbal cues collectively displayed less error and more appropriate form across acquisition and retention trial blocks compared with other groups. Our findings suggest that verbal information in addition to visual cues enhances perceptual representation and retention of modelled activities to improve task reproduction capabilities. Future research directions are proposed with implications for both direct and indirect perception accounts of skill acquisition through observed behaviours. 相似文献
15.
In this paper, we review the empirical literature pertaining to the effectiveness of instructions and movement demonstrations. Initially, we examine existing theories and approaches that try to explain the process of skill acquisition so as to determine implications of these theories for instructional provision. This is followed by an evaluation of studies in the motor learning literature in which pre-practice information has been manipulated. Explicit learning strategies are contrasted to implicit and discovery learning methods, and current explanations for instructional effects are discussed in terms of such mechanisms as effects-related attentional focus and movement variability. In the final sections, we review data from our own laboratory where pre-practice information has been manipulated during the learning of a novel bimanual coordination task. From these studies, proposals are made to try and explain how pre-practice information works to effect the process of skill acquisition, including the selection and execution of a response and the processing of associated feedback. An important role is given to the existing skills of the learner in understanding the instructions and performing the desired movement. Finally, we suggest some practical implications of this empirical evidence for the teaching of motor skills. 相似文献
16.
In this paper, we review the empirical literature pertaining to the effectiveness of instructions and movement demonstrations. Initially, we examine existing theories and approaches that try to explain the process of skill acquisition so as to determine implications of these theories for instructional provision. This is followed by an evaluation of studies in the motor learning literature in which pre-practice information has been manipulated. Explicit learning strategies are contrasted to implicit and discovery learning methods, and current explanations for instructional effects are discussed in terms of such mechanisms as effects-related attentional focus and movement variability. In the final sections, we review data from our own laboratory where pre-practice information has been manipulated during the learning of a novel bimanual coordination task. From these studies, proposals are made to try and explain how pre-practice information works to effect the process of skill acquisition, including the selection and execution of a response and the processing of associated feedback. An important role is given to the existing skills of the learner in understanding the instructions and performing the desired movement. Finally, we suggest some practical implications of this empirical evidence for the teaching of motor skills. 相似文献
17.
Inez Rovegno 《Research quarterly for exercise and sport》2013,84(1):56-68
Abstract The study examined, what and how 12 K-8 physical education teacher education (PETE) majors learned, about a movement approach that was discrepant from their experiences with physical education. This article describes one portion of the findings: what and, how PETE majors learned about a movement approach to game play/strategy and mechanisms of advanced knowledge acquisition that contributed to confusion about this topic. Analytic induction and constant comparison were used to analyze qualitative data from interviews, observations, and relevant documents. Eleven PETE majors initially maintained partial or inaccurate conceptions about a movement approach to game play/strategy or taught the content in ways that were inconsistent with their goals for physical education, their knowledge about learning and teaching game skills, and the information presented by faculty and cooperating teachers. Interacting with students' prior knowledge and what and how faculty taught, the following learning mechanisms contributed to confusion: (a) overgeneratizing a contrast between a movement and traditional approach, (b) forming associations prior to adequate differentiation, and (c) overrelying on bottom-up thinking when intially developing lesson/unit progressions. 相似文献
18.
Andy C. Y. Tse Shirley S. M. Fong Thomson W. L. Wong Rich Masters 《European Journal of Sport Science》2017,17(2):152-159
Research in psychology suggests that provision of an instruction by analogy can enhance acquisition and understanding of knowledge. Limited research has been conducted to test this proposition in motor learning by children. The purpose of the present study was to examine the feasibility of analogy instructions in motor skill acquisition by children. Thirty-two children were randomly assigned to one of the two instruction protocols: analogy and explicit instruction protocols for a two-week rope skipping training. Each participant completed a pretest (Lesson 1), three practice sessions (Lesson 2–4), a posttest and a secondary task test (Lesson 5). Children in the analogy protocol displayed better rope skip performance than those in the explicit instruction protocol (p?<?.001). Moreover, a cognitive secondary task test indicated that children in the analogy protocol performed more effectively, whereas children in the explicit protocol displayed decrements in performance. Analogy learning may aid children to acquire complex motor skills, and have potential benefits related to reduced cognitive processing requirements. 相似文献
19.
The effect of strategy instruction on response time in a sequential keypressing task was compared during acquisition and retention. Specifically, this study determined the influence of: (1) an awareness strategy, (2) a non‐awareness strategy, (3) a Five‐Step Approach strategy and (4) a control condition. Sixty‐four subjects completed 250 trials of nine sequential keypresses, and 50 trials of a dual task (keypresses and verbal report). Faster response times were found for the Five‐Step Approach and non‐awareness strategies during both acquisition and retention. Introducing beginners to strategies that are used by highly skilled performers facilitated response times. 相似文献
20.
Heather Carnahan Craig Hall Timothy D. Lee 《Research quarterly for exercise and sport》2013,84(4):416-423
Abstract Two studies investigated the effects of delayed visual feedback on manual tracking. In Experiment 1, individuals practiced with visual feedback provided either immediately (0 delay) or with a 333-ms delay. During acquisition, the 0 delay group performed with less error than the 333-ms delay group. A retention test with 0 delay feedback was performed with the least error by the 0 delay group. A transfer test using a different 0 delay tracking pattern, was performed with the least error by the 333-ms delay group. In Experiment 2, individuals practiced at six different delays. Error increased as training feedback delay increased. For retention there were no differences between the delay groups during the 0 delay retention. At a 417-ms retention, test error decreased as training feedback delay increased. Results indicate that error during acquisition does not necessarily impair learning and that feedback delays can be beneficial for learning. 相似文献