Alireza Farsi; Behrooz Abdoli; Mohammadreza Gasemian
Abstract
The aim of this study was to compare the effects of random and blocked practices with respect to the changes in generalized motor program (GMP) and parameter on acquisition, retention and transfer of table tennis service. For this purpose, 32 subjects were randomly assigned to four groups (8 ...
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The aim of this study was to compare the effects of random and blocked practices with respect to the changes in generalized motor program (GMP) and parameter on acquisition, retention and transfer of table tennis service. For this purpose, 32 subjects were randomly assigned to four groups (8 subjects each group). In the first two groups, GMP changed with blocked and random arrangements while in the last two groups, parameter changed with those arrangements. After pretest, participants completed 300 trials in each task (totally 900 trials) and then they participated in posttest, retention and two transfer tests with different aims. The data were analyzed by two-way ANOVA and ANOVA with repeated measures (P˂0.05) and Bonferroni post hoc test was used to mark the differences of the groups. The findings showed that despite the type of changes, the random practice caused better performance than blocked practice and these advantages of random practice in GMP changes were greater. However, these effects not only were observed in the same situation but also were maintained in other contexts. In addition, these effects not only influenced performance but also caused the participants to perform the tasks with more efficiency, more cognitive effort and less attention.
Alireza Farsi; Behrooz Abdoli; Narges Fa’al; Maryam Kavyiani
Volume 3, Issue 2 , October 2012, , Pages 29-43
Abstract
The aim of this study was to compare gross motor skills development in two subtests (locomotors and object control) in preschool children in the deprived and rich environments. Participants in this study were 39 children (mean age: 5 yr). 19 children were selected from deprived environments without extensive ...
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The aim of this study was to compare gross motor skills development in two subtests (locomotors and object control) in preschool children in the deprived and rich environments. Participants in this study were 39 children (mean age: 5 yr). 19 children were selected from deprived environments without extensive motor experiences, and 20 children from a preschool with extensive motor experiences. Ulrich (2000) gross motor development test was used to collect data. Data were analyzed by independent t test. Results showed that there was a significant difference between two groups of rich and deprived in percentage score of locomotors (P=0.001), percentage score of object control (P=0.004), motor development quotient scores (P=0.001). The findings also showed that children with varied motor experiences and education compared with deprived children had higher qualified function in gross motor skills.
Alireza Farsi; Maryam Ekradi; Zahra Asgari; Mina Gholami
Volume 2, Issue 1 , April 2010, , Pages 57-73
Abstract
The present research examined the effect of different feedbacks such as blocked, random and specialized to the most difficult part of a task on acquisition and retention of badminton high service. At first, 10 expert badminton players performed 10 trial high service and 10 with probe technique to determine ...
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The present research examined the effect of different feedbacks such as blocked, random and specialized to the most difficult part of a task on acquisition and retention of badminton high service. At first, 10 expert badminton players performed 10 trial high service and 10 with probe technique to determine the most difficult part of the high service. The difference between the two scores defined the most difficult part of the skill. Then, 33 participants were assigned to one of three groups: blocked, random and specialized feedback to the most difficult part of the skill. Acquisition phase consisted of three 50-trial blocks with 10 trials at the end of each block as the acquisition test. Immediate retention was performed ten minutes after acquisition trials; delayed retention, Scott & Fox quantitative test and transfer test were performed 24 hours later. Data were analyzed by mixed ANOVA (3 Groups ? (3 tests) and one-way ANOVA. The results showed a significant difference between groups in delayed retention of whole task (??0.05). The results also showed that to learn the whole skill, random feedback would lead to better retention performance but there was no difference between groups in the most difficult part of the skill.
Alireza Saberi; Hosien Samadi; Alireza Farsi; Korosh Ghahraman; Hamid Sedaghat
Volume 2, Issue 1 , April 2010, , Pages 91-114
Abstract
This research was performed to monitor the effects of different practice schedules on learning and transfer of generalized motor program and timing parameter in a serial task. For this purpose, 80 participants (age: 19-23 years) voluntarily participated in this research and then they were divided randomly ...
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This research was performed to monitor the effects of different practice schedules on learning and transfer of generalized motor program and timing parameter in a serial task. For this purpose, 80 participants (age: 19-23 years) voluntarily participated in this research and then they were divided randomly into 4 groups: blocked, random, blocked-random and random-blocked. This test included performance of serial tasks with different generalized motor programs (spatial dimension variance) and variable timing parameter. The participants accomplished 108 trials (pretest) and participated in retention and transfer tests. After these tests, the amount of relative timing error (measure of consistency and proficiency of generalized motor program) and absolute timing error (measure of accuracy and proficiency of parameterization) was calculated. Analysis of variance and post hoc Tukey test were used to analyze the data. The results showed a significant difference (P?0.05) among practice schedules in the acquisition phase, but in transfer and retention phases, despite the relative priority of combined practice groups, there was no significant difference among the groups.
Gholamhosein Nazemzadegan; Fazlollah Bagherzadeh; Rasoul Hemayattalab; Alireza Farsi
Volume 2, Issue 1 , April 2010, , Pages 133-149
Abstract
In this study, the effect of cognitive load (CL) training on duration and accuracy of bimanual coordination (BC) task was investigated. For this purpose, athletic male students of Shiraz University were randomly divided into 4 groups: G1 with low CL, G2 with intermediate CL, G3 with high CL and G4 control. ...
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In this study, the effect of cognitive load (CL) training on duration and accuracy of bimanual coordination (BC) task was investigated. For this purpose, athletic male students of Shiraz University were randomly divided into 4 groups: G1 with low CL, G2 with intermediate CL, G3 with high CL and G4 control. The subjects practiced for 6 weeks, 3 sessions a week, 6 blocks, 12 trials. The subjects performed bimanual coordination task by Vienna test system (v=71%-84% and r=85%-96%). Independent T test and one-way ANOVA were used to analyze the data. The results showed that high CL affected the accuracy of bimanual coordination task. No significant difference was observed between CL groups and control group in overall duration (?=0.05). It can be concluded that if there is high CL in activities which require much attention, attention capacity may change and in skills that need attention, the task can be improved after information processing as a result of capacity change.
