Motor Development and Learning
zahra kiyamanesh; rasool zeidabadi; zahra estiri
Abstract
Background: Stereotype threat and perceived competence are socio-cognitive variables that can greatly impact individuals' cognitive and motor performance. This research aimed to investigate the role of perceived competence, a psychological characteristicthat develops during childhood, in mitigating ...
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Background: Stereotype threat and perceived competence are socio-cognitive variables that can greatly impact individuals' cognitive and motor performance. This research aimed to investigate the role of perceived competence, a psychological characteristicthat develops during childhood, in mitigating the effects of gender stereotype threat on the learning of pétanque throwing skills.
Method: Sixty female student volunteers, with a mean age of 13.22 ± 0.99 years, were divided into four groups based on their scores on the Perceived Motor Competence Questionnaire and the presence or absence of stereotype threat. During the acquisition phase, the participants executed 60 pétanque throws across 10 blocks of six trials each. The stereotype threat groups received written instructions regarding stereotype threats at the start of each trial and again in the third trial as a reminder. The retention test was conducted 24 hours after the acquisition phase, without the introduction of stereotype threat instructions. Following this, the transfer test took place 10 minutes later in front of an audience.
Result: The results indicated that gender stereotype threat significantly impaired motor learning in individuals with low perceived competence, while its effect on motor learning in individuals with high perceived competence is not statistically significant.
Conclusion: The findings of the current study suggest that high perceived competence may serve as a strategy to mitigate the harmful effects of stereotype threat. It seems that individuals with high perceived competence can lessen the negative impacts of stereotype threat owing to their increased self-efficacy.
Zahra Estiri; Elaheh Arab Ameri; Rasoul Hamayat Talab; Mahmoud Shiekh; Elaheh Hejazi; Roza Rahavi; Ali Chashmi
Abstract
There is no doubt that augmented feedback has an important role in improvinglearning. However, it is the content of the feedback which is challenging. The aimof the present study was to examine the effect of feedback on successful versusunsuccessful trials on simple and complex tracking tasks. For this ...
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There is no doubt that augmented feedback has an important role in improvinglearning. However, it is the content of the feedback which is challenging. The aimof the present study was to examine the effect of feedback on successful versusunsuccessful trials on simple and complex tracking tasks. For this purpose, 48undergraduate right-handed male and female students of Hakim Sabzevari TeacherTraining University (mean age = 23+1.8 yr) were selected from those students whohad taken general physical education course and were randomly divided into fourgroups (N=12) of feedback on successful and unsuccessful trials in simple andcomplex tasks. The tracking task was designed in two levels (simple and complex)in a computer software format to be performed by the participants with maximumspeed and the lowest number of errors. During the acquisition phase, participantsperformed 7 blocks of 6 trials in 8 days and they received feedback on two trials.The method of research was quasi–experimental and ANOVA for multiple factors,analysis of variance with repeated measures and Bonferroni post hoc test (P˂0.05)were used for data analysis. The results showed that in the acquisition test, themain effects of trial days and task complexity (in movement time) were significant.These factors did not significantly influence movement error and their interaction.In immediate retention test, the effects of the type of task and feedback (inmovement time) were significant while these factors did not significantly influencemovement error and their interaction. In delayed retention test, the effect of thetype of task was significant in movement time and movement error. The types offeedback and task were significant in transfer test (in movement time) and thesefactors and their interactions were not significant in movement error. The resultssuggested that the types of feedback and task can be regarded as effectiveindependent factors in learning. The types of feedback and task were more effectivefor movement time.
Roza Rahavi; Masoumeh Shojaei; Zahra Estiri; Hasan Naghizadeh
Abstract
Contextual interference is one of the instructional methods for several skills.The aim of this research was to determine the effects of interference beforeperformance and interference during performance on the acquisition and retentionof generalized motor program and parameter in basketball skills with ...
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Contextual interference is one of the instructional methods for several skills.The aim of this research was to determine the effects of interference beforeperformance and interference during performance on the acquisition and retentionof generalized motor program and parameter in basketball skills with an emphasison the examination of contextual interference hypotheses and self-regulationlearning theories. In interference before performance, self-practice schedules isgenerated (self-regulation effect) and interference during performance,experimenter-imposed practice schedule is generated (contextual interferenceeffect). For this purpose, 120 students of Yazd University (age range 19-21 yearsold) who had no prior experience in basketball skills volunteered to participate inthis study. Participants were randomly assigned to 10 groups (each 12 subjects); 5groups practiced with generalized motor program (dribble, chest pass and freethrow skills) and 5 groups practiced with parameter (free throw from differentdistances) in practice schedules (blocked, random, serial, self-regulated and yokedto self-regulated). To collect data, throw and pass test (AAHPERD basketball test)and dribble test (Johnson basketball test) were used. After the pretest, in theacquisition phase, subjects took part in 5 training sessions including 45 trails persession (15 trails each block) for 5 days. After 48 hours, they participated inretention test with 15 trails (5 trials each task). The data were analyzed by one-way ANOVA, factor analysis of variance with repeated measures, LSD and Duncanpost hoc tests. Results showed a significant difference among practice schedules inacquisition and retention phases of generalized motor program, that is, the effect ofcontextual interference was observed in this program (p<0.05). Also, there was asignificant difference among the schedules in acquisition and retention phases ofparameter, that is, controlling the design of practice has a positive effect onlearning (p<0.05). Thus, the results suggested that during learning process, theeffect of interference before performance was more important than duringperformance.
Roza Rahavi; Zahra Estiri
Abstract
The aim of this research was to determine the effect of contextual interference derived from self-regulation practice with regard to type of task on acquisition and retention of tracking tasks with an emphasis on meta-cognition hypotheses (cognition and meta-cognition phenomena). For this purpose, 24 ...
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The aim of this research was to determine the effect of contextual interference derived from self-regulation practice with regard to type of task on acquisition and retention of tracking tasks with an emphasis on meta-cognition hypotheses (cognition and meta-cognition phenomena). For this purpose, 24 right handed male and female students of Yazd University (mean age: 22± 1.7) were selected via self-regulation questionnaire as high self-regulated subjects. They were randomly assigned to two different groups: simple tracking (n=12) or complex tracking (n=12). The method was quasi-experimental. The tracking tasks used in this study were designed by software whose aim was tracking with highest speed and lowest error. The movement time and movement error (click) as well as the number of pattern switches were assigned as scores in different groups. The subjects practiced 8 blocks of 16 trails per session; then, they participated one block of 16 trials in the immediate and delayed (after 72 hours) retention phases. The data were analyzed by ANOVA with repeated measures and t test in acquisition phase and retention tests. Results showed no significant difference between the two groups in two types of tasks in acquisition and immediate and delayed retention phases of movement time. A significant difference was observed in movement error in the acquisition phase (P<0.05) while this difference was not observed in immediate and delayed retention phases. There was a significant difference between the groups in the two types of tasks in the acquisition phase of the number of pattern switches, that is, the complex tracking group asked for lower number of pattern switches. Also, t test results showed a significant difference between the first and eighth block of simple tracking task to compare the number of pattern switches while no significant difference was observed in the complex tracking task. Thus, the finding suggested that self-regulated subjects with a perception of task complexity created levels of contextual interference and then reduced it through continuing the practice.
