Javad Nasiri; Rasool Zeidabadi; Mohammad reza Shahabi kaseb
Abstract
Introduction: Achieving a high level of motor learning requires finding an optimal combination of variables and methods. This research aimed to investigate the interactive effect of the focus of attention (internal and external) and learning approach (explicit and implicit) on the retention and transfer ...
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Introduction: Achieving a high level of motor learning requires finding an optimal combination of variables and methods. This research aimed to investigate the interactive effect of the focus of attention (internal and external) and learning approach (explicit and implicit) on the retention and transfer of basketball free throw skills.Methods: Forty-eight volunteer male students were randomly assigned to four Explicit Learning - Internal Attention, Explicit Learning - External Attention, Implicit Learning - Internal Attention, and Implicit Learning - External Attention groups. In the acquisition phase, the groups practiced basketball free throws in 6 blocks of 10 trials. 24 hours after the end of the acquisition phase, a retention test and two transfer tests were performed in a block of 10 trials for each test. The first transfer test was performed 10 minutes after the retention test under pressure conditions, and the second transfer test was performed ten minutes after the first transfer test from a 4-meter distance and a 45-degree angle.Results: The results showed that in explicit learning conditions, the external focus of attention and in implicit learning conditions, the internal focus of attention led to better learning in basketball free throw.Conclusion: According to the findings of the present study, the cognitive overload of the explicit learning approach was moderated by providing the external focus of attention instructions. However, in the implicit learning approach, due to the use of analogy learning, little cognitive load is exerted on the learners’ working memory and it is possible to direct their attention to the skill itself or parts of the body that are involved in the execution of skill to achieve the benefits of the internal focus of attention.
Jalil Mirzaee; Rasool Zeidabadi; Mohammad Reza Shahabi Kaseb
Abstract
Mental fatigue is a psychological state caused by prolonged periods of cognitive activity and decreases physical performance, but its impact on motor learning has been less studied. The aim of this study was to investigate the effect of self-controlled feedback on learning to produce low, medium and ...
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Mental fatigue is a psychological state caused by prolonged periods of cognitive activity and decreases physical performance, but its impact on motor learning has been less studied. The aim of this study was to investigate the effect of self-controlled feedback on learning to produce low, medium and maximum forces in mental fatigue condition. Participants consisted of 28 eligible volunteers who were randomly divided into two groups of self-controlled feedback and yoked. Electrical dynamometer, Stroop test, multidimensional fatigue inventory and the VAS scale were used in this study. Both groups firstly performed the Stroop test for one hour under mental fatigue protocol and they entered the acquisition phase of force production task after making sure that mental fatigue was created. Immediate and delayed retention tests were performed 10 minutes and 48 hours after the end of the acquisition phase respectively. Findings showed that in mental fatigue condition, there was no significant difference between self-controlled feedback and yoked groups in acquisition and retention of different forces. Also, the error produced in learning the medium force was less than those in learning the low and maximum forces in the mental fatigue condition, that is to say the learning of the medium force was significantly better than the low force. The results showed that mental fatigue reduces the effectiveness of self-controlled feedback and destroys learning to produce low and maximum forces more than medium force.
Aliyeh Miri Ardakol; Mohammadreza Shahabi Kaseb; Rasool Zeidabadi
Abstract
Retention is one of the important indicators for inference of learning motor skill. There are some disagreements on the retention measurement concept among experts and researchers of the motor learning area. Therefore, the aim of the present study was to analyze the qualitative content of retention measurement ...
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Retention is one of the important indicators for inference of learning motor skill. There are some disagreements on the retention measurement concept among experts and researchers of the motor learning area. Therefore, the aim of the present study was to analyze the qualitative content of retention measurement concept in motor skills in Persian scientific research articles between 2009 and 2019. The present study was developmental with a quality content analysis method. 143 articles of Persian scientific research journals were studied, which mentioned the concept of retention. Data were analyzed with Nvivo10 software. Results revealed that there were 47 subsidiary topics and 6 main topics for the retention measurement concept including measurement method of retention concept, number and duration of trials in retention test, number and duration of trials in the acquisition phase, number of warm-up decrement trials, task type and detraining length. Also, the results indicated that there was no agreement among experts about the measurement method of retention concept and its related issues. This topic not only can confuse researchers on how to measure the retention concept in motor behavior area, but also can limit the possibility of comparing different research results and thus makes it hard to decide on optimal practice solutions and methods. Therefore, it is necessary to make specific decisions in this regard by holding symposiums with the participation of experts in the field of motor behavior.
