Maryam Khalaji; Parvaneh Shamsipour dehkordi; Fahimieh Ayadi; Faezeh Khoshdoni Farahani
Abstract
Introduction: One of the most complex processes in the field of sports expertise is decision-making. In this respect, this study aimed to investigate the effect of decision training on anticipation and creative decision-making in badminton.Methods: The current research is a quasi-experimental type with ...
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Introduction: One of the most complex processes in the field of sports expertise is decision-making. In this respect, this study aimed to investigate the effect of decision training on anticipation and creative decision-making in badminton.Methods: The current research is a quasi-experimental type with a pre-test and post-test design. The statistical population of the present study was all female students aged 20 to 30 years, from which 40 female students were selected by the available sampling method and randomly assigned into two decision training and control groups. A creative decision-making questionnaire, video camera, laptop, and projector were the tools used in the research. In the pretest, creative decision-making and anticipation were measured with 20 video clips while watching a badminton overhead shot through a video clip that was interrupted at the moment of racket-ball contact. The training group practiced 400 decision training trials and the control group just recognized the direction of the shots. A post-test was taken after 48 hours.Results: The result revealed that in the post-test, the decision training group had more creativity in decision-making than the control group (F=2.64) and in the training group, the skill of anticipating the direction of the shots was better than the control group (F=4.17).Conclusion: According to the results, the decision training made the players of the training group recognize the direction and landing place of the shot with more creativity and provide several solutions for each shot. It seems that decision training has a significant effect in facilitating and providing different solutions.
Ameneh Honarmand; Shila Safavi
Abstract
The use of attention instructions type is one of the most important variables in the process of motor skill learning. The aim of this study was to examine the combined effects of attention instruction type feedback, and autonomy on children's motor learning. For this purpose thirty-six children (M±SD ...
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The use of attention instructions type is one of the most important variables in the process of motor skill learning. The aim of this study was to examine the combined effects of attention instruction type feedback, and autonomy on children's motor learning. For this purpose thirty-six children (M±SD 7.05 ± 0.45 years) were asked to perform a bowling task with their dominant hand. They divided into 3 groups (external focus, the internal focus of attention, and control). Participants in the acquisition phase practiced tasks in a counterbalanced order based on feedback and choice (Autonomy) conditions and after 24 hours they take part in retention test without feedback and instructional attention and autonomy .The acquisition phase in each condition(1-without feedback and autonomy,2-with feedback,3- with autonomy,4-with feedback, and autonomy). The data were analyzed by ANOVA and ANCOVA. The results of the retention phase showed that the type of attention focus without feedback and autonomy had a greater bowling accuracy and the external focus of attention with autonomy was better than other conditions. The present study did not show the beneficial effects of attention instruction type feedback, and autonomy on children's motor learning.The results showed that motor learning in children was different from adults.Based on our results in children external attention focus and feedback with autonomy have not similar effects with adult motor learning.
Somayeh Gharakhanlo; Parivash Nourbakhsh; Hossein Sepasi
Abstract
The aim of this study was to investigate the effect of positive normative feedback on acquisition and retention of throwing skill. The method was quasi-experimental and the population consisted of the 5th grade elementary female students. 60 students were randomly selected from the population and were ...
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The aim of this study was to investigate the effect of positive normative feedback on acquisition and retention of throwing skill. The method was quasi-experimental and the population consisted of the 5th grade elementary female students. 60 students were randomly selected from the population and were randomly assigned to four different groups: normative task-orientation, non-normative task-orientation, normative self-orientation and non-normative self-orientation. In a pretest, all subjects attempted 10 throws receiving no feedback. Acquisition phase took 3 days in which each subject attempted a total of 60 throws (20 throws per day). All groups received feedback at this stage; however, only the positive normative group received 20% more feedback. After 48 hours, subjects responded to a retention test. The results showed no significant difference in feedback performance of groups in the acquisition phase. However, this difference was reported significant in retention phase. Tukey post hoc test revealed a significant difference in the mean scores of subjects between normative and non-normative self-orientation groups. No significant differences were observed between task-orientation and self-orientation subjects in their perceived merit
Ayoob Sabaghi; Ali Heirani
Abstract
This study aimed at comparing the effect of self-controlled feedback with 100% frequency on motor skill learning in children. 60 children (11.1±0.86 yr) were selected randomly and based on their pretest results divided into same three groups of 100% feedback, self-controlled and yoked. In the ...
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This study aimed at comparing the effect of self-controlled feedback with 100% frequency on motor skill learning in children. 60 children (11.1±0.86 yr) were selected randomly and based on their pretest results divided into same three groups of 100% feedback, self-controlled and yoked. In the acquisition phase, subjects completed 120 trials. At the end of the second day, subjects performed a 10-trial block as the acquisition test. After 48 hours, retention test was conducted like the acquisition test. MANOVA with repeated measures on the intra-group factor (trial blocks) was recruited in the acquisition phase and one-way ANOVA and LSD post hoc test was used for the retention phase. The results of the acquisition phase showed the significant effect of blocks (P<0.05). The findings of the retention phase showed that 100% feedback and self-controlled feedback groups had better results than the yoked group (P<0.05). Also, in two self-controlled subgroups, the group which received feedback above 50% had better performance. The pattern of these results supported former findings about the effectiveness of feedback in motor learning. In addition, it showed that frequency of feedback had to be high in children during self-controlled feedback.
elham Khodadadi; ahmadreza Movahedi; hamid Salehi
Volume 3, Issue 2 , October 2012, , Pages 119-135
Abstract
The aim of the present study was to examine the effect of goal setting on learning volleyball serve in novice female university students. The study included 20 female students (aged between 20 and 22 who were not physical education students with no volleyball history) who were randomly assigned to a ...
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The aim of the present study was to examine the effect of goal setting on learning volleyball serve in novice female university students. The study included 20 female students (aged between 20 and 22 who were not physical education students with no volleyball history) who were randomly assigned to a goal setting or no goal setting group (n1=n2=10) using pretest scores. No goal setting group was provided with feedback on their performance while goal setting group received goal setting programs as well as feedback on their performance in training sessions. In the determined training condition, the two groups performed the task for 11 sessions, 20 trials each session. Both groups performed a pretest before the training protocol, acquisition tests during all sessions, an immediate retention test immediately after the last exercise session, and a delayed retention test after 10 days after the immediate test. AAHPERD volleyball serve (1976) was used to test the performance of the participants. Analysis of variance (ANOVA) with repeated measures, independent and paired t tests as well as SPSS software (version 11.5) were used to analyze the data. Results showed no significant difference in the task acquisition between the groups while the goal setting group showed significantly better task performance in the immediate and delayed retention tests indicating that goal setting training condition was much more beneficial for volleyball serve learning than no goal setting training condition.
