Ensiye Ghaeni; Ahmad Nikravan
Abstract
Compared to the individual training method, pair and participatory training method are methods in which people in groups of two or more contribute learning motor skills, and it seems that this method has the characteristics of an optimal educational environment increasing the efficiency and effectiveness ...
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Compared to the individual training method, pair and participatory training method are methods in which people in groups of two or more contribute learning motor skills, and it seems that this method has the characteristics of an optimal educational environment increasing the efficiency and effectiveness of the training. The purpose of this study was to compare approaches of individual, pair and participatory training on learning of Shotokan karate. In this study, 36 female students aged 10-9 years were selected and divided into three groups after 12 sessions of initial training in HianShodan kata pre-test. Then, after 3 months of kata practice, by individual, pair and participatory practice, their performance was evaluated and a retention test was taken one week later. Statistical analysis of data was performed using repeated measures analysis of variance test. The test results showed that the participants' progress scores (F = 174.14, P = 0.001), the interaction of progress in the type of exercise (F = 5.1724, P = 0.001) and the difference between the exercise groups (F = 6.08, P = 0.006) is significant. The results of pairwise comparison showed that there is significant difference between individual and pair education groups; but difference between individual and group education groups was not significant. The pair training method, in addition to being cost-effective in terms of energy consumption and training space, is more effective than traditional kata training methods in karate. In addition, this method of practice will be useful in the socio-emotional development of the learner.
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.
Seyed Mohammadreza Mousavi; Nahid Shetab Boushehri; Rasool Abedanzadeh
Abstract
The aim of this study was to investigate the effect of external focus of attention instruction and autonomy support on learning of an aiming task in mentally retarded children. Therefore, 48 children (age range: 10-14 years, mean age 11.81+1.2 years) were selected from all mentally retarded children ...
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The aim of this study was to investigate the effect of external focus of attention instruction and autonomy support on learning of an aiming task in mentally retarded children. Therefore, 48 children (age range: 10-14 years, mean age 11.81+1.2 years) were selected from all mentally retarded children of Ahvaz city by convenient sampling method. Participants performed 10 trials as a pretest and according to their scores of the pretest, they were assigned to four groups: external attention, autonomy support, external attention-autonomy support and control. The task consisted of throwing 100-gram beanbags into a goal that was mounted at a distance of 2 meters from the participants on the wall. Participants performed 40 trials including 5 blocks, 8 trials each block in the acquisition phase. 10 minutes after the last acquisition block, the participants performed 10 trials as the posttest. 48 hours after the acquisition phase, retention test (10 trials) was performed to examine the learning effects of the participants under the same conditions as the pretest. The data were analyzed by mix ANOVA 2×2×5 in the acquisition phase and two-way ANOVA 2×2 in the retention phase with SPSS22 at significance level of P≤0.05. The results showed that all four groups had a significant improvement in their performance during the practice blocks. The external attention+autonomy support group gained the best scores in the acquisition phase (P≤0.05). The external attention+ autonomy support group presented the greatest performance in the retention test (P≤0.05). Therefore, it is suggested that a combination of autonomy support and external attention should be used to improve the performance and learning of aiming in mentally retarded children.
Mohammad Hossein Zamani; Hamidreza Taheri Torbati; Alireza Saberi Kakhki
Abstract
The aim of this study was to investigate the effect of visual illusion on the learning of a targeting motor skill in children. The research method was semi-experimental with repeated measurement design and retention test. The statistical sample consisted of 36 children (10 years old) who were selected ...
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The aim of this study was to investigate the effect of visual illusion on the learning of a targeting motor skill in children. The research method was semi-experimental with repeated measurement design and retention test. The statistical sample consisted of 36 children (10 years old) who were selected by convenience sampling method. They were divided into 3 groups: larger circle perception, smaller circle perception and control after the goal size had been estimated. The Ebbinghaus illusion displayed on the ground and the tennis ball to throw from top of the shoulder towards goal were used in this study. Firstly, the participants performed 10 trials at the pretest stage. Then, they performed six 10-trial blocks in the acquisition phase. 48 hours after the last acquisition session, a retention test was performed in 10 trials. To analyze the data, mixed analysis of variance with repeated measures, one-way analysis of variance and Tukey post hoc test were used. The results showed a significant difference among the groups both in the acquisition and retention phases and this difference was in favor of the smaller circle perception group. In general, the results of this study indicated the beneficial effect of visual illusion on learning a sport skill. Therefore, coaches and sport authorities are suggested to use this variable to improve performances and training sessions
Mohadeseh Mohammadi; Ahmadreza Movahedi; Hamid Salehi; Shila Safavi Homami
Abstract
Goal setting is a motivational item that is usually used for enhancing sport skills learning. The aim of the present study was to investigate the effect of easy versus difficult goals on acquisition and retention of basketball free throws in educable children with mental retardation (AWMR). A total ...
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Goal setting is a motivational item that is usually used for enhancing sport skills learning. The aim of the present study was to investigate the effect of easy versus difficult goals on acquisition and retention of basketball free throws in educable children with mental retardation (AWMR). A total of twenty one AWMR educable students (aged between 8 and 13) were assigned to either a difficult or easy goals group. Participants exercised the task for nine sessions across acquisition phase. Both groups performed a pretest before the acquisition sessions. Acquisition tests were taken during acquisition phase, and immediate and delayed retention tests were also taken after 2 and 10 days of no practice respectively. We performed statistical analyses with a repeated measures analysis of variance (ANOVA), and an independent t test. Results showed that easy goal setting group significantly improved their performance in acquisition and retention phases (P<0.05) while difficult goal setting group showed no improvement in their performance. These findings suggest that setting easy goals instead of difficult goals improves the performance of basketball free throws in children with mental retardation
mahtab arabi; Abdollah Ghasemi; Seyed Mohammad Kazem Vaez Mousavi
Abstract
The aim of this study was to compare observational models in learning motor task of receiving a volleyball ball and motor-cognitive task of juggling with 3 balls. The participants were 80 female students aged between 19 and 25. 40 subjects participated in each task. Participants were divided into ...
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The aim of this study was to compare observational models in learning motor task of receiving a volleyball ball and motor-cognitive task of juggling with 3 balls. The participants were 80 female students aged between 19 and 25. 40 subjects participated in each task. Participants were divided into 4 groups: novice model observation, expert, mixed and physical practice. All observational groups watched their own model via video tapes. In this study, some acquisition phases, retention and transfer tests were carried out in all two tasks. In acquisition phase, data were analyzed with ANOVA with repeated measures and in retention and transfer tests one-way ANOVA test and proper post hoc tests were used (P<0.05). In the acquisition phase, observation of expert-novice model in the motor task was better than the other groups but this predominance was not significant. But in the retention and transfer tests, observation of this model had a significant predominance. In the cognitive-motor task, the observation of novice model was better than the other groups during the acquisition phase, retention and transfer tests but this predominance was not significant in the transfer test. Finally,based on the results of the present study, it is suggested that various modeling methods should be used to learn different tasks.
Manochehr Ghalkhani; Ali Heirani; Vahid Tadibi
Volume 3, Issue 2 , October 2012, , Pages 99-117
Abstract
Cognitive teaching methods facilitate the acquisition of motor skills; among these methods, the combination of physical, observational and imagery exercises has been the focus of recent investigations. The aim of this study was to investigate the facilitative effect of the combination of physical, observational ...
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Cognitive teaching methods facilitate the acquisition of motor skills; among these methods, the combination of physical, observational and imagery exercises has been the focus of recent investigations. The aim of this study was to investigate the facilitative effect of the combination of physical, observational and imagery exercises on immediate and delay retention of badminton high serve. The statistical population consisted of all male Razi University students. 84 students (mean age of 20.42+1.4 yr and score of imagery ability of 48.69+6.19) voluntarily participated in this study. Pretest included immediate and delay retention of badminton high serve using Scott and Fox test. Then, participants were assigned to homogenous groups according to their pretest (each group 12 participants): physical, observation, imagery, physical-observation, physical-imagery, observation-imagery, and physical-observation-imagery. Participants accomplished three sessions of 90 trials of badminton high serve. At the end of the final training session, an immediate test of retention was administered followed by a test of delay retention after 48 hours. One-way ANOVA test indicated that in both immediate and delay retention, the physical-observation-imagery group and the physical group significantly performed high serve better than other groups (p
Farnaz Torabi; Mahmood Sheikh; Alimohammad Safaniya
Volume 3, Issue 1 , June 2011, , Pages 23-42
Abstract
The aim of this study was to survey the effect of arousal by the presence of audience and music and their comparison on learning and performance of basketball dribbling. Subjects were 36 healthy and non-athlete girls (mean and SD of age 21.8±2.23 years, height 163.4±6.19cm and weight 57.5±10.13kg) ...
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The aim of this study was to survey the effect of arousal by the presence of audience and music and their comparison on learning and performance of basketball dribbling. Subjects were 36 healthy and non-athlete girls (mean and SD of age 21.8±2.23 years, height 163.4±6.19cm and weight 57.5±10.13kg) were divided into three groups of audience (n=12), music (n = 12) and control (n = 12) randomly. Training protocol in the acquisition stage included basketball dribbling of Harrison test for 6 weeks, 3 sessions per week, and 30 seconds per session with the presence of motivational factors in separate groups. Score of dribbling test was record per session, then posttest was carried out and finally after two weeks of detraining, retention test was performed in the same condition and transfer test like the real condition of competitions (with the presence of music and audience) was performed 24 hours later. Rest heart rate index was used to maintain the subjects in the same level of arousal. To analyze the data, one-way ANOVA test, ANOVA with repeated measures and Bonferroni post hoc test was used. Results showed that all groups improved their skill learning in the acquisition stage. Also, there was a significant difference in basketball dribbling scores among the groups in the acquisition stage (p=0.0001) and this difference was higher in the control group (i.e. audience and music groups had weaker performance in the posttest of acquisition stage). But in retention and transfer tests, music and audience groups were at an advantage; audience group achieved the highest scores in retention test and music and audience groups gained higher significant scores than control group in transfer test (p=0.0001).
Kavos Salehi; Davoud Homanian; Mehdi Zarghami; Ishmael Saemi
Volume 2, Issue 3 , October 2010
Abstract
This research aimed to examine the effect of sequential stimuli technique on acquisition, retention and transfer of ocular motor sequence. First sequential stimuli, time record, response error software was designed. 60 right-handed novices (15-18 years) were divided into five groups (blocked – explicit, ...
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This research aimed to examine the effect of sequential stimuli technique on acquisition, retention and transfer of ocular motor sequence. First sequential stimuli, time record, response error software was designed. 60 right-handed novices (15-18 years) were divided into five groups (blocked – explicit, blocked – implicit, random – explicit, random-implicit and control). All groups performed a pretest and then (except control group) participated in five training sessions and in each session performed three blocks of ten trials with blocked and random methods. In explicit groups, participants were aware of the aim of task but in implicit groups, they were unaware. During the acquisition phase, control group were only in lab environment and the day after the acquisition, participants took part in retention and transfer tests. The data were analyzed using student-t, repeated measures and two-way analysis of variance tests. The finding showed that the subjects significantly improved in accuracy and time of response in the acquisition phase (P>0.05); but there was no significant different among groups. However, implicit learning groups progressed as much as the explicit learning groups; this finding explained the effectiveness of implicit knowledge in motor skills learning. The retention test showed that random practice was better than blocked practice in movement accuracy but the type of practice did not affect the retention of sequential reaction time. In transfer test, all groups showed transfer to the new sequence only in accuracy but not response time. However, findings showed blocked practice led to sensorimotor integration and timing, whereas random practice led to better stimulus-response association. Overall findings of this research supported this idea that learning that occurs in the context of interference can show retention and transfer to another task.
Rasoul Suzande pour; Ahmad Reza Movahedi; Leila Mazaheri; Gholamreza Sharifi
Volume 1, Issue 1 , July 2009, , Pages 61-77
Abstract
The purpose of the present study was to compare the effects of two methods of self-modeling and video demonstration of an expert on the acquisition and retention of volleyball serve skill. Participants were 30 students (aged between 12 and 14) who were assigned into two homogeneous groups after the pretest. ...
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The purpose of the present study was to compare the effects of two methods of self-modeling and video demonstration of an expert on the acquisition and retention of volleyball serve skill. Participants were 30 students (aged between 12 and 14) who were assigned into two homogeneous groups after the pretest. The self-modeling group (n = 15) watched their performances in the criterion task via a video while the expert demonstration group (n = 15) observed the performance of an expert in the criterion task via a video. Both groups received the verbal cues and instructions. The two groups exercised the task for 4 weeks, 3 sessions per week. Immediately after the 12th session of exercise, a posttest, and 10 days later, a retention test was taken. Paired and independents t test were used to analyze the data. Results showed that both groups improved their performances significantly in acquisition and retention tests. No significant difference was found between the two groups in the acquisition of the skill but the expert demonstration group significantly improved their serve skill in the retention test. It seems that video demonstration of an expert improves students’ learning of volleyball serve skill.
Neda Shahrzad; Abbas Bahram; Mohsen Shafizade; Marjan Safari
Volume 1, Issue 1 , July 2009, , Pages 115-133
Abstract
The Purpose of this investigation was to study the effect of variability of practice and age on retention and transfer of the over-arm throwing accuracy in children. Khalajy and Shafizadeh’s (1383) test of over-arm throwing accuracy was adjusted and used in this study. 48 right-handed female children ...
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The Purpose of this investigation was to study the effect of variability of practice and age on retention and transfer of the over-arm throwing accuracy in children. Khalajy and Shafizadeh’s (1383) test of over-arm throwing accuracy was adjusted and used in this study. 48 right-handed female children (16 children in each age group of 4, 5 and 6 years old) were selected voluntarily. Each age group was divided into the variable and constant practice groups according to their pretest scores. The variable group practiced with different target sizes whereas constant group practiced only with one target size. Acquisition phase lasted 3 days; each day included 4 blocks of 6 trials with their right hand. The collected data from acquisition phase, retention test, and immediate and delayed transfer tests were analyzed by mixed factorial ANOVA and Tukey follow-up test. The results showed no significant difference between constant and variable groups in retention test (P>0.05). But in immediate and delayed transfer tests, variable group outperformed constant group (P
Rasoul Hemayat talab; Ali Moradi; Mohammad Reza Boroumand; Ruqiya Fakhrpour
Volume 1, Issue 3 , January 2009, , Pages 5-22
Abstract
The purpose of this research was to compare block, random and randomized block training on the acquisition, retention and transfer of volleyball serves. For this purpose, 34 students of Shomal university were selected randomly and after primary rules of volleyball were explained and instructed and pretest ...
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The purpose of this research was to compare block, random and randomized block training on the acquisition, retention and transfer of volleyball serves. For this purpose, 34 students of Shomal university were selected randomly and after primary rules of volleyball were explained and instructed and pretest was performed, they were divided into 3 groups (block, random and randomized block training). The subjects participated in 15 practice sessions (5 weeks, 3 sessions each week). After the training sessions, posttests including acquisition test (exactly at the end of the last session), retention and transfer tests (after one week) were performed. Kolmogorov – Smirnov (K-S) test, one-way ANOVA, and post hoc Tukey test were used to analyze the data. The results showed that in the acquisition stage, the block group significantly had better performance than the others. But in the retention test, there was no significant difference among groups. Meanwhile, the randomized-block group had significantly better performance in the transfer test.
Farnaz Torabi; Mahmud Sheikh; Elahe Arabameri; Rasoul Hemattalab; Fazlolah Bagherzadeh
Volume 1, Issue 3 , January 2009, , Pages 65-82
Abstract
The aim of this study was to compare the effect of audience and music on learning and performance of basketball free throw. Subjects were 36 healthy non-athlete girls (age: 22.8±1.59 years, height: 163.1± 5.63 cm and weight: 54.5±7.06) who were randomly divided into three groups of audience (n=12), ...
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The aim of this study was to compare the effect of audience and music on learning and performance of basketball free throw. Subjects were 36 healthy non-athlete girls (age: 22.8±1.59 years, height: 163.1± 5.63 cm and weight: 54.5±7.06) who were randomly divided into three groups of audience (n=12), music (n=12) and control (n=12). Protocol of acquisition phase included basketball free throw for 6 weeks, 3 sessions per week, and 15 trails each session with the presence of motivational factors in separate groups. Score of free throw test was recorded per session. Then, posttest was carried out and finally after 2 weeks of detraining, retention test was performed in the same condition for all groups. Transfer test in a new condition (different from training condition) was performed 24 hours later. Heart rate index was used to asses the level of arousal of subjects at rest and during training. To analyze data, one-way ANOVA test, analysis of variance with repeated measures and Bonferroni post hoc test were used. Results showed that all groups improved in the acquisition phase and there was no significant difference in free throw scores among the three groups in the acquisition test (P=0.145). But in the retention test, music group achieved highest scores and in transfer test, music and audience groups were significantly higher than the control group (P=0.000).
