Behrouz Abdoli; Alireza Farsi; Masoud Ariafar
Abstract
Motor and field characteristic change is called variability of practice that the learner experiences during skill practice. This study was designed to compare the effect of variability of practice on the basketball free-throw learning in implicit and explicit conditions. For this purpose, 40 male ...
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Motor and field characteristic change is called variability of practice that the learner experiences during skill practice. This study was designed to compare the effect of variability of practice on the basketball free-throw learning in implicit and explicit conditions. For this purpose, 40 male (20-27 years old) Shahid Beheshti University students were voluntarily selected and were randomly divided into four groups: implicit learning with variable practice, implicit learning with constant practice, explicit learning with variable practice and explicit learning with constant practice after a pretest. Variable practice groups performed 45 throws from 1.5, 3 and 4 meters distances from the target while constant practice groups had these throws from 3 meters distance each session for 6 days. Implicit learning groups performed a secondary task of counting from 1000 in a reverse order for every triad number along with the free-throw task. But the explicit learning groups performed the free-throw task without a secondary task. The acquisition, retention (48 hours after the last acquisition phase) and transfer (from a 4.6 meters distance) tests were conducted. For data analysis, analysis of variance with repeated measures, two-way ANOVA and Tukey post hoc test were used (P<0.05). The results showed that all groups improved in the acquisition phase (P>0.001) while the main effect of learning and practice was not significant (P>0.05). In addition, in the retention and transfer phases, the main effect of learning type, practice type and the interaction between practice and learning was not significant (P>0.05). Therefore, the results of the present study disagreed with Schmidt's schema theory.
Zahra Asgari; Behrouz Abdoli
Abstract
The aim of this study was to compare the performance of analogy (implicit),explicit and discovery learning in the retention and transfer of a topspin shot underpsychological pressure. For this purpose, 36 volunteer high school students wererandomly allocated to three treatment conditions: explicit, analogy, ...
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The aim of this study was to compare the performance of analogy (implicit),explicit and discovery learning in the retention and transfer of a topspin shot underpsychological pressure. For this purpose, 36 volunteer high school students wererandomly allocated to three treatment conditions: explicit, analogy, and discoverylearning. After performing 300 trials in the acquisition phase, an immediateretention and transfer test under psychological pressure was performed. Before theacquisition phase, the MSRSQ, after the test, a procedural protocol and CSAI-2Qin two phases were completed by the participants. Results showed no significantdifference among the groups in the immediate retention test. In the transfer test,analogy learning group outperformed the two other groups. In addition, contraryto the analogy group, the two other groups experienced a performance breakdownin the transfer test when compared with the immediate retention test. There was asignificant correlation (positive and negative respectively) between their MSRSQscore and number of verbal rules and their performance under pressure. It appearsthat the dominant process in discovery learning is explicit process. In addition,learning under explicit and implicit conditions for an extended period of timeappears to be quantitatively similar but qualitatively dissimilar; therefore, usinganalogy learning, performers benefit from advantages of resistance againstperformance breakdown under psychological pressure.
