Hamid Salehi; Mahboubeh Mehrvarz; Mehdi Rafaei
Abstract
The aim of this study was to determine if the reduction of errors during practice facilitates implicit motor learning processes in children. 30 children (meanage =11.33±1.32 yr) threw beanbags with a near-to-far or a far-to-near order, while their vision was occluded. The near-to-far group ...
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The aim of this study was to determine if the reduction of errors during practice facilitates implicit motor learning processes in children. 30 children (meanage =11.33±1.32 yr) threw beanbags with a near-to-far or a far-to-near order, while their vision was occluded. The near-to-far group began the acquisition phase at a distance of 2 m from the target. Then, they practiced the task at a distance of 3 m, 4 m and finally 5 m from the target. Far-to-near group began the practice phase at the distance of 5 m and then moved to 4 m, 3 m and 2 m respectively. Delayed single-task and dual-task tests were administered at a distance of 3.50 m from the target. During the acquisition phase, the ratio of errors made by the near-to-far (errorless) group was found to be significantly less than the far-to-near (errorful) group. No significant intergroup difference was found in the single-task test. The results also revealed that the errorless group performed the task with less errors than the errorful group in the dual-task condition. It was generally concluded that less errors during practicing a motor skill can facilitate the use of implicit motor learning processes in children.
Hesam Ramezanzade; Marziyeh Doraneh Kord
Abstract
The aim of this study was to investigate the interactional effect of instruction type of attention focus and two methods of learning (errorless and errorful) on performance and learning of dart throwing skill. It is likely that instruction type of attention focus has a different effect on performance ...
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The aim of this study was to investigate the interactional effect of instruction type of attention focus and two methods of learning (errorless and errorful) on performance and learning of dart throwing skill. It is likely that instruction type of attention focus has a different effect on performance when functional difficulty of task changes. 60 female students were randomly assigned to six groups: internal-errorless, external-errorless, control-errorless, internal-errorful, external-errorful and control-errorful. Errorless groups began their practice with low distance from the target and gradually increased the distance. This was opposite in errorful groups. Internal attention groups focused their attention on elbow and wrist of their throwing hand. External attention groups focused their attention on dart board. After pretest, subjects performed 5 blocks (60 trials each block) and participated in retention test after 48 hours. Factor analysis of variance was used to analyze the data. The results showed no significant differences between internal and external focus in the errorless groups (P>0.05), there was a significant difference among the groups in errorful learning condition (P=0.043). There was a significant difference between errorless and errorful conditions in internal focus groups (in favor of errorless group) (P=0.012). It seems that the challenging role of practice condition is very important in the effectiveness of instruction type of attention focus. It is recommend that errorless learning should be used when using internal attention focus instruction at the beginning of practice.
