Sepehr Ferdousi; Mahdi Shahbazi; Elahe Arabameri
Abstract
Introduction: The purpose of present study was to test the effect of contextual interference and self-regulation on the transfer of volleyball services (underhand and windmill service).Methods: Participants were 39 male students (20-25 years old) were randomly assigned to one of three groups (blocked, ...
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Introduction: The purpose of present study was to test the effect of contextual interference and self-regulation on the transfer of volleyball services (underhand and windmill service).Methods: Participants were 39 male students (20-25 years old) were randomly assigned to one of three groups (blocked, random and self-regulation) and performed total of 40 trials of volleyball service each session (6 sessions). The blocked group practiced 40 trials of one service each session but the random group randomly practiced both services. In self-regulated group, the type of services in each session was determined by subjects. The transfer test was conducted one week after practice period in 5 trials. In order to analyze the data, the one-way analysis of variance and the Tukey’s post hoc tests were used.Results: The comparison between the pre-test and transfer test showed that the difference between blocked and random groups was not statically significant. The self-regulation group had higher transfer scores compared to blocked and random groups.Conclusion: The results of present work support the contexuual interference affect but it’s not significant. Self-regulated practices involve the subjects in learning processes. Also, with his method, they participate more activity in determining the characteristics of the exercise. These factors lead to the improvement of learning and better performance.
Hamid Salehi; Somayeh Shahdousti; Mehdi Rafaei Boroujeni; Maryam Nezakatalhosaini
Abstract
To create more efficient learning environments, the learner’s role and his/her influence on the learning process should be considered. The aim of this study was to determine the way self-controlled practice affected performance and learning of motor patterns. 60 female undergraduate students (mean ...
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To create more efficient learning environments, the learner’s role and his/her influence on the learning process should be considered. The aim of this study was to determine the way self-controlled practice affected performance and learning of motor patterns. 60 female undergraduate students (mean age = 20.73 yr., SD = 2.98) were randomly assigned to four groups that ordered self-controlled practice or three yoked-to-self-controlled. In the acquisition phase, the self-controlled group was told they could choose whichever of three motor patterns they wanted before they practiced each trial. Each self-controlled participant’s practice schedule was served as the predetermined practice schedule for each corresponding participant in the yoked control groups. The yoked control participants practiced the tasks with high, low, or no (classic yoked-control) variability. The results showed that the self-controlled group performed the tasks faster than the other yoked control groups in both the acquisition phase and the retention tests. The findings suggest that if the learners are allowed to choose the sequence of practice in multiple motor skills, this would have facilitating effects on their performance and motor learning.
Mojtaba Jalalvand; Abbas Bahram; Afkham Daneshfar; Saeed Arsham
Abstract
Aim: This study aimed to determine effect of self-control of task difficulty on accurate and movement pattern golf putting. Methodology: Thirty novice undergraduate students (14 Female and 16 male; average age 21.1 ± 1.64 years) were quasi-randomly assigned to two groups. Before performing each ...
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Aim: This study aimed to determine effect of self-control of task difficulty on accurate and movement pattern golf putting. Methodology: Thirty novice undergraduate students (14 Female and 16 male; average age 21.1 ± 1.64 years) were quasi-randomly assigned to two groups. Before performing each trial during the acquisition phase, the self-control group was told they could choose any of the pre-set distances from the target: (25, 50, 75, 100, 125, 150, 175 and, 200 cm). Each self-control participant’s practice schedule was served as the predetermined practice schedule for each corresponding yoked participant. Participants practiced eight blocks of 10 trials. To analyze the radial error (in acquisition and tests phases) and the movement pattern score (in tests) mixed variance analysis with repeated measures on the last factor was used. The movement pattern score in acquisition phase was analyzed using t test. Results: Based on the results, radial errors across different groups in the acquisition phase did not vary, but the radial error of the self-control group in retention, single task transfer and dual-task transfer tests was lower compared to the yoked group (ps < 0.001). In acquisition and test phases, the golf putting movement pattern was better than that of yoked group (ps < 0.001). Conclusion: The efficacy of self-control of task difficulty is explained with reference to the challenge point framework.
Shila Safavi; Maryam Nezakatolhosayne; Elham Abedi
Abstract
A match of the students' traits and teaching and training styles of sport skills has received researchers' attention. The aim of the present study was to investigate the interaction of physical self-concept and coach-oriented and self-regulated training styles in acquisition, retention and transfer ...
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A match of the students' traits and teaching and training styles of sport skills has received researchers' attention. The aim of the present study was to investigate the interaction of physical self-concept and coach-oriented and self-regulated training styles in acquisition, retention and transfer of volleyball serve of collegiate female students. 50 female students (age: 18-25) were assigned to high and low physical self-concept groups. Then, each group was divided into coach-oriented and self-regulated styles. Participants exercised the criterion task for 6 weeks, 4 sessions per week in their special training condition. AAHPERD test and Physical Self-Concept Questionnaire were used for data collection. Acquisition tests were administered every week while retention and transfer tests were administered 3 days after the last training session and one hour after the retention test respectively. The data were analyzed by ANOVA with repeated measures and ANOVA. Results showed that the high self-concept group practicing the task with self-regulated style showed the best performance in acquisition, retention and transfer phases. The other groups showed similar performances. Results clearly showed that participants with high physical self-concept who exercised volleyball serve skill with self-regulated style had the highest skill acquisition and learning.
Roza Rahavi; Masoumeh Shojaei; Zahra Estiri; Hasan Naghizadeh
Abstract
Contextual interference is one of the instructional methods for several skills.The aim of this research was to determine the effects of interference beforeperformance and interference during performance on the acquisition and retentionof generalized motor program and parameter in basketball skills with ...
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Contextual interference is one of the instructional methods for several skills.The aim of this research was to determine the effects of interference beforeperformance and interference during performance on the acquisition and retentionof generalized motor program and parameter in basketball skills with an emphasison the examination of contextual interference hypotheses and self-regulationlearning theories. In interference before performance, self-practice schedules isgenerated (self-regulation effect) and interference during performance,experimenter-imposed practice schedule is generated (contextual interferenceeffect). For this purpose, 120 students of Yazd University (age range 19-21 yearsold) who had no prior experience in basketball skills volunteered to participate inthis study. Participants were randomly assigned to 10 groups (each 12 subjects); 5groups practiced with generalized motor program (dribble, chest pass and freethrow skills) and 5 groups practiced with parameter (free throw from differentdistances) in practice schedules (blocked, random, serial, self-regulated and yokedto self-regulated). To collect data, throw and pass test (AAHPERD basketball test)and dribble test (Johnson basketball test) were used. After the pretest, in theacquisition phase, subjects took part in 5 training sessions including 45 trails persession (15 trails each block) for 5 days. After 48 hours, they participated inretention test with 15 trails (5 trials each task). The data were analyzed by one-way ANOVA, factor analysis of variance with repeated measures, LSD and Duncanpost hoc tests. Results showed a significant difference among practice schedules inacquisition and retention phases of generalized motor program, that is, the effect ofcontextual interference was observed in this program (p<0.05). Also, there was asignificant difference among the schedules in acquisition and retention phases ofparameter, that is, controlling the design of practice has a positive effect onlearning (p<0.05). Thus, the results suggested that during learning process, theeffect of interference before performance was more important than duringperformance.
Roza Rahavi; Zahra Estiri
Abstract
The aim of this research was to determine the effect of contextual interference derived from self-regulation practice with regard to type of task on acquisition and retention of tracking tasks with an emphasis on meta-cognition hypotheses (cognition and meta-cognition phenomena). For this purpose, 24 ...
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The aim of this research was to determine the effect of contextual interference derived from self-regulation practice with regard to type of task on acquisition and retention of tracking tasks with an emphasis on meta-cognition hypotheses (cognition and meta-cognition phenomena). For this purpose, 24 right handed male and female students of Yazd University (mean age: 22± 1.7) were selected via self-regulation questionnaire as high self-regulated subjects. They were randomly assigned to two different groups: simple tracking (n=12) or complex tracking (n=12). The method was quasi-experimental. The tracking tasks used in this study were designed by software whose aim was tracking with highest speed and lowest error. The movement time and movement error (click) as well as the number of pattern switches were assigned as scores in different groups. The subjects practiced 8 blocks of 16 trails per session; then, they participated one block of 16 trials in the immediate and delayed (after 72 hours) retention phases. The data were analyzed by ANOVA with repeated measures and t test in acquisition phase and retention tests. Results showed no significant difference between the two groups in two types of tasks in acquisition and immediate and delayed retention phases of movement time. A significant difference was observed in movement error in the acquisition phase (P<0.05) while this difference was not observed in immediate and delayed retention phases. There was a significant difference between the groups in the two types of tasks in the acquisition phase of the number of pattern switches, that is, the complex tracking group asked for lower number of pattern switches. Also, t test results showed a significant difference between the first and eighth block of simple tracking task to compare the number of pattern switches while no significant difference was observed in the complex tracking task. Thus, the finding suggested that self-regulated subjects with a perception of task complexity created levels of contextual interference and then reduced it through continuing the practice.
Roza Rahavi; Mohammad ali Aslankhani; Behrooz Abdoli; AbdulWahab Vahabzade
Volume 1, Issue 2 , October 2009, , Pages 65-85
Abstract
The aim of the present study was to investigate the effects of various scheduled practices (self-regulated and non-self-regulated) on the acquisition, retention and transfer of simple and complex tracking tasks. 96 right-handed undergraduate students (age rang: 18-24 years old) volunteered to participate ...
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The aim of the present study was to investigate the effects of various scheduled practices (self-regulated and non-self-regulated) on the acquisition, retention and transfer of simple and complex tracking tasks. 96 right-handed undergraduate students (age rang: 18-24 years old) volunteered to participate in this study (48 females, 48 males). These students participated in physical education classes (1 & 2) in their first semester of 1387-88. Participants were assigned to one of eight different groups (n=12), which differed in types of tasks performed (simple tracking or complex tracking) and the practice schedule used (blocked, random, self-regulated, or yoked). The method was quasi-experimental. These tasks were designed as software and appeared on a computer monitor. The movement time and movement error (click) were assigned as scores in different groups. After the pretest, the subjects practiced 8 16-trial blocks in 2 sessions. 24 hours later, they participated in the retention and transfer tests. The data were analyzed by mixed factorial ANOVA and Bonferroni post hoc test. The results showed a significant difference between various scheduled practices and type of task in various stages of movement time (P