Roya Mahdipour; Mahdi Namazizadeh; Rokhsareh Badami; Hamid Mirhosseini
Abstract
Introduction: The purpose of the current study was to examine the simultaneous effect of the transcranial direct current stimulation (tDSC) and observational learning on learning of basketball free throw. Methods: In semi-experimental study with repeated measure design, 30 novice female students ...
Read More
Introduction: The purpose of the current study was to examine the simultaneous effect of the transcranial direct current stimulation (tDSC) and observational learning on learning of basketball free throw. Methods: In semi-experimental study with repeated measure design, 30 novice female students in free basketball throw accessibly selected and randomly located in 2 tDCS with model observation and artificial stimulation with model observation groups. In pre test phase, participants throw 15 trials basketball free throw. Intervention phase done in 5 consecutive days that each day electrical stimulation of the brain was performed from the motor cortex (C3 anode & Fp2 anode), and artificial stimulation with model observation, and then participants performed 15 free basketball throws. In last session post test phase executed. One week and 21 days after post test phase respectively executed short term and long term retention phase. Data analyzed with ANOVA with repeated measure statistical method.Results: The result indicated that tDCS with model observation (F= 22.327, sig =0.0001, η2 =0,615) and artificial stimulation with model observation (F= 3.044, sig =0.023, η2 =0,179) significantly improved basketball free throw. Other results indicated that tDCS with model observation than artificial stimulation with model observation cause improvement basketball free throw in post test (p=0.002), short term test (p=0.002) and long term test (p=0.001). Conclusion: Overall, the results of the current study indicated that tDCS with model observation can be effective as a new training method in addition to model observation to improve basketball free throw skills.
Maryam Kavyani; Behrouz Abdoli; Reza Ebrahimi
Abstract
The main aim of this study was to investigate the effect of cognitive empowerment on working memory and observational learning of dart throwing skill in children. 40 students aged between 10 and 11 were selected by convenience sampling method. In the first phase, cognitive empowerment was performed and ...
Read More
The main aim of this study was to investigate the effect of cognitive empowerment on working memory and observational learning of dart throwing skill in children. 40 students aged between 10 and 11 were selected by convenience sampling method. In the first phase, cognitive empowerment was performed and in the second phase observational learning of dart throwing skill was performed. In the first phase, the cognitive pretest was performed and the subjects were divided into two homogenies groups (each group 20 subjects): cognitive practice and no cognitive practice based on their age and pretest scores. The cognitive group received 8 sessions (45 minutes per session) of cognitive empowerment practice. Then, both groups received cognitive posttest. The cognitive tests were performed using Corsiblack (working memory) software. In the second phase of the study, each of the first phase groups were divided into 2 groups (10 subjects each group): observational + physical and physical. After dart throwing pretest, dart throwing was practiced in the form of observational and physical (3 sections of 20 throwing). The observational + physical group watched the skilled model of dart throwing through video in addition to dart throwing. Then, posttest was performed at the end of the second phase. Analysis of variance with repeated measures of 2 * 3 and 4 * 2 was used. The results showed that the working memory of cognitive group was significantly better than non-cognitive group. The cognitive + observational + physical group performed significantly better in the dart posttest than the other groups. It seems that cognitive empowerment can facilitate learning trough observation.
Leila Ghandehari Alavijeh; Shahzad Tahmasebi Boroujeni; Mehdi Shahbazi
Abstract
Theoretically, skill presentation will change behavior through processes such as imitation and motor repetition. If we want learning to happen, we need a process called training. Training can be delivered by the instructor through verbal and non–verbal instructions to the learner. One type of non–verbal ...
Read More
Theoretically, skill presentation will change behavior through processes such as imitation and motor repetition. If we want learning to happen, we need a process called training. Training can be delivered by the instructor through verbal and non–verbal instructions to the learner. One type of non–verbal instruction is pattern representation in which learner can learn through observation. The purpose of this model is to use the pattern representation as a means of transmitting information. Thus, the aim of this study was to evaluate the effect of three training methods: immediate, interspersed and combined imitation on Juno kata form performance. Therefore, 45 girls (9-12 years old) in Tehran city voluntarily participated in this study and were divided into three groups (each group 15 subjects) based on the type of intervention. Groups of immediate, interspersed and combined imitation had special imitation training programs with specific repetitions. In order to quantify data, 10-point Kata scale was used. As the data distribution and variance homogeneity were obtained, the result of analysis of variance with repeated measures showed that all three observational methods helped to improve the performance and this progress remained stable in the retention and transfer tests (P≤0.05). Also, the results of multivariate analysis of variance showed the priority of immediate imitation group on interspersed (P=0.0005) and combined (P=0.0005) imitation groups. The combined imitation group gained better scores than interspersed group (P=0.0005) and this differences was stable in retention and transfer tests.
Narges Abdoli; Nasrin Parsaei; Hassan Rohbanfard
Abstract
The aim of the present study was to examine the effect of combined observational and shadow practices on learning dart throwing skill. 60 female high school students (17-19 years old) who volunteered to participate in this study were selected and randomly assigned to 5 groups after pretest: observational, ...
Read More
The aim of the present study was to examine the effect of combined observational and shadow practices on learning dart throwing skill. 60 female high school students (17-19 years old) who volunteered to participate in this study were selected and randomly assigned to 5 groups after pretest: observational, shadow, physical, combined (observational-shadow) and the control. During the acquisition phase, the practice groups practiced 60 trials of dart throwing skill based on the specific instructions for each group. 10 minutes after the acquisition phase, immediate retention/transfer tests were conducted and after 24 hours of detraining, delayed transfer/ retention tests were carried out. ANOVA with repeated measures (P=0.05) revealed that practice groups had significantly better performances than the control group (P>0.05). Also, physical and combined groups had significantly better performances than the observational and shadow groups (P<0.05). The combined group enjoyed learning equal to physical practice (P<0.05). Overall, the results indicated that combined observation and shadow practices resulted in learning equal to physical practice. These findings suggest that as this practice method can be applied anytime and anywhere with minimum requirements, it can reduce the educational time and costs and even it can be replaced by physical practice under specific circumstances.
Mohammad Hossein Zamani; Ayoub Hashemi; Rasool Abedanzadeh
Abstract
The aim of this study was to investigate the effect of feed forward augmented information in model observation on learning mini basketball free throw skill in children. For this purpose, 45 children (10 years old) were selected as the sample by convenience sampling method and were divided into three ...
Read More
The aim of this study was to investigate the effect of feed forward augmented information in model observation on learning mini basketball free throw skill in children. For this purpose, 45 children (10 years old) were selected as the sample by convenience sampling method and were divided into three groups: feed forward augmented information + observation, observation + KR feedback, and control (C). The research method was semi-experimental and research design was pretest-posttest and retention test. The task used in this study was mini basketball free throw skill. Firstly, the participants performed 15 trials in the pretest. The acquisition phase consisted of 6 blocks of 15 trials of observation followed by physical training. The retention test was performed 48 hours after the last training block in 15 trials. The data were analyzed by mixed analysis of variance, between-group analysis of variance and Tukey post hoc test. The results showed that both at the acquisition and retention phases, feed forward augmented information + observation group who were knowledgeable about the quality of the model prior to the observation showed better performance than the other two groups (P<0.05). Generally, these results showed that knowledge of the model performance before observation can make learning of a throwing task more significant than the time when they were knowledgeable after the observation. Therefore, it is suggested that feed forward augmented information on the quality of the model before observation should be used to improve the performance of the subjects.
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 ...
Read More
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.
Esmaeil Nasiri; Ahmad Farokhi; Fazlollah Bagherzadeh
Abstract
The purpose of the present study was to examine the effects of self – control modeling , that is presenting moded to learner whenever they asked for it, on learning a timing task.Twenty four right handed subjects (12 males, 12 females, aged 19-20) voluntarily participated in the study and were ...
Read More
The purpose of the present study was to examine the effects of self – control modeling , that is presenting moded to learner whenever they asked for it, on learning a timing task.Twenty four right handed subjects (12 males, 12 females, aged 19-20) voluntarily participated in the study and were assigned randomly to two groups of self – control and yoked.The task was pressing the keys number 1, 4, 5 and 8 on a sequential timing apparatus while keeping certain absolute timig. People in the self – control group received the model whenever they requested it, while subjects in the other group were yoked with self – control group. The experiment consisted of acquistion, retention and transfer phases and absolute timing error was used as dependent variable. Results of factorial ANOVA in acqistion phase showed that even through there were a significant decrement in two groups on absolute timing error (P<0.05), but there were no significant decrement in two groups on absolute timing error (P<0.05), but there were no significant difference between two groups in this changes (P>0.05).Results of retention test failed to show any significant difference between two groups (P>0.05). but in transfer test self – control group showed significantly less error than yoked (P<0.05). the results showed that benefitcial effects of self – control technique anc well generalized to modeling domain and make practice conditions more accordant with informational needs of learners.
Akbar Ghavami; Fatemeh Hosseini; Hasan Mohammadzadeh; Behnam Maleki; Hossien Borhani
Abstract
The aim of this research was to investigate the effect of observing animated
model, static images and combined model on motor learning of handstand balance
skill. 45 subjects (mean age 8.03±1.7 yr) were randomly divided into three experimental
groups: observation of animated model, static images, ...
Read More
The aim of this research was to investigate the effect of observing animated
model, static images and combined model on motor learning of handstand balance
skill. 45 subjects (mean age 8.03±1.7 yr) were randomly divided into three experimental
groups: observation of animated model, static images, combined model. Subjects
trained handstand balance skill for three weeks (three sessions per week). Pretest,
acquisition test and retention test was performed for three groups. Subjects' scores
were obtained by calculating mean scores of three gymnastic referees based on
specific norm of Gymnastics Federation. The results of two-way ANOVA with
repeated measures showed significant effects of the three methods on motor
learning of handstand balance skill (pv=0.001). Also, the results showed no
significant difference between the combined model and animation model groups
(pv=0.156). Finally, both combined model and animation model groups were
better than static images group (pv=0.001). As a whole, results suggest that
observation of animation is a useful modeling method of learning handstand
balance skill in childhood. It is also suggested that static images be used along
with the animations as a supplement.
Maryam Nezakatalhosseini; Ahmadreza Movahedi; Hamid Salehi
Volume 3, Issue 1 , June 2011, , Pages 81-101
Abstract
The purpose of this study was to examine the effect of self-control feedback on relative and absolute timing through observational and physical practices. Participants (n=90) were randomly assigned to physical and observational practice (self-control, yoked, and instructor KR) groups. They practiced ...
Read More
The purpose of this study was to examine the effect of self-control feedback on relative and absolute timing through observational and physical practices. Participants (n=90) were randomly assigned to physical and observational practice (self-control, yoked, and instructor KR) groups. They practiced a sequential timing task, which required participants to press four keys (2, 6, 8, and 4) respectively with regard to relative and absolute timing. Self-control group received KR about the model's performance whenever they requested it whereas the other groups (yoked, instructor) had no control on the feedback schedules. They performed 72 trials during the acquisition phase and 12 trials in retention and transfer phases. ANOVA with repeated measures and a multi-factorial ANOVA were conducted to analyze the collected data. The results demonstrated that during the acquisition phase, relative timing errors were lower in the self-control and instructor groups. During the retention and transfer phases, relative timing errors were lower for the self-control compared with the yoked and instructor groups. In addition, during the retention and transfer phase, absolute timing errors were lower for the yoked compared with the self-control group.
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. ...
Read More
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.
