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.
Abdollah Hemayattalab; Hasan Mohammadzadeh
Abstract
This study examined the effect of general and specific practice on the presence of a special skill. 24 healthy university students with no history of basketball were selected. After a pretest, they performed constant and variable practice (in constant and variable groups) for 5 weeks and 3 sessions per ...
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This study examined the effect of general and specific practice on the presence of a special skill. 24 healthy university students with no history of basketball were selected. After a pretest, they performed constant and variable practice (in constant and variable groups) for 5 weeks and 3 sessions per week. A performance test was conducted at the end of every week and retention and transfer tests were conducted after 2 days of detraining. The ANOVA test with repeated measures was used to analyze data. The results showed that the constant practice was better during performance in practice sessions and the variable practice was better in transfer of the mentioned skill. Also, no differences were observed in basketball throw from the penalty location between constant and variable practice groups in retention test. This finding did not support the hypothesis of special skill in basketball throw skill. Therefore, the coaches and players are recommended to use variable practice for more learning of basketball throw skill.
Fariba Hasan Barani; Behrooz Abdoli; Shaghayegh Modaberi
Abstract
Recently, researches on motor learning have illustrated that learning with effortless process supports learning under psychological stress. Also, contextual interference and practice specificity theories are among those theories which investigate desired practice conditions. The current study aimed at ...
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Recently, researches on motor learning have illustrated that learning with effortless process supports learning under psychological stress. Also, contextual interference and practice specificity theories are among those theories which investigate desired practice conditions. The current study aimed at identifying cognitive effort and effortless process based on contextual interference and practice specificity theories. 30 participants were randomly divided into three groups of specificity, random and serial. After the pretest, groups practiced the throwing task for three days. After two transfer tests, subjects were asked to write down the verbal protocol with all details. The results of combined analysis of variance test (3*3) (group*day) revealed the effect of performance progress in practice days and one-way ANOVA tests revealed a significant difference between specificity and random groups during 1 and 2 transfer tests (P˂0.017). It was concluded that specificity and random groups used effortless and implicit process; therefore, coaches and therapists are recommended to use these two methods to instruct motor skills.
