Motor Development and Learning
Mahboobe Asgarani; Mehdi RafeiBoroujeni; Hamid Salehi
Abstract
Introduction:The purpose of this study was to determine the effect of self-controlled video feedback with and without attentional cues on the learning of the soccer push pass skill in girls.
Methods:A total of 52 female students, with an average age of (11.2 ± 0.6 years) and no prior experience, were ...
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Introduction:The purpose of this study was to determine the effect of self-controlled video feedback with and without attentional cues on the learning of the soccer push pass skill in girls.
Methods:A total of 52 female students, with an average age of (11.2 ± 0.6 years) and no prior experience, were selected through convenience sampling. After pre-testing, participants were randomly assigned to four groups: self-controlled video feedback with attentional cues, self-controlled video feedback without attentional cues and yoked groups with first and second groups. Participants practiced the ball control and push pass skills over four training sessions. During training, the self-controlled groups were allowed to watch their videos whenever they chose, while the yoked groups watched their videos upon the request of self-controlled groups.The attentional cues groups received attentional cues toward important aspects of the skill in addition to watching their videos. Following the training sessions, all participants completed ball control and push pass skill test and a questionnaire measuring their experience of receiving feedback.After 48 hours, retention and transfer tests were conducted.Data were analyzed using analysis of covariance.
Results:There was a significant difference between the self-controlled video feedback with attentional cues group and its yoked group (p=0.005), the video feedback group(p=0.002), and the yoked with video feedback group(p=0.001).Additionally a significant difference was observed between the self-controlled video feedback group and its yoked group(p=0.009).
Conclusion:Skill acquisition is likely to improve when learners are actively engaged in the learning process and are given control over at least some aspects of the practice.
Jalil Mirzaee; Rasool Zeidabadi; Mohammad Reza Shahabi Kaseb
Abstract
Mental fatigue is a psychological state caused by prolonged periods of cognitive activity and decreases physical performance, but its impact on motor learning has been less studied. The aim of this study was to investigate the effect of self-controlled feedback on learning to produce low, medium and ...
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Mental fatigue is a psychological state caused by prolonged periods of cognitive activity and decreases physical performance, but its impact on motor learning has been less studied. The aim of this study was to investigate the effect of self-controlled feedback on learning to produce low, medium and maximum forces in mental fatigue condition. Participants consisted of 28 eligible volunteers who were randomly divided into two groups of self-controlled feedback and yoked. Electrical dynamometer, Stroop test, multidimensional fatigue inventory and the VAS scale were used in this study. Both groups firstly performed the Stroop test for one hour under mental fatigue protocol and they entered the acquisition phase of force production task after making sure that mental fatigue was created. Immediate and delayed retention tests were performed 10 minutes and 48 hours after the end of the acquisition phase respectively. Findings showed that in mental fatigue condition, there was no significant difference between self-controlled feedback and yoked groups in acquisition and retention of different forces. Also, the error produced in learning the medium force was less than those in learning the low and maximum forces in the mental fatigue condition, that is to say the learning of the medium force was significantly better than the low force. The results showed that mental fatigue reduces the effectiveness of self-controlled feedback and destroys learning to produce low and maximum forces more than medium force.
Shida Ehsani; Elahe Arabameri; Ahmad Farokhi; Rasoul Zeydabadi
Volume 1, Issue 2 , October 2009, , Pages 87-102
Abstract
The purpose of the present study was to investigate the effect of self-controlled (SC) and instructor-controlled (IC) feedbacks on the acquisition of dart motor skill using videotape feedback. For this purpose, 200 female volunteer students of University of Tehran participated in this research. After ...
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The purpose of the present study was to investigate the effect of self-controlled (SC) and instructor-controlled (IC) feedbacks on the acquisition of dart motor skill using videotape feedback. For this purpose, 200 female volunteer students of University of Tehran participated in this research. After the questioners had been filled out, 36 individuals were randomly selected from 152 qualified participants. After a 10-trial pretest, they were divided into three groups: SC, IC, and Yoked group. The SC group received videotape feedback whenever they asked for it; the IC group after 5 trails, and the yoked group at the points that SF group received it. All the groups were videotaped. Practice phase consisted of 100 trials including 10 10-trail blocks. Retention and transfer tests were carried out 48 hours later. Foe data analysis, one-way ANOVA, repeated measures and Tukey test were used and EXCEL software was used to draw the plots. The results showed that the type of feedback had a significant effect on the form and accuracy of dart motor skill in acquisition, retention and transfer (P
