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.
Manochehr Ghalkhani; Ali Heirani; Vahid Tadibi
Volume 3, Issue 2 , October 2012, , Pages 99-117
Abstract
Cognitive teaching methods facilitate the acquisition of motor skills; among these methods, the combination of physical, observational and imagery exercises has been the focus of recent investigations. The aim of this study was to investigate the facilitative effect of the combination of physical, observational ...
Read More
Cognitive teaching methods facilitate the acquisition of motor skills; among these methods, the combination of physical, observational and imagery exercises has been the focus of recent investigations. The aim of this study was to investigate the facilitative effect of the combination of physical, observational and imagery exercises on immediate and delay retention of badminton high serve. The statistical population consisted of all male Razi University students. 84 students (mean age of 20.42+1.4 yr and score of imagery ability of 48.69+6.19) voluntarily participated in this study. Pretest included immediate and delay retention of badminton high serve using Scott and Fox test. Then, participants were assigned to homogenous groups according to their pretest (each group 12 participants): physical, observation, imagery, physical-observation, physical-imagery, observation-imagery, and physical-observation-imagery. Participants accomplished three sessions of 90 trials of badminton high serve. At the end of the final training session, an immediate test of retention was administered followed by a test of delay retention after 48 hours. One-way ANOVA test indicated that in both immediate and delay retention, the physical-observation-imagery group and the physical group significantly performed high serve better than other groups (p
