University of Tehran Journal of Sports and Motor Development and Learning 2008-9333 11 3 2019 11 22 The Effect of Immediate, Interspersed and Combined Imitation Training on Motor Performance and Learning in 9-12-Year-Old Novice Karate Kata Girls The Effect of Immediate, Interspersed and Combined Imitation Training on Motor Performance and Learning in 9-12-Year-Old Novice Karate Kata Girls 263 279 74325 10.22059/jmlm.2019.135730.993 FA Leila Ghandehari Alavijeh . Ph.D. Student, Department of Motor Learning and Control, Faculty of Physical Education and Sport Sciences, Ferdowsi University, Mashhad, Iran Shahzad Tahmasebi Boroujeni . Associate Professor, Department of Motor Behavior and Sport Psychology, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran 0000-0002-0875-3993 Mehdi Shahbazi Associate Professor, Department of Motor Behavior and Sport Psychology, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran 0000-0002-2148-4150 Journal Article 2015 11 06 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 (<em>P</em>≤0.05). Also, the results of multivariate analysis of variance showed the priority of immediate imitation group on interspersed (<em>P</em>=0.0005) and combined (<em>P</em>=0.0005) imitation groups. The combined imitation group gained better scores than interspersed group (<em>P</em>=0.0005) and this differences was stable in retention and transfer tests. 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 (<em>P</em>≤0.05). Also, the results of multivariate analysis of variance showed the priority of immediate imitation group on interspersed (<em>P</em>=0.0005) and combined (<em>P</em>=0.0005) imitation groups. The combined imitation group gained better scores than interspersed group (<em>P</em>=0.0005) and this differences was stable in retention and transfer tests. https://jsmdl.ut.ac.ir/article_74325_e7825aa77d58d1549cc352fc44fe114c.pdf