نوع مقاله : مقاله پژوهشی Released under CC BY-NC 4.0 license I Open Access I

نویسندگان

1 دانشیار، دانشکدة علوم ورزشی، دانشگاه اصفهان، اصفهان، ایران

2 کارشناسی ارشد، دانشکدة علوم ورزشی، دانشگاه اصفهان، اصفهان، ایران

3 استادیار، دانشکدة علوم ورزشی، دانشگاه اصفهان، اصفهان، ایران

چکیده

هدف از این پژوهش بررسی امکان استفاده از کاهش خطاهای مرحلۀ تمرین برای تسهیل فرایندهای یادگیری حرکتی ضمنی در کودکان بود. تعداد 30 دانش‌آموز (میانگین سن = ۳۲/۱ ±۳۳/۱۱سال) با دید بسته، کیسه‌های نخود را با ترتیب از فاصله‌های نزدیک به دور یا دور به نزدیک پرتاب کردند. گروه نزدیک به دور مرحلۀ اکتساب را از مسافت 2 متری هدف آغاز کرد. سپس تکلیف را از فاصله‌های 3، 4، و 5 متری تمرین کردند. گروه دور به نزدیک مرحلۀ تمرین را از مسافت 5 متری آغاز کرد و سپس به‌ترتیب به 4، 3، و 2 متر رفت. آزمون‌های تکلیف منفرد و تکلیف دوگانۀ تأخیری از  5/3 متری هدف گرفته شد. در مرحلۀ اکتساب، نسبت خطاهای گروه نزدیک به دور (کَم‌خطا) از گروه دور به نزدیک (پُرخطا) به میزان معناداری کمتر بود. در آزمون تکلیف منفرد، تفاوت بین‌گروهی معنا‌دار پیدا نشد. یافته‌ها همچنین نشان داد گروه کم‌خطا، در شرایط تکلیف دوگانه تکلیف را با خطای کمتری نسبت به گروه پرخطا انجام داد. نتیجه‌گیری شد که خطاهای کمتر هنگام تمرین یک مهارت حرکتی می‌تواند استفاده از فرایندهای یادگیری حرکتی ضمنی در کودکان را تسهیل کند.

کلیدواژه‌ها

عنوان مقاله [English]

Errorless Practice to Facilitate Implicit Motor Learning in Children

نویسندگان [English]

  • Hamid Salehi 1
  • Mahboubeh Mehrvarz 2
  • Mehdi Rafaei 3

1 Associate Professor, Faculty of Sport Sciences, University of Isfahan, Isfahan, Iran

2 MSc, Faculty of Sport Sciences, University of Isfahan, Isfahan, Iran

3 Assistant Professor, Faculty of Sport Sciences, University of Isfahan, Isfahan, Iran

چکیده [English]

The aim of this study was to determine if the reduction of errors during practice facilitates implicit motor learning processes in children. 30 children (meanage =11.33±1.32 yr) threw beanbags with a near-to-far or a far-to-near order, while their vision was occluded. The near-to-far group began the acquisition phase at a distance of 2 m from the target. Then, they practiced the task at a distance of 3 m, 4 m and finally 5 m from the target. Far-to-near group began the practice phase at the distance of 5 m and then moved to 4 m, 3 m and 2 m respectively. Delayed single-task and dual-task tests were administered at a distance of 3.50 m from the target. During the acquisition phase, the ratio of errors made by the near-to-far (errorless) group was found to be significantly less than the far-to-near (errorful) group. No significant intergroup difference was found in the single-task test. The results also revealed that the errorless group performed the task with less errors than the errorful group in the dual-task condition. It was generally concluded that less errors during practicing a motor skill can facilitate the use of implicit motor learning processes in children.

کلیدواژه‌ها [English]

  • dual-task
  • errorless learning
  • implicit learning
  • throwing
1.   Adams JA. A closed-loop theory of motor learning. Journal of Motor Behavior. 1971;3:111-50.
2.   Fitts PM, Posner MI. Human performance. Oxford, England: Cole/Brooks; 1967.
3.   Schmidt RA. A schema theory of discrete motor skill learning. Psychological Review. 1975;82(4):225-60.
4.   Masters RSW. Knowledge, knerves and know‐how: The role of explicit versus implicit knowledge in the breakdown of a complex motor skill under pressure. British Journal of Psychology. 1992;83(3):343-58.
5.   Maxwell JP, Masters RSW, Kerr E, Weedon E. The implicit benefit of learning without errors. The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology. 2001;54(4):1049-68.
6.   MacMahon K, Masters RSW. The effects of secondary tasks on implicit motor skill performance. International Journal of Sports Psychology. 2002;33(3):307-24.
7.   Masters RSW, Maxwell JP. The theory of reinvestment. International Review of Sport and Exercise Psychology. 2008;1(2):160-83.
8.   Masters RSW, Poolton JM. Advances in implicit motor learning. In: Hodges NJ, Williams AM, editors. Skill Acquisition in Sport: Research, Theory and Practice. 2 ed. London & New York: Routledge; 2012. p. 59-76.
9.   Mullen R, Hardy L, Oldham A. Implicit and explicit control of motor actions: Revisiting some early evidence. British Journal of Psychology. 2007;98(1):141-56.
10. Poolton JM, Zachry TL. So you want to learn implicitly? Coaching and learning through implicit motor learning techniques. International Journal of Sports Science and Coaching. 2007;2:67-78.
11. Guadagnoli MA, Lee TD. Challenge point: A framework for conceptualizing the effects of various practice conditions in motor learning. Journal of Motor Behavior. 2004;36(2):212-24.
12. Magill RA, Anderson D. Motor Learning and Control: Concepts and Applications. 10 ed. New York: McGraw-Hill Education; 2013.
13. Shea JB, Morgan RL. Contextual interference effects on the acquisition, retention, and transfer of a motor skill. Journal of Experimental Psychology: Human Learning and Memory. 1979;5(2):179-87.
14. Sanli EA, Lee TD. What roles do errors serve in motor skill learning? An examination of two theoretical predictions. Journal of Motor Behavior. 2014;46(5):329-37.
15. Sanli EA, Lee TD. Nominal and functional task difficulty in skill acquisition: Effects on performance in two tests of transfer. Human Movement Science. 2015;41:218-29.
16. Masters RSW, van der Kamp J, Capio C, Côté J, Lidor R. Implicit motor learning by children. In: Côté J, Lidor R, editors. Conditions of Children's Talent Development in Sport: Fitness Information Technology; 2013. p. 21-40.
17. Mohamadi J, Ghamari A, Herasi SA. Learning and generalization of the errorless and error full practice in girls 10 to 12 years. Motor Behavior. 2015;8(23):49-64 (In Persian).
18. Capio CM, Poolton JM, Sit CHP, Holmstrom M, Masters RSW. Reducing errors benefits the field‐based learning of a fundamental movement skill in children. Scandinavian Journal of Medicine & Science in Sports. 2013;23(2):181-8.
19. Buszard T, Farrow D, Reid M, Masters RSW. Scaling sporting equipment for children promotes implicit processes during performance. Consciousness and Cognition. 2014;30:247-55.
20. Chiviacowsky S, Wulf G, de Medeiros FL, Kaefer A, Tani G. Learning benefits of self-controlled knowledge of results in 10-year-old children. Research Quarterly for Exercise and Sport. 2008;79(3):405-10.
21. Ávila LTG, Chiviacowsky S, Wulf G, Lewthwaite R. Positive social-comparative feedback enhances motor learning in children. Psychology of Sport and Exercise. 2012;13(6):849-53.
22. Poolton JM, Masters RSW, Maxwell JP. Passing thoughts on the evolutionary stability of implicit motor behaviour: Performance retention under physiological fatigue. Consciousness and Cognition. 2007;16(2):456-68.
23. Poolton JM, Masters RSW, Maxwell JP. The relationship between initial errorless learning conditions and subsequent performance. Human Movement Science. 2005;24(3):362-78.
24. Masters RSW, Poolton JM, Maxwell JP. Stable implicit motor processes despite aerobic locomotor fatigue. Consciousness and Cognition. 2008;17(1):335-8.
25. Ghamari A, Mohamadi J, Mohamadi M. The effect of errorless and error full practice on learning and transfer of dart throwing skill in adolescents with intellectual disabilities. Motor Behavior. 2015;7(21):111-26 (In Persian).
26. Renshaw I, Chow JY, Davids K, Hammond J. A constraints-led perspective to understanding skill acquisition and game play: A basis for integration of motor learning theory and physical education praxis? Physical Education and Sport Pedagogy. 2010;15(2):117-37.
27. van Abswoude F, Santos-Vieira B, van der Kamp J, Steenbergen B. The influence of errors during practice on motor learning in young individuals with cerebral palsy. Research in Developmental Disabilities. 2015;45-46:353-64.