Showing 8 results for Observation
Maryam Nezakat Alhosseini, Abbas Bahram, Ahmad Farrokhi,
Volume 2, Issue 4 (12-2012)
Abstract
The purpose of this study was to examine the effect of self-control feedback on the learningof generalized motor program and parameters during physical and observational practice. Participants (n=90) were randomly assigned to physical and observational practice (self-control, yoked and instructor KR) groups. They practiced a sequential timing task. The task required participants to press four keys (2, 6, 8, and 4).They performed 72 trials during the acquisition phase and 12 in retention and transfer phase. The analyses demonstrated that during the acquisition phase, relative timing errors were lower for the self-control and instructor groups. During the retention and transfer phase, relative timing errors were lower for the self-control groups and instructor groups. This might explain self-control feedback and physical practice develop the generalized motor program but not parameter learning and support the theoretical separation of GMP and parameter processes.
Mr Sajjad Azimi Panah, Dr Shahzad Tahmasebi Boroojeni,
Volume 9, Issue 17 (9-2019)
Abstract
Observing a model let learners to make a plan of action that can be used for learning motor skills. Moreover, self-talk is a conversation that performers use it either apparently or secretly in order to think about their performance and reinforce it. Therefore, the purpose of this study was to investigate the effect of observational learning, self-talk and combination of both on boy’s performance. The statistical samples of the present study included 60 students (12.25±1.24) with forth and fifth grade that were selected as available subjects. After volleyball AAHPERD pre-test, subjects divided into 6 groups: Instructional self-talk (STI), motivational self-talk (STM), observational learning (OB), combination of Instructional self-talk and learning observation (STI-OB), combination of motivational self-talk and observational learning (STM-OB) and control group (CO) and during one day, they were participated in specific intervention that planed for each group. On the first day of intervention, subjects participated in acquisition phase and acquisition test was taken, after 48 hours' retention and transfer test was Held. In each phase of study self-efficacy was examined. The results of two-way ANOVA revealed that there was a significant difference among all training groups with control group (p≤0.05). These results support the use of cognitive factors, self-talk and observational learning and the combination of observational learning and Instructional self-talk as learning facilitator.
Dr Shahab Parvin Poor, Dr Mitra Roohi, Mrs Fatemeh Rad,
Volume 9, Issue 17 (9-2019)
Abstract
Abstract
This study aimed to Comparison of dyad training method with cooperative and competitive approach in the learning of Basketball Free Throw. The study sample included 24 girl’s students aged 13-15 years old who had no experience in free throw. Based on pretest scores, the participants were assigned to either the cooperative dyad training group or the competitive dyad training group. In the competitive dyad training condition, individuals in each dyad had to compete with each other to secure the highest free throw score. At the end of each training session the winner was rewarded. In contrast, in the cooperative dyad training condition, the dyads that attained the score of 75 or more in each training session were rewarded. After the 10th training session, the acquisition of free throw skill was assessed. A week later, the retention and the transfer of free throw skill were assessed. The results indicated that, with regard to the acquisition of free throw skill, in both conditions the participants had made statistically significant progress. In terms of the acquisition and the retention of the target skill, no statistically significant differences were observed between cooperative and competitive training groups. However, with regard to transfer test, the cooperative training group outperformed the competitive training group. Therefore, in comparison to competitive dyad training, cooperative dyad training is more conducive to the acquisition and the retention of free throw skill.
Mr Hamed Osouli, Dr Mehdi Shahbazi, Dr Elaheh Arabameri,
Volume 13, Issue 25 (9-2023)
Abstract
A few studies have examined the interactive self-control effect on the type of self-modeling feedback. The purpose of this study was to determine the effect of providing different strategies of self-control feedback through self-modeling on learning of Lay-up shot basketball skill. For this purpose, 60 right-handed 11-13 years old male beginner students were selected through available sampling. Then they were divided into 4 groups randomly. One of the groups between the blocks and the other group before training session defined to get the type of self-modeling feedback (best performance or overall performance in Lay-up shot basketball skill). For each of these groups, the yoked group was selected. The training program was conducted for 6 sessions for two weeks. Pretest, retention and transfer test were made in 12 attempts. Results showed significant effect between pretest with retention and transfer tests scores. Also, there was significant difference between the self-control feedback before sessions and the self-control feedback between the blocks groups and their yoked group in the retention and transfer tests (P≤001), While between the yoked groups did not had any significant difference. These results indicate the greater effect of self-control feedback during sessions, which emphasizes the greater autonomy of learners as one of the psychological needs for learning optimization.
Mr Mehrzad Kharestani, Dr Hasan Mohamadzade,
Volume 13, Issue 25 (9-2023)
Abstract
The purpose of this study was to investigate and compare the effect of mental imagery, observational learning, combined (imagery and observational learning) and physical training on mental representation and performance of novice golfers. To this end, 60 students(age:22.8±2.11) were randomly assigned in four groups: 1) mental imagery, 2) observational learning 3) combined (imagery + observational learning) and 4) physical training. After the pre-test, the participants in each group performed the golf putting for 3 consecutive days (60 attempts per day) and the post-test was performed on the third day. Two days after the post-test, a retention test was taken. Performance accuracy and structure of mental representation of participants were measured as dependent variables. Results showed that in the golf putting variable, the physical training group was better than other groups. Also, the performance of the combined group was better than the imagery and observational learning group. In addition, in the mental representation variable, the combined group had a more structured and accurate mental representation than than other groups. In addition, the imagery group had a better mental representation than the observational learning and physical training group. Overall, The result of this study show that physical training compared to other methods increases the accuracy of golf putting. Also combined imagery and observational learning training, has a greater impact than other methods used in this study.
Zahra Nezakat Alhosseini, Saleh Rafiee, Sadegh Nasri,
Volume 13, Issue 26 (12-2023)
Abstract
The aim of this study was to investigate the effect of observational practice on anticipation and visual search behavior in handball players in handball defense positions. The participants were 23 male handball players aged 16-19 years, who were members of Isfahan national youth and Pishgaman team. The players viewed clips of handball defense positions using eye-tracking glasses. They verbally expressed their anticipation about the outcome of the ball position during the pre-test. The players were divided into two groups: gaze behavior, which was observed (observation of output clips of eye-tracking glasses) and observation group, which observed only handball clips. Then the two groups were retested after 10 sessions of 45 minutes. The results of repeated measures analysis of variance and Muchly test with sphiricity assumed illustrated that the anticipation accuracy and visual search behavior of the gaze behavior group in the post-test were significantly better than the observation group. Defending handball players in the 3×3 position compared to the other two positions (2 × 2, 1 × 1), focused on the background and kinematics of the attacking player to anticipate and identify the attacking player pattern.
Ms Elham Radmehr, Dr Shahab Parvinpour, Dr Rasoul Yaali, Dr Farhad Ghadiri,
Volume 100, Issue 100 (10-2020)
Abstract
The purpose of this study was to examine the role of structured conversation and observation on the effectiveness of the dyed practice on motivation and the accuracy in learning the skill of Golf putt. The research participants consisted of 40 female students randomly divided into four groups: observation-conversation, observation, conversation and control. Participants should hit the Golf ball to the target area. During the training period, subjects completed 60 acquisition attempts, 10 retention attempts to measure the participants’ motivation before the beginning of the training and before the acquisition and retention phases
. one-way ANOVA and to examine the role of the mediator on the accuracy of the scores of execution Hayes test was used. The results showed that motivational values were significantly higher in conversation-observation group compared to other groups, and also The mediation role of motivation was not significant in the implementation of acquisition and retention efforts. Regarding the results of this study, coaches are advised to consider both verbal and observational
information sources in the presentation of dyed practice
.
Ayoub Asadi, Sori Heydari, Fatemeh Shirmehenji, Fatemeh Kochakpour,
Volume 100, Issue 100 (10-2020)
Abstract
Many studies have shown the effectiveness of verbal instructions and observational training on the improvement of children’s motor skills; however, there is not enough information about the simultaneous effects of these two variables. The aim of this study was to investigate the effect of attention instructions during observation of the model on gaze behavior and accuracy of overarm throwing in children. 24 children 7 to 10 years of age with normal growth selected purposefully and randomly divided into two internal and external attentions during modeling groups. Training in both groups included observation 10 times skilled model overarm throwing’s film with eye movement recording, with the difference that before it each group received its own instruction. The results of mix-ANOVA and paired and independent t-tests showed that both groups showed a significant increase from the pre-test to post-test in the accuracy (p=0.001; p=0.001) and duration of the quiet eye (p=0.005; p=0.001) of overarm throwing. In the post-test, the external attention during modeling group compared to the internal attention during modeling had significantly higher accuracy (p=0.01) and longer quiet eye duration (p=0.001). Also, the external attention during modeling had more percentage viewing time to relevant external cues (ball and trajectory). Therefore, directing visual attention to movement effect of observed pattern cause improvement in motor performance and visual-motor expertise in children.
