Showing 6 results for Acquisition
Mehdi Namazizadeh, Mohammad Reza Shahabi Kaseb, Seyyed Mohammad Kazem Vaeze Musavi,
Volume 2, Issue 3 (8-2012)
Abstract
The purpose of this study was the comparison of the required time and repetition for the acquisition of simple and complex timed motor sequenced task (TMST) among various practical conditions and determination of suitable practical methods with respect to individual characteristics. One hundred and fourteen university students, with the age range of 19-25 years old, were divided in 4 groups according to Raven Intelligence test, Achievement Motivation Test, Reaction time and Purdue pegboard, and based on the first, second and third quadrants. Then they were randomly placed in one of the two groups of simple and complex TMST and also in one of the practical conditions of the interaction of the organization of practice (random, blocked, constant), and practical distribution (massed, distributed). The subjects trained 6 days under their specific practical condition of simple or complex TMST, in a way they reached to the acquisition criterion (accuracy %75, timing %25, stability %15) in a practical training block. The number of repetitions and passage of time before this criterion block were considered as the minimum required time and repetition for acquisition of TMST. The data were analyzed using two-factor analysis of variance, independent t-test and Xi - 2 test (=&alpha0.1). The results showed individuals with different characteristics have acquired simple TMST in blocked and massed condition (except group ) in average within 30 repetitions and 1347 minutes, and complex TMST in random and distributed condition (except group ) in 25 repetitions and 1228 minutes. In addition, the findings showed that the principles of practical programming is affected by both the complexity level of task and individual characteristics. At last, it seems there is a need of more studies on the combination effect of the environment, individual and task on the acquisition fine motor skills.
Mehdi Roozbahani, Seyyed Mohammad Kazem Vaez Mosavi, Hasan Khalaji,
Volume 2, Issue 4 (12-2012)
Abstract
The purpose of this study was to explore the effectiveness of the number of practice trials in determining the degree of task complexity. Sixty subjects according to the types of tasks (A-B) and receiving feedback (100%, omitted, self-control) were randomly divided into six groups.All of the subjects practiced 100 trials tasks in each day on first two days. Retention tests were performed during the second and third day and reacquisition tests were performed on the third day. Using ANOVA with repeated measures showed found that,all of the subjects improved across practice trials on both days but this improvement in B task was significantly better than A task on the second day. Subjects were significantly better in the second retention and reacquisition tests compare with first one’s, in addition subjects that practiced B task were better than those that practiced A task in the second retention test (p<0.05). Results indicate that A task was more complex than B task, and the optimal practice trials is required to understanding which task is complex.
Ali Akbar Jaberi Moghadam, Ebrahim Motesharee, Shahzad Tahmasebi Broujeni, Javad Afshari,
Volume 2, Issue 4 (12-2012)
Abstract
The aim of this research was to determine the effect of different training environments, type of skills and interactions on open and closed skills. The statistical population was all students living in dormitories of Tehran University in the 88-89 academic year. The sample was 60 people selected based on convenience sampling methods among students who had no experience in badminton skills (Long Service and clear). Based on pre-test subjects were matched in six groups of ten persons (noncompetitive, competitive, and combined). All of six groups performed a practice in defined medium for 10 sessions and each session were performed 40 times. The long-service tests were used to measure open badminton skill and clear test was performed to measure closed skill. Test scores of subjects were computed based on the mean of ten hits score. Descriptive statistics were used to determine the mean and standard deviations and to test research hypothesis, a two-way analysis of variance (ANOVA) with repeated measures and independent t-test were utilized. The result of ANOVA showed that exercise in each of the training environment increased acquisition and retention of each skill, but the levels are different (p<0.05). Also, Factorial ANOVA showed that the skills and environments does not have meaningful effects on acquisition and retention of skills while each skill interacts significantly with the training environment (p<0.05). In addition, exercising each of the skills in the same environments had different levels of acquisition and retention.
Volume 4, Issue 7 (8-2014)
Abstract
The purpose of this study was to determine the effect of two different age groups (children and young adult) to learning of temporal-special coordination hand movement pattern. Sixty subjects according to the age (children – young adult) and receiving feedback (100%, omitted, self-control) were randomly divided into six groups. This study was done in three days. All subjects practice 100 trails of movement task in each day of first and second days. Retention tests were done in second and third days and reacquisition test was done in the third day. Analysis of variance (ANOVA) with repeated measures and two way ANOVA was used to data analysis. All participants in the first day improved their accuracy across practice trials. In the second day children did not improve their accuracy but young adult experienced improvement across practice trials. There was not significant difference between retention children tests but that was significant about young adult. During the retention tests children who received 100% feedback was significantly better than other children feedback groups and there was no significant between young adult feedback groups. During the reacquisition test children who received 100% feedback was significantly better than other children feedback groups and there was no significant between young adult feedback groups. Results from this study showed young adult are better than children in the learning of this pattern, receiving more feedback can improve motor learning in children (in contrast with guidance hypothesis) and we must not expect motor skill acquisition occur in children like young adult.
Saeed Nazari, Fatemeh Najafian, Shaheen Ramezani, Morteza Homayounnia Firouzjah, Farzaneh Barmaki,
Volume 13, Issue 26 (12-2023)
Abstract
The purpose of this study was the effect of visual illusions and focus of attention instructions on the performance and learning of the golf putt. A total of 48 students with an age range of 7-9 years were selected from the community in a targeted manner and randomly divided into four groups (large visual illusion with external focus of attention instruction, large visual illusion with internal focus of attention instruction, small visual illusion with external focus of attention instruction, small visual illusion internal focus of attention instruction) were allocated.The current research was conducted in five different phases of pre-test, acquisition, retention, transfer and dual task. results a mixed two-way analysis of variance (ANOVA) repeated measure, showed that in all phases, especially the dual task, the two groups of external focus of attention with large and small visual illusion performed better than other groups. These findings showed the importance of external attention and additive Effects of an External Focus and visual illusions in Learning a Motor Skill, which may be platform for encourages implicit learning mechanisms, it is recommended that physical education coaches use psychological variables (external focus of attention and visual illusions) in practicing golf putting skills.
Yaser Khanjari, Elahe Arab Ameri, Mehdi Shahbazi, Shahzad Tahmasebi, Fariba Bahrami,
Volume 100, Issue 100 (10-2020)
Abstract
The aim of this study was to investigate simultaneous changes in EMG pattern during learning dart skill in dominant and non-dominant hands. The samples consisted of 10 non-athlete students with an average age of 23±2.5, which were divided into two group dominant hand (5) and non-dominant hand (5). Repeated measures ANOVA were used to measure data at the execution level and changes in EMG activity. The results showed a significant decrease in the absolute error of dart throwing at the performance level and an increase in EMG activity at the muscle level along with a decrease in muscle co-contraction in the acquisition and retention stages in both groups (P<.05). Also, there was no significant difference between EMG activity in the dominant and non-dominant hand groups after skill acquisition (P>.05). Generally, the results of this study showed that along with relatively constant changes in performance during dart skill learning, relatively constant changes in EMG patterns also occur, so that the concept of motor learning is also observed at the muscle level. Also, the results of this study supported the existence of the same motor program for dominant and non-dominant hand control, even in the conditions of bilateral transfer control.
