Showing 10 results for Motor Learning
Ali Abbas Zadeh, Hamid Reza Taheri, Ali Heirani, Bahram Yousefi,
Volume 2, Issue 3 (8-2012)
Abstract
The aim of this study was examining the effect of knowledge of results presentation (after successful and unsuccessful trials), on learning and error detection capability in force-produce task. Sixty under graduated students (range age 21.6±4), participated in this study and in order to KR presentation, divided in three groups. One of the groups received KR after successful trials, the other groups after unsuccessful trials. The control groups did not receive any KR. All the participants throughout the trials in the acquisition and retention phases were error estimated. The task was to produce the 70℅ of maximum force of their right hands, by gripping a dynamometer. After data collection, the analysis conducted by using ANOVA repeated measurements for acquisition period, and one way ANOVA for retention test. In acquisition, results showed no significant differences between the first and second groups, on performance and error detection capability of force-produce task (P> 0.05). However in retention (no KR), there was significant differences between two groups (P&le0.05), means that the first group which received KR after successful trials was better than the second group as well as control. This pattern of results suggests that if people receive the KR after successful trials than unsuccessful, the better learning and error detection capability will occur.
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.
Volume 5, Issue 9 (4-2015)
Abstract
Ackerman (1988) states intelligence and motor ability as the two important
abilities in three learning stages (cognitive, motor and autonomic) of Fitts and
Posner. Therefore, the present study aims at investigating the relationship
between Intelligence Quotient (IQ), motor fitness and anthropometric
characteristics with basic basketball skills learning stages. The population
includes all seven-to-eleven-year-old boys of Aleshtar city, 1054, 60 of whom
were selected using random cluster sampling method. Data collection tools
included Rion’s IQ inventory, standard tests of motor fitness, and basketball skill
tests of Ifred. Statistical analysis was conducted using Pearson correlation
coefficient and linear regression. Correlation between IQ and performance basic
skills of basketball in cognitive stage of learning was significant and its peak. This
correlation in motor and autonomic stages was also significant but decreased. On
the other hand, the correlation of motor fitness and anthropometric characteristics
with performance basic skills of basketball was low but still significant in cognitive
and motor stages. This correlation reached its peak in autonomic stage. Motor
fitness and anthropometric characteristics are more important in autonomic stage
and IQ is more important in motor fitness in cognitive stages of learning shooting,
passing and dribbling skills in basketball.
Mrs Marzieh Balali, Dr Mohammad Kazem Vaez Mousavi, Dr Abdollah Ghasemi,
Volume 9, Issue 17 (9-2019)
Abstract
The purpose of present study was to investigate predictions of challenge point theory (guadagnoli and lee, 2004) through comparing two group of challenging and nonchallenging games in developing manipulative fundamental movement skills. Thirty 4 to 6 years old child were selected from one of the kindergartens of Tehran and were grouped according to pretest scores. The games were used were designed for developing manipulative skills in both groups, however the task difficulty of these games was increased in challenging group while in nonchallenging group it was kept constant. The intervention was 8 weeks, 2 session for each week and 42 minutes for each session. Children's manipulative skills were assessed using Test of Gross Motor Development – second version in the beginning and the end of the intervention. The results of multivariate analysis of variance showed that improvement groups in total score of manipulative skills and all subscales exept that catching wasn't significant. In total, if the challenge point theories predictions on developing of manipulative skills of healthy children failed to be proved but better improvement of challenging group in catching shows that this method is more effective in developing complex skills.
Seyed Kazem Mousavi, Rasoul Yaali, Abbas Bahram, Ali Abbasi,
Volume 9, Issue 18 (12-2019)
Abstract
Motor learning or the acquisition of coordination is a process of searching for stable functional coordination patterns, into which a system can settle during a task or activity. Human as complex creatures can choose the best pattern based on conditions within different coordination patterns and also achieve goals of tasks. So the purpose of this study is to determination the effect of a Nonlinear Pedagogy approach for the effectiveness of the movement and acquisition of skills. Accordingly, in this study 14 participants (with the average 19.64 and SD 0.74) are taught the short backhand serve of badminton with using linear and nonlinear pedagogy approaches. Linear approach Based on traditional Viewpoint using the descriptive methods and repetive instructions. On the other hand, nonlinear Pedagogy Approach Based on the ecological dynamics theory using manipulation of task constraints especially task constraints including equipment and rules Planned and conducted. Performance accuracy were selected to analyze further selections and used analysis of covariance to measure the effect of the independent variable measured. The test significance level was considered P <./ 05. Despite the progress of both groups to the pre-test, no difference was observed between the two groups in accuracy scores (F=0.092 and p=0.767) and both were equal to achieve results of the task as an indicator of skill acquisition. Our findings indicate that nonlinear pedagogy approach, resulted from theory of ecological dynamics, consider the complexity of Acquisition the skill and inherent tendency of individuals with providing movement affordances. Also, this approach can be effective in the fulfilment of goal tasks.
Ebrahim Norouzi, Fatemehsadat Hosseini, Seyed Mohammad Kazem Vaezmosavi,
Volume 10, Issue 19 (8-2020)
Abstract
The aim of present study is to investigate effect of the quiet eye and quiet mind training on the dart throw learning. Thirty young males were selected with 24.53 mean aged through convenience sampling and randomly divided into quiet eye group, quiet mind group and control group. The study was conducted in four phases, including: Pre-test, training in quiet eye and quiet mind training, retention 1, under pressure test and retention 2. Descriptive statistics, Mixed ANOVA and post-hoc Bonferroni correction were used to data analyze. The results of the study showed that radial error of all groups dwindled as the result of training. Moreover, the radial error of quiet group was lower than other groups and that of quiet mind group was lower control group. Likewise, quiet eye and mind groups were capable of maintaing their performance in the under-pressure test rather than control group. The results of this study suggest that quiet mind and quiet eye training would be beneficial as a tool to prime impilicit learning conditions.
Mrs Leyla Choopan Nezhad, Dr Rasoul Yaali, Dr Ahmad Reza Movahedi,
Volume 12, Issue 24 (12-2022)
Abstract
The purpose of this study was to determine the effect of dominant and non-dominant mental practice on Badminton's backhand short service. A total of 20 girls aged 12-14 years old from the city of Goldasht were selected and purposefully selected and randomly divided into two groups. Both training groups trained in 30 sessions, in which 50 performance were made to visualize the skill of the service mentally. In order to compare the two groups, the mixed ANOVA and Bonferron's post hoc test were used. Comparing the between-group, the results showed that mental practice with dominant hands was not significant in dynamic environment and interactive exercise, but subjective exercise was significantly (P <0.05). No significant results were obtained in the within group comparison, but given the low effectiveness, it seems that the difference between the two groups is very close to meaning. Research findings suggest that coaches and teachers of interactive practice can benefit from less-than-lateral mental practice to improve the performance of their athletes in training sessions.
Sanaz Hosseini, Rasoul Yaali, Golnaz Faezi, Sara Oftadeh,
Volume 13, Issue 26 (12-2023)
Abstract
How the process of acquiring and learning new motor skills can be enhanced is one of the basic questions in theoretical and applied movement science, rehabilitation and sport. The Differential Learning (DL) approach is mainly characterized by taking advantage, for the purpose of learning, of fluctuations that occur, without movement repetitions and without corrections during the skill acquisition process. The purpose of this study was to examine the effects of Differential Learning (DL) and Contextual Interference (CI) on the Retention and Transfer of Badminton backhand short serve. Prior to the implementation of the protocol, all participants of the pre-test were taken. Then, each group of research performed for 8 sessions according to the type of training. One day after the completion of the practice protocol, of all participants were taken the tests of Retention and Transfer. The analysis t-test indicated that there was a significant difference between the groups DL and CI in tests Retention and Transfer (p= 0.00). In fact, the results of the research show the effectiveness of the DL approach on the Retention and Transfer of Badminton backhand short serve. Based on the results of the research, the conclusion is that the DL approach is useful for learning skills, and can discover adaptive solutions by creating oscillations in the individual and helped to improve and learning skills.
Sara Oftadeh, Rasoul Yaali, Farhad Ghadiri,
Volume 14, Issue 27 (8-2024)
Abstract
The purpose of the research was to investigate the effect of visual and skill training on visual and performance skills, retention and transfer of Badminton backhand short service. 20 female students were randomly divided into two groups of 10 combined and skill. Depending on their type of training, the groups performed visual and skill training for 6 weeks. Before and after training, visual and performance tests, retention and transfer of backhand short service were done by the participants. For data analysis, t-test and mixed ANOVA analysis were used with a significant level of 0.05. The data analysis indicated that there was a significant difference between groups in visual skills. The combined group had a significant improvement in performance, retention, and transfer of the service. Also, checking the interactive effect of time and type of training showed that the combined group was more advanced than the skill group. The results of this study show the combined effects of vision and sports more than the individual training of vision and sports, and according to the results of the study, it is suggested that visual training is included as a supplementary training program in the Badminton field exercise.
Fatemeh Jookar, Davoud Fazeli,
Volume 100, Issue 100 (10-2020)
Abstract
The aim of the present study was to investigate the effect of inducing positive stereotypes on perceived competence, interest and motor learning in adolescent girls. Therefore, among all of the adolescent girls in Shiraz, 30 adolescent with the age range of 10-13 years were selected by convenience sampling. Participants performed 10 trials as a pre-test and afterward, they were randomly divided into two groups . The acquisition phase consisted of 50 trials (5 blocks of 10 trials), and the task required participants to perform inside kicks at targets area attached to a wall and touching the ground. Twenty-four hours after the acquisition phase, participants attended retention test (with 10 trials) to check learning effects on them. The participants were asked to answer the questions related to perceived competence and interest before pre-test, after the acquisition phase, and before the retention test. To analyzing data, one way and Mix ANOVAs analysis and Independent T test were conducted using SPSS21 at significance level P≤0.05. The results showed that in the acquisition phase, all groups significantly increased their accuracy, though difference among groups was not significant. Also, the results showed that the induction of positive stereotypes led to higher perceived competence and motor learning in adolescent girls
