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.
Mohsen Vakil Zadeh, Frahnaz Ayati Zadeh, Hamid Abbasi,
Volume 9, Issue 18 (12-2019)
Abstract
One of The mental skills that suggested by psychologists for athletes is mental imagery. Imagery is a conscious internal process that mimics real-life experience in absence of sensory perception experience. The aim of this study was to compare the effects of traditional mental practice, Pettlep and physical practice on basketball free throw skill. In this study 40 participant after evaluation were randomly divided into traditional (10), Pettlep(10), physical(10) and control(10) groups. For statistical analysis t-test, ANOVA, Tukey post hoc test was used. For statistical analysis, t-test used to evaluate changes within the group, variance used for investigate out-group changes, Levene test used for normal distribution of data and the Tukey post hoc used to determine the differences and their position within the group and between-group. Statistical analysis showed that traditional mental exercises did not show improvement in learning than pre-test (p>0/05). But physical exercise showed significant results than traditional mental practice (p<0/05). Results also demonstrated that Pettlep mental practice group showed significant difference than physical exercise (p<0/5). According to the results of this study Pettlep mental workout is more effective than traditional mental and physical practice.
