Showing 14 results for Practice
Elaheh Arab-Ameri, Rasool Hemayattalab, Naseh Karimiyani, Saadi Sami,
Volume 1, Issue 2 (12-2011)
Abstract
This research aims at studying the effect of different Practice Schedules (Blocked, Random, and systematically increasing) on acquisition, retention and transfer different basketball pass Species (overhead, chest and single arm). Subjects included 45 secondary male students (Mean age 17.14± 0.75) whom were assigned into three matched groups Blocked, Random and systematically increasing (its mention increasing systematically contextual interference to in training duration) following pretest. The subjects didn’t have any experience in playing basketball. At the determined and given condition for each group, subjects performed the task for 9 sessions 9 trials in each session. After 24 hour, retention and transfer tests with 4 trials in each pass were taken. Results showed effect of practice session was significant but no significant difference in acquisition between groups. In retention and transfer tests, there were significant differences between mean scores of practice groups, that supported Magill and Hall theory (1990) and challenge point idea of Guadagnoli and Lee (2004).
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.
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.
Maryam Abdolshai, Ahmad Farokhi, Ali Akbar Jaberi Moghadan, Seyed Mohammad Kazem Vaez Mosavi, Anooshiravan Kazemnejad,
Volume 3, Issue 5 (4-2013)
Abstract
Recent evidence suggest that massive amount of practice of a skill results in the development of a specific memory representation that is distinguished by its enhanced performance capability relative to the other members of the same class that is uniqe and termed 'Especial Skill'. This study aimed to investigate the emergence of special skill and reevaluation the visual-context hypothesis using badminton players in three skill levels (expert, skilled, less-experienced). Subjects (10 players in each group, mean age=23.12 ±3.85 years) performered 100 backhand short serves at five distances (1.5, 2, 2.5, 3, 3.5 meters from net) in each of environmental conditions (normal and covered court). The regression analyze showed that accuracy in skilled group at 2 meters distance was significantly better than predicted by regression equation, supporting the especial Skill effect, but it wasn’t showed in two other groups. This specific advantage of practice at this point was not emerged at absence of visual cues that supported the visual-context hypothesis.
Dr Behrooz Abdoli, Dr Nasoor Ahmadi, Mrs Azam Ghazi,
Volume 6, Issue 12 (11-2016)
Abstract
According to Specificity of practice hypothesis, availability of visual information
specially during performing tasks witch vision has an important role in improving
the accuracy, causes further performance decrements in No-vision transfer test.
The purpose of the current study was to examine the effects of vision and amount
of practice on accuracy and kinematic of dart throwing. 20 female students of righthanded
who were all novitiate in the skill selected voluntarily and randomly
assigned to full vision and No-vision groups.The subjects following participated in
pretest, performed acquisition phase that consisted two level of modest and
extensive practice (45 trials and 300 trials). 10 minutes after each level of practice,
participants completed transfer trials in a no-vision and no-KR condition. Overall,
Mixed ANOVA (2×3) in acquisition phase revealed that vision improved Dart
throwing accuracy performance. Kinematic analysis revealed no significant
difference between two groups in Wrist flexion, Angular displacement of elbow and
Angular displacement of shoulder. Whereas after 300 trials of practice, there was
significant difference between groups in throwing time and angular velocity of the
dart. After extensive practice, Mixed ANOVA (2×2) showed that, withdrawal of
vision resulted in specificity of practice effects on dart throwing accuracy, but
results of kinematic pattern, regardless of the amount of practice did not support
specificity of practice.
Mr Aria Fathi Niazi, Dr Mansur Eslami, Dr Somaieh Namdar, Mr Mortaza Homayoun Nia,
Volume 8, Issue 15 (8-2018)
Abstract
The purpose of this study was to examine the effect of mental training compared with physical training on on foot joints and accuracy of instep penalty kick in soccer. Method research was a quasi-experimental. 33 male students of Mazandaran University organized in three groups (physical training group, mental training group and control group). After pre-test, mental and physical training groups did their practices and then participated in post-test. Kinematic data were recorded with a camera (JVC, 200HZ), and each penalty score was considered as an indicator of accuracy. Lower extremity joints (hip, knee and ankle) angle in sagittal plane and ball to foot velocity index were calculated with MATLAB2010 software. To find differences, ANOVA and tukey test was done with SPSS18 (α=0.05). Range of motion of hip and ankle joints had positive significant effect with accuracy (r=0.415 and r=0.562 respectively), but there was no significant effect between knee range of motion and accuracy. Regard to this research, we could propose to soccer trainers both practice manners depend on their conditions.
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.
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.
Dr Mahdi Nabavinik, Dr Hamidreza Taheri, Dr Alireza Saberi Kakhki, Dr Hamidreza Saberi Kakhki,
Volume 13, Issue 25 (9-2023)
Abstract
Massive amount of practice over many years raise the question that handling class of action by generalized motor program may modify over years. The purpose of the present study is to provide evidences to investigate this hypothesis by examining the pattern of co-activation and agonist to antagonist activity ratio. Seven experienced darts players were asked to execute from standard dart distance (fourth distance) and six other farther and nearer distances, making 252 throws. Relatively, the results showed that at least in five from the seven samples, there was a significant difference in muscle co-activation between fourth and six other distances. These findings do not support the existence of a generalized motor program at fourth distance so that performance of elite players met limited generalizability
Hesam Ramezanzade,
Volume 13, Issue 26 (12-2023)
Abstract
The purpose of this study was to investigate the role of high and low reinvestment in the acquisition, retention and automaticity of dart throwing skill based on the interference-error model. One hundred participants were selected and divided into two categories of high and low movement reinvestment. Subjects of each category were randomly divided into five groups: block-errorless, block-errorfull, random-errorless, random-errorfull and random. Based on the results, the best and worst performance was observed for the random-errorless and random-errorfull groups respectively. There was a significant difference between categories of high and low reinvestment in retention and automaticity tests in favor of low reinvestment. In both the acquisition and retention test, the block groups performed better in the high reinvestment category and the random groups performed better in the low reinvestment category. At the automaticity phase, all groups executed better in the low reinvestment category. The results show that the level of reinvestment can play an important role in learning and automaticity of motor skills. People with lower level of reinvestment perform better in practice conditions with more cognitive effort (random practice) and people with a higher level of reinvestment perform better in practice conditions with less cognitive effort (block practice).
Davoud Fazeli Kasrineh, Hamidreza Taheri, Alireza Saberi Kakhki,
Volume 14, Issue 27 (8-2024)
Abstract
The purpose of this study was to investigate the effect of practice variability in physical compared with observational practice on golf putting performance. To this end, 50 male right-handed students (25±3.7 years) participated in this study. Participants were randomly divided into 5 groups (physical constant, physical variable, observational constant, observational variable, and control). During acquisition, the physical variable group randomly performed 50 trials from 5 different starting points to 2 different targets, but the physical constant group performed 50 trials from one starting point to one predetermined target. The observational variable and constant groups observed the performance of the physical variable and constant groups, respectively. The control group just participated in pre-and post-tests. Participants performed a test just like the pre-test 10 minutes and also 24 hours after practice. Putting accuracy was measured as the dependent measure. Results showed that variability of practice had a positive effect on performance than constant practice in physical and observational conditions. Maybe the similar underlying mechanisms and also the similar feedback effects resulted in the higher performance of the variable group than the constant group in physical performance and action observation.
Student Maryam Rakhsati Araqi, Dr Esmail Nasiri, Dr Sadegh Nasri, Dr Mohammad Reza Esmaili,
Volume 100, Issue 100 (10-2020)
Abstract
Coaching is a dynamic and multidimensional process that involves the interaction between the coach, the athlete, the environment and the task, in order to enhance the athlete's performance. Based on the evidence, the coaching method can affect the behavioral aspects of the athlete. In this study, the effectiveness of student-based and coach-based coaching styles on sport self-efficacy and athletic performance of female gymnasts was studied. The research method was quasi-experimental and a pre-test-post-test design was used. The statistical population was female semi-professional gymnasts aged 11-14 in Tehran. The sampling method is one-stage cluster and the research sample was 40 female gymnasts. Variable assessment tools included Sport Self-Efficacy Questionnaire and a researcher-made sports performance Checklist. After the pre-test, the groups performed the athlete- based and coach- based exercises protocol separately for two months and two days a week in one-and-a-half-hour sessions. Covariance analysis was used to test the hypothese. Findings in the post-test stage showed that sport self-efficacy (P <0.001) and athletic performance (P <0.001) of female gymnasts in the student-based group were significantly higher than the coach-based group. It is concluded that student-based exercises style is more effective in increasing Gymnasts' sports self-efficacy and athletic performance compared to coach-based, and coaches are suggested to pay special attention to student-centered exercises in the training program for semi-professional gymnasts.
Mr Mehdi Babapuor, Dr Jalal Dehghanizade,
Volume 100, Issue 100 (10-2020)
Abstract
The literature on self-controlled motor learning includes efforts that compare a group of learners who have choices about some aspect of their practice environment with a group who are dependent on those choices. Therefore, several studies have shown that self-control practices have benefits. In the present study, using the self-control approach, the choice order during golf practices, the level of skill accuracy, autonomy, and self-efficacy were investigated. The present research is of a semi-experimental type and was carried out during the 24-hour follow-up period. Twenty-four beginner students were available and randomly placed in the experimental group (n=12) or yoked group (n=12). In the pre-test, the participants took the golf putting test. Then the yoked group used the practicum devices in the order of choice of the experimental group. On the first day, skill accuracy, autonomy, and self-efficacy were measured in the pre-test and acquisition, and then with the retention test. The results of the repeated Measurements analysis test showed that self-control has a significant effect on golf putting skill, autonomy, and self-efficacy. Therefore, a small choice such as the order of practice in the self-control approach can be effective on motor performance and learning, and the psychological components related to them.
