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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.

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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.

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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. 

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The aim of this study was to examine the effect of inherent and incremental ability theories feedback on dynamic balance in middle-aged women. 29 middle-aged women (age: 50-60) randomly assigned into two groups (inherent ability= 15 subjects, and incremental ability= 14 subjects). Both groups after the dynamic balance pretest (Timed Up and Go) received different instructions feedback. Immediate retention test at the end of sessions and delayed retention test was a day later. The transfer test conducted by cognitive and manual task. All tests performed on three stages and the score was recorded average each. The Mixed analysis of variance not significant difference between two feedbacks in dynamic balance (P= 0.249). In addition, analysis of variance with repeated measures showed that the dynamic balance in middle-aged women affected by both the inherent ability-based feedback (P= 0.0005) and incremental ability-based feedback (P=0.000003).

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Non-generic feedback refers to a specific event and that task performance is the reason to the acquisition of skills and implies that performance is malleable, while generic feedback implies that task performance reflects an inherent ability. The Goal of this study was to determine the generic and non-generic feedback effects on children’s motor learning basketball free throw. This research was semi-experimental. For this purpose, sixty children of Tehran (30 girls and 30 boys) aged 9-13 years participated in the study and were randomly divided into four groups of 15 individuals. Subjects performed six basketballs free throw in the acquisition (Two blocks of three trials). Which after the third throw, according to the group of subjects received a positive feedback (generic or non-generic) and also after the Sixth throw, negative feedback. After half an hour was immediate retention in the same way. Data were analyzed by using two-way ANOVA and repeated measures. Results showed that non-generic feedback was significantly more effective than generic feedback and shows more improvement in Performance. The present results demonstrate the importance of the wording of feedback, although these terms might not have an immediate effect on performance but by enhance motivation, poor performance is purportedly.

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The purpose of the present study was to investigate Effect of self-regulation from biofeedback exercises on the learning of dart throwing skill under pressure conditions. Participants were 28 undergraduate male students of the University of Tehran who were selected in an accessible manner as they were right-handed and had no experience in dart throwing and working with biofeedback devices. These numbers were randomly divided into four groups of visual, auditory, combined and control biofeedback. The number of biofeedback training sessions was 4 sessions with pre-test, post-test and retention sessions in 4 weeks. The results of analysis of covariance and mixed analysis of variance with repeated measures showed that visual, auditory and combined biofeedback training had a significant effect on the learning of dart throwing skills under pressure (P <0/05). According to the research findings, it is suggested to use biofeedback of temperature and galvanic response of the skin, visually, audibly or in combination, to learn darts throwing skills and skills similar to and close to darts throwing skills, as well as feedback of biofeedback sessions. Prioritize the combination biofeedback to see the best results.

 

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Video feedback is a type of augmented feedback that includes showing an athlete or performing a skill with a video clip of oneself or another person performing a particular skill. The aim of the present study was to determine the effectiveness of dyad training with video feedback on learning crawl swimming. For this purpose, 24 male students ranging in age from 11 to 17 years, who had no previous experience in learning crawl swimming, formed two groups of 12 people in dual practice and dyad training with video feedback. Both groups were first justified by the instructor, then in the double exercise group, one of the trainees entered the water and the other watched him perform out of the water, and after trying, they reviewed the mistakes and movements with their friend. in the dyad rehearsal group, one of the friends filmed another performance and showed it to him. The training intervention lasted for 8 sessions and 10 training attempts in each session. After the end of the eighth session, the 10-meter breast crawl swimming acquisition test was performed, and then a reminder test was performed again one week later and filmed. The results showed that the two groups had significant differences in both acquisition and retention, and the dyad training group with video feedback performed better overall. Based on the results, it can be concluded that the dyad training with video feedback method, in addition to being cost-effective in terms of energy consumption and training space, is also more effective than dyad training in swimming training.