- Tytuł:
- Effect of difficulty manipulation strategies on acquisition, retention and associated perceptions in fine motor coordination task learning in young school boys
- Autorzy:
-
Elghoul, Yousri
Bahri, Fatma
Chaari, Nesrine
Ezeddinie, Souhir
Masmoudi, Liwa
Souissi, Nizar
Frikha, Mohamed - Powiązania:
- https://bibliotekanauki.pl/articles/1031700.pdf
- Data publikacji:
- 2018
- Wydawca:
- PPHU Projack Jacek Wąsik
- Tematy:
-
competence
coordination
difficulty.
motor learning - Opis:
- This study investigated whether difficulty manipulation strategies affect learning in the fine motor coordination task, perceived competence (PC) and perceived difficulty (PD). Thirty -nine novices’ right - handed boys (age 11.3 ± 0.4 years; stature 147 ± 8.94 cm ; body mass 40.57 ± 0.07 kg; mean ± SD), volunteers, were assigned to either control group (CTG: no difficulty manipulation)and two experimental groups: group 1 (EG1: one -dimension difficulty manipulation) and group 2 (EG2: two- dimensions difficulty manipu lation). All protocol sessions were conducted at the same time -of-day, in which, there were three periods: familiarization, acquisition and retention phases. Moreover, two stress- conditions of darts throw were investigated (i.e.: free condition (FC) and ti me pressure condition (TPC)). Results showed significant effect between - groups (p = 0.01, η2 = 0.215) based on difficulty strategies manipulation. Analysis showed an improvement in accuracy values in retention tests for only EG1and a significant l ower coefficient of variation (p = 0.41, η2 = 0.154) compared to the CTG and EG2. Errors decrease over time for CTG in FC (p = 0.041, η2= 0.203) but not in TPC, while no significant differences in errors for EG1 and EG2 (p = 0.19, η2 = 0.911) in the two st ress -conditions. Moreover, PD was significantly different between all test - phases (p = 0.041, η2 = 0.234) for EG1 only. The one -dimension learning strategy improves retention in accuracy performances, whereas, both strategies, do not affect errors in both FC and TPC . Therefore, teachers in physical education are not encouraged to combine difficulties in learning process of a novel fine motor coordination task.
- Źródło:
-
Physical Activity Review; 2018, 6; 100-109
2300-5076 - Pojawia się w:
- Physical Activity Review
- Dostawca treści:
- Biblioteka Nauki
Artykuł