- |
-
Effects of emotional stability on motor skill learning through physical practice or observation
Poster Presentation
Paper ID : 1189-11THCONF
Authors
1M.A. in Motor Behavior, Bu-Ali Sina University, Hamedan, Iran
2Assistant Professor in Motor Behavior, Bu-Ali Sina University, Hamedan, Iran,
Abstract
Introduction: The learner’s personality traits has been shown to affect motor skill learning. So that understanding these characteristics in students could particularly affect the success of physical education teachers and coaches. In the present study, thus, we investigated the effects of individual’s neuroticism (emotionally stable or unstable) on learning basketball chest pass via physical or observational practice.
Methodology: Seventy-two high school girls were assigned into four practice groups (physical-stable, physical-unstable, observational-stable, observational-unstable) and two control groups (stable and unstable). Participants took part in four experimental phases: pre-test, acquisition and two delayed retention/transfer tests (10-minute and 24-hour). In the acquisition phase, physical practice groups (stable and unstable) performed 80 basketball chest passes towards a circle on the wall, with receiving feedback on how to perform the task correctly. Participants in the observation groups watched live performance of their counterparts in the physical practice groups. Control groups had no practice in this phase.
Results: Findings revealed that there were no significant differences between groups in the pre-test. However, in retention/transfer tests all practice groups had better performance than control groups. Furthermore, going from 10-min to 24-hr retention test, there was a significant interaction between physical and observational groups; so that both observation groups outperformed physical practice groups in the 10-min retention, but in 24-hour retention physical practice groups were better than observation groups. In term of neuroticism, by the way, the results showed no significant differences between emotionally stable and unstable groups neither in physical practice nor in observational conditions.
Discussion: These results suggest that practice leads to motor skill learning. In addition, although the type of practice could be considered as an effective factor for learning motor skills, emotional stability of learners could not be so important.
Methodology: Seventy-two high school girls were assigned into four practice groups (physical-stable, physical-unstable, observational-stable, observational-unstable) and two control groups (stable and unstable). Participants took part in four experimental phases: pre-test, acquisition and two delayed retention/transfer tests (10-minute and 24-hour). In the acquisition phase, physical practice groups (stable and unstable) performed 80 basketball chest passes towards a circle on the wall, with receiving feedback on how to perform the task correctly. Participants in the observation groups watched live performance of their counterparts in the physical practice groups. Control groups had no practice in this phase.
Results: Findings revealed that there were no significant differences between groups in the pre-test. However, in retention/transfer tests all practice groups had better performance than control groups. Furthermore, going from 10-min to 24-hr retention test, there was a significant interaction between physical and observational groups; so that both observation groups outperformed physical practice groups in the 10-min retention, but in 24-hour retention physical practice groups were better than observation groups. In term of neuroticism, by the way, the results showed no significant differences between emotionally stable and unstable groups neither in physical practice nor in observational conditions.
Discussion: These results suggest that practice leads to motor skill learning. In addition, although the type of practice could be considered as an effective factor for learning motor skills, emotional stability of learners could not be so important.
Keywords
Subjects