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The effect of selective and compulsive video augmented information on motor learning of basketball jump shot: with emphasizing on the challenge point theory
Oral Presentation
Paper ID : 1288-11THCONF
Authors
1مربی دانشگاه پیام نور، دانشجوی دکتری رفتار حرکتی دانشگاه تهران
2گروه رفتار حرکتی دانشکده تربیت بدنی و علوم ورزشی دانشگاه تهرات، تهران، ایران
Abstract
Introduction: The aims of this paper are to investigate the effect of selective and compulsive video augmented information on motor learning (accuracy and technique) of Basketball Jump Shot with emphasizing on the Challenge Point theory.
Methodology: 80 male students (18-22 years old) were voluntary selected. After homogenization based on the first pre-test scores (block 5 of trial) they were randomly assigned into four groups which each group consisted of 20 participants in the groups of self-control, yoked, examiner-control, and control. Instructional video was provided for 6 minutes. The instructional videos consisted of the model (with the kinematic markers) demonstrating the proper jump shot technique according to the seven biomechanical teaching points and the two experiment-specific movement phases (coordination, release). Then a second pre-test (block 5 of trial) was performed. The acquisition phase included 10 blocks of 5 trails and the retention test was performed in 2 blocks of 10 trails after 24 hours. Shot accuracy was assessed on a 5-point scale and technique assessed on a 7-point scale. To examine the SELF-CONTROL learner’s frequency of model demonstration requests a 4(model option: whole model, coordination components, release components, no model) x 10(Block) repeated measures–analysis of variance (RM-ANOVA) was utilized. The acquisition accuracy and technique score differences were analyzed using a 4(group) x 10(Block) repeated measures analysis of variance (RM-ANOVA). The retention accuracy and technique score differences were analyzed using a 4(group) x 1(retention) analysis of variance (ANOVA).
Results: The results of accuracy in the acquisition phase showed that the main effect of the block is significant. In the retention phase, the accuracy scores in the experimental conditions of self-control (M=2.87,SD=0.25), yoked (M=2.71,SD=0.29) and examiner-control (M=2.78,SD=0.38) were significantly higher than the control group (M=2.44,SD=0.22). The results of accuracy in the acquisition phase showed that the main effect of the block, group, and interaction of the block and the group is significant, and the skill performance of self-control group was significantly better than the yoked and control groups. In the retention phase, in self-control group (M=4.35,SD=0.84) technique of skill performance was better than yoked (M=3.09,SD=0.86), examiner-control (M=3.60,SD=0.86), and control (M=2.63,SD=0.65) group, and examiner-control group was significantly better than the control conditions during the acquisition and retention phases.
Discussion: Participants in the self-condition utilized the part-model information more frequently than whole-model information highlighting the effectiveness of providing the learner control over viewing multiple segments of a skill compared to only watching the whole model.
Methodology: 80 male students (18-22 years old) were voluntary selected. After homogenization based on the first pre-test scores (block 5 of trial) they were randomly assigned into four groups which each group consisted of 20 participants in the groups of self-control, yoked, examiner-control, and control. Instructional video was provided for 6 minutes. The instructional videos consisted of the model (with the kinematic markers) demonstrating the proper jump shot technique according to the seven biomechanical teaching points and the two experiment-specific movement phases (coordination, release). Then a second pre-test (block 5 of trial) was performed. The acquisition phase included 10 blocks of 5 trails and the retention test was performed in 2 blocks of 10 trails after 24 hours. Shot accuracy was assessed on a 5-point scale and technique assessed on a 7-point scale. To examine the SELF-CONTROL learner’s frequency of model demonstration requests a 4(model option: whole model, coordination components, release components, no model) x 10(Block) repeated measures–analysis of variance (RM-ANOVA) was utilized. The acquisition accuracy and technique score differences were analyzed using a 4(group) x 10(Block) repeated measures analysis of variance (RM-ANOVA). The retention accuracy and technique score differences were analyzed using a 4(group) x 1(retention) analysis of variance (ANOVA).
Results: The results of accuracy in the acquisition phase showed that the main effect of the block is significant. In the retention phase, the accuracy scores in the experimental conditions of self-control (M=2.87,SD=0.25), yoked (M=2.71,SD=0.29) and examiner-control (M=2.78,SD=0.38) were significantly higher than the control group (M=2.44,SD=0.22). The results of accuracy in the acquisition phase showed that the main effect of the block, group, and interaction of the block and the group is significant, and the skill performance of self-control group was significantly better than the yoked and control groups. In the retention phase, in self-control group (M=4.35,SD=0.84) technique of skill performance was better than yoked (M=3.09,SD=0.86), examiner-control (M=3.60,SD=0.86), and control (M=2.63,SD=0.65) group, and examiner-control group was significantly better than the control conditions during the acquisition and retention phases.
Discussion: Participants in the self-condition utilized the part-model information more frequently than whole-model information highlighting the effectiveness of providing the learner control over viewing multiple segments of a skill compared to only watching the whole model.
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