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Effect of self-control feedback on the performance and learning of a motor skill in dyad practice
Poster Presentation
Paper ID : 1789-11THCONF
Authors
1Master of Science, Motor Learning, University of Tehran, Tehran, Iran
2استاد گروه رشد و یادگیری حرکتی. دانشکده تربیت بدنی دانشگاه .تهران
3Associated Professor, Motor learning, University of Tehran, Tehran, Iran
Abstract
Introduction: The purpose of this study is to investigate effect of self-control feedback in acquisition and learning of high-level badminton service in dyad practice.
Methodology: To achieve this goal, fourty subjects were randomly divided into two groups of self-control feedback and paired. Subjects in each of two groups in pre-test step performed twenty attempts of high-level badminton service skill and then, in six weeks and one session per week, practiced the skill in ten blocks of six. In order to unify the feedback frequency, feedback was provided only for three attempts in each category (feedback frequency of 50%). At the end of training steps, acquisition test was performed and retention and transfer test was held 72 hours after the end of the acquisition step. One-way ANOVA and post-hoc Tukey and Shapirovylk tests were used to analyze data at level of P < 0.05.
Results: Both groups had meaningful performance at test levels and it can be stated that self-control feedback group shows a higher level of learning than the paired group. Using of self-control feedback is an effective and innovative strategy for improving the learning and teaching of motor skills to individuals.
Discussion: The results of study show that dyad practice has a significant impact on learning motor skills and lead to increase in performance of learners. Also time and resources reducing and cost efficiency can be achieved by implementing of dyad practices. The method of self-control feedback in dyad practice is recommended to use in learner and beginner education.
Methodology: To achieve this goal, fourty subjects were randomly divided into two groups of self-control feedback and paired. Subjects in each of two groups in pre-test step performed twenty attempts of high-level badminton service skill and then, in six weeks and one session per week, practiced the skill in ten blocks of six. In order to unify the feedback frequency, feedback was provided only for three attempts in each category (feedback frequency of 50%). At the end of training steps, acquisition test was performed and retention and transfer test was held 72 hours after the end of the acquisition step. One-way ANOVA and post-hoc Tukey and Shapirovylk tests were used to analyze data at level of P < 0.05.
Results: Both groups had meaningful performance at test levels and it can be stated that self-control feedback group shows a higher level of learning than the paired group. Using of self-control feedback is an effective and innovative strategy for improving the learning and teaching of motor skills to individuals.
Discussion: The results of study show that dyad practice has a significant impact on learning motor skills and lead to increase in performance of learners. Also time and resources reducing and cost efficiency can be achieved by implementing of dyad practices. The method of self-control feedback in dyad practice is recommended to use in learner and beginner education.
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