Welcome to Open Science
Contact Us
Home Books Journals Submission Open Science Join Us News
Effect of Self- Control Feedback on the Learning of a Throwing Task with Emphasis on Decision-Making Process
Current Issue
Volume 2, 2015
Issue 6 (November)
Pages: 32-37   |   Vol. 2, No. 6, November 2015   |   Follow on         
Paper in PDF Downloads: 87   Since Feb. 18, 2016 Views: 1475   Since Feb. 18, 2016
Authors
[1]
Ebrahim Norouzi, Faculty of Physical Education & Sport, Urmia University, Urmia, Iran.
[2]
Fatemeh Sadat Hossini, Faculty of Physical Education & Sport, Urmia University, Urmia, Iran.
[3]
Mohammad Taghi Aghdasi, Department of Physical Education & Sport, Tabriz University, Tabriz, Iran.
Abstract
In researches to measure the effectiveness of self-control feedback Researchers were more interested in the number of feedback and decision about when to get feedback has been less attention. Since the factor of choice and not the amount of choice feedback to the learner was the mechanism underlying motor learning in self-controlled context. The purpose of this study was investigating the effect of self- control feedback on the learning of throwing with one-hand with use of yoked self- control group. Forty five male students among university students of Shahid Beheshti University With the age range18 to 28, years voluntary participated in this study and were randomly divided into 3 groups: self-control, traditional yoked and yoked self control. Task was throwing sand bags with non-dominant hand. Subjects after pretest participated in acquisition phase (180 acquisition trails as 3 sessions, each session 3 blocks of 20 attempts) and 24 hours after the end of the acquisition phase, in retention tests and 5 min after the retention test, participated in the transfer. Data was analyzed by one-way ANOVA and Bonferroni post hoc test. Results showed that all groups had significant improvements in acquisition phase. Moreover, According to the retention and transfer tests results, yoked self - control group showed significantly more learning compare with self-control (p=0.001) and traditional yoked groups (p=0.001). Finding shows that self-control condition are beneficial for motor skills learning. In addition, in learning motor skill, Time ‘select the feedback received by the participants is more important than the number of received feedback.
Keywords
Yoked with Self Control, Self-Control, Throw with One Hand, Motor Learning
Reference
[1]
Magill, R. (2010). Motor learning and control: concepts and applications.
[2]
Schmidt, Richard A and Timothy D lee (1391). Motor control and learning: a behavioral emphasis 4/e. Translated by Hemayattalab, Rasoul and Ghasemi abdolah. Elm o Harkat publications. Page. 512.
[3]
Chiviacowsky S, Laroque de Medeiros F, Kaefer A, Wulf G (2008). Learning benefits of self-controlled knowledge of results in 10-year old children. Research Quarterly for Exercise and sport, 79, 405-410.
[4]
Wulf, G. and Toole, T (1999). Physical assistance devices in complex motor skill learning: benefits of a self-controlled practice schedule. Research Quarterly for Exercise and sport, 70, 265-272.
[5]
Wulf, G, raupach, M, and Pfeiffer, F (2005). Self controlled observational practice enhances learning. Journal of motor behavior, 76, 107-111.
[6]
Janelle CM, Kim J, Singer RN (1995). Subject-controlled performance feedback and learning of a closed motor skill. Perceptual and Motor Skills; 81: 627–34.
[7]
Janelle CM, Barba DA, Frehlich SG, Tennant LK, Cauraugh JH (1997). Maximizing performance feedback effectiveness through videotape replay and a self-controlled learning environment. Research Quarterly for Exercise and sport, 68:269–79.
[8]
Chiviacowsky S, Wulf G (2002). Self-controlled feedback: does it enhance learning because performers get feedback when they need it? Research Quarterly for Exercise and sport, 73: 408–15.
[9]
Chiviacowsky S, Wulf G (2005). Self-controlled feedback is effective if it is based on the learner’s performance. Research Quarterly for Exercise and sport, 76:42-8.
[10]
Chen, I hedrich, L, lindor, R (2002). enhancing self control learning environments: use of self controlled feedback information. Journal of human movement studies, 43, 69-86.
[11]
Wulf, G, Chiviacowsky, S and lewthwaite, R (2010). Normative feedback effects on learning a timing task. Research Quarterly for Exercise and sport, 81, 425-431.
[12]
Patterson t, carter M (2010). Learner regulated knowledge of results during the acquisition of multiple timing goals. Human movement science, 29, 214-227.
[13]
Hanssen S, Jacob Pfeiffer, Jae Todd Patterson (2011). Self-Control of Feedback During Motor Learning: Accounting for the Absolute Amount of Feedback Using a Yoked Group With Self-Control Over Feedback, Journal of Motor Behavior, Vol. 43, p: 113-120.
[14]
Wulf, G (2007). Self-controlled practice enhances motor learning: implications for physiotherapy, Physiotherapy 93, 96–101.
[15]
Wulf, g, Clauss, A, shea, c.h. and whitacre, C (2001). benefits of self-control in dyad practice. Research Quarterly for Exercise and sport, 72,299-303.
[16]
Chiviacowsky, S. and and mederiros FL (2006). self controlled feedback and learning of a discrete motor ability in the alderly. Research Quarterly for Exercise and sport, 18.225-233.
[17]
Zimmerman, B (1990). Self- regulated learning and academic achievement: an overview. Educational psychologist, 25, 3-17.
[18]
Straka, G (2000). Conception of self directed learning. New York: Waxmann.24-43.
[19]
Chiviacowsky S, Wulf, G, wally, R, Borges, T (2009). Knowledge of results after good trials enhances learning in older adults. feedback: Research Quarterly for Exercise and sport, 80:663–668.
[20]
wulf, G, shea, C. H(2004). understanding the role of augmented feedback: the good, the bad.in A.M bad and the ugly. Skill acquisition in sport: Research theory and practice (pp.121-144). New York, NY: Routledge.
[21]
Schmidt, R. A (1975). A schema theory of discrete motor skill learning. Psychological review, 82, 2.
[22]
Simon, A, Dominic and Bjrok, A, Robert (2001). Metacognition in motor learning. Journal of Experimental Psychology: Learning, Memory and cognition. Vol, 27, No, 4, 907-912.
[23]
Chiviacowsky, S, Wulf, G, Lewthwaite, R, Campos, T (2012). Motor learning benefits of self-controlled practice in persons with Parkinson disease. Gait and Posture 35, 601- 605.
[24]
Grand, K. F, bruzi, A. T, dyke, F. B., godwin, M. M, Leiker. A. M, Thompson. A. G. Buchanan, T. L. Miller, M, W (2015). Why self-control feedback enhances motor learning: Answers from electroencephalography and indices of motivation. Human Movement Science43/23-32.
Open Science Scholarly Journals
Open Science is a peer-reviewed platform, the journals of which cover a wide range of academic disciplines and serve the world's research and scholarly communities. Upon acceptance, Open Science Journals will be immediately and permanently free for everyone to read and download.
CONTACT US
Office Address:
228 Park Ave., S#45956, New York, NY 10003
Phone: +(001)(347)535 0661
E-mail:
LET'S GET IN TOUCH
Name
E-mail
Subject
Message
SEND MASSAGE
Copyright © 2013-, Open Science Publishers - All Rights Reserved