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1.
Richard H. Cox 《Research quarterly for exercise and sport》2013,84(3):223-228
Abstract The purpose of this investigation was to test the basic tenets of consolidation theory by studying the relationship between arousal and the performance and learning of a pursuit rotor task. Ninety-six subjects (48 men and 48 women) were randomly assigned to one of three induced arousal conditions (control, failure-feedback, and electrical shock). Subjects were given twenty-one 20-second acquisition trials under induced arousal conditions, followed 24 or 48 hours later by nine trials in the absence of induced arousal (trials 22–30). The Spielberger A-trait test was administered before the 21 acquisition trials and the A-state test was given afterward. The results of the A-trait test revealed that arousal conditions were equal in terms of normal anxiety levels, while results of the A-state test demonstrated that subjects under induced arousal conditions were indeed stressed (had higher levels of state anxiety). The 21 acquisition trials (seven three-trial blocks) were analyzed using time on target (TOT) scores to determine the effects of arousal on performance. The results of this analysis revealed reliable differences for sex and trial blocks, but not for arousal. A significant triple interaction among the three main effects was primarily caused by a decrement in performance by the female subjects who received failure-feedback. TOT recall scores failed to reveal a facilitative effect due to arousal as predicted by perseverative consolidation theory. In summary, the results of the investigation provided partial support for the action decrement notion but none for the action increment notion of consolidation theory. 相似文献
2.
The study follows up on the contention that self-controlled feedback schedules benefit learning because they are more tailored to the performers' needs than externally controlled feedback schedules (Chiviacowsky & Wulf, 2002). Under this assumption, one would expect learning advantages for individuals who decide whether they want to receive feedback after a trial rather than before a trial. Participants practiced a sequential timing task, and all could decide the trials on which they received feedback. One group ("self-after") decided after every trial whether they wanted to receive feedback for that trial while another group ("self-before") made that decision before each trial The self-after group showed learning benefits on a delayed transfer test (novel absolute timing requirements) with regard to overall timing and relative-timing accuracy. Thus, self-controlled feedback was more effective when the learner could make a decision about receiving feedback after the trial. This seems to support the view that self-controlled feedback benefits learning, because learners can make a decision about feedback based on their performance on a given trial. 相似文献
3.
This study investigated the influence of normative feedback on learning a sequential timing task. In addition to feedback about their performance per trial, two groups of participants received bogus normative feedback about a peer group's average block-to-block improvement after each block of 10 trials. Scores indicated either greater (better group) or less (worse group) than the average improvement, respectively. On the transfer test 1 day later which required producing novel absolute movement times, the better group demonstrated more effective learning than the worse group. These findings add to the mounting evidence that motivational factors affect motor skill learning. 相似文献
4.
Recent studies (Chiviacowsky & Wulf, 2002, 2005) have shown that learners prefer to receive feedback after they believe they had a “good” rather than “poor”trial. The present study followed up on this finding and examined whether learning would benefit if individuals received feedback after good relative to poor trials. Participants practiced a task that required them to throw beanbags at a target with their nondominant arm. Vision was prevented during and after the throws. All participants received knowledge of results (KR) on three trials in each 6-trial block. While one group (KR good) received KR for the three most effective trials in each block, another (KR poor) received feedback for the three least effective trials in each block. There were no group differences in practice. However, the KR good group showed learning advantages on a delayed retention test (without KR). These results demonstrated that learning is facilitated if feedback is provided after good rather than poor trials. The findings are interpreted as evidence for a motivational function of feedback. 相似文献
5.
Recent studies (Chiviacowsky & Wulf, 2002, 2005) have shown that learners prefer to receive feedback after they believe they had a "good" rather than "poor" trial. The present study followed up on this finding and examined whether learning would benefit if individuals received feedback after good relative to poor trials. Participants practiced a task that required them to throw beanbags at a target with their nondominant arm. Vision was prevented during and after the throws. All participants received knowledge of results (KR) on three trials in each 6-trial block. While one group (KR good) received KR for the three most effective trials in each block, another (KR poor) received feedback for the three least effective trials in each block. There were no group differences in practice. However the KR good group showed learning advantages on a delayed retention test (without KR). These results demonstrated that learning is facilitated if feedback is provided after good rather than poor trials. The findings are interpreted as evidence for a motivational function of feedback. 相似文献
6.
随机抽取第六届全国大学生武术锦标赛的运动员共51人作为研究对象,按性别分为3组,前4名为第1组,5~8名为第2组,未进入前8名的为对照组,分别测量他们的身体形态、身体成分、身体素质和赛前心理状态。结果:男运动员在身高、体重、脂肪比率,肌肉含量、去脂体重、WHR、BMI、肺活量、肺活量指数、握力、立定跳远、反应时和平衡性方面,第1组、第2组与对照组相比,均没有显著性意义(P>0.05),握力指数和坐位体前屈第1组显著性高于其他组(P<0.05);女运动员的肌肉含量、去脂体重和坐位体前屈第1组显著性高于对照组(P<0.05),第2组在身高、脂肪比率、去脂体重和握力方面显著性高于第1组和对照组(P<0.05~0.01),坐位体前屈和反应时显著性低于第1组(P<0.05~0.01)。第1组运动员在赛前认知状态焦虑和躯体状态焦虑显著性均低于第2组和对照组(P<0.05~0.01),而自信心第1组、第2组和对照组之间没有显著性差异(P>0.05)。结论:力量和柔韧性是影响男子武术运动员比赛成绩的重要因素;肌肉含量、去脂体重和坐位体前屈是影响女子武术运动员比赛成绩的重要因素;赛前认知状态焦虑和躯体状态焦虑也是影响武术比赛成绩的重要因素之一,而状态自信心对比赛成绩影响不大。 相似文献
7.
Mark H. Anshel 《Research quarterly for exercise and sport》2013,84(3):305-317
The purpose of this study was to determine the effects of consistent positive and negative feedback on motor performance and a shift in locus of control. Comparisons of the data were made on the basis of age, sex, type of feedback, and internal–external (I–E) disposition. Extreme internal and external participants were offered positive or negative feedback on a rotary pursuit motor task over 20 trials, twice per week, for 6 weeks (a total of 240 trials). The results were as follows: (a) all eighth-grade (13-year-old) subjects displayed superior motor skill performance as compared to fifth-grade (10-year-old) students; (b) subjects across age groups who received positive feedback performed better than subjects given negative feedback; (c) a significant locus of control by feedback interaction indicated that high internals were superior to high externals under positive feedback conditions but that negative feedback produced inferior performance by internals compared to heightened performance by externals; (d) older subjects were more internal than younger subjects based on locus of control questionnaire data both prior to and immediately following the 6-week experiment; and (e) neither age group demonstrated a significant shift in locus of control in response to both the positive and negative feedback conditions. 相似文献
8.
Michael J. Duncan Mike Smith Elizabeth Bryant Emma Eyre Kathryn Cook Joanne Hankey 《European Journal of Sport Science》2016,16(1):27-35
The aim of this study was to investigate if the effects of changes in physiological arousal on timing performance can be accurately predicted by the catastrophe model. Eighteen young adults (8 males, 10 females) volunteered to participate in the study following ethical approval. After familiarisation, coincidence anticipation was measured using the Bassin Anticipation Timer under four incremental exercise conditions: Increasing exercise intensity and low cognitive anxiety, increasing exercise intensity and high cognitive anxiety, decreasing exercise intensity and low cognitive anxiety and decreasing exercise intensity and high cognitive anxiety. Incremental exercise was performed on a treadmill at intensities of 30%, 50%, 70% and 90% heart rate reserve (HRR) respectively. Ratings of cognitive anxiety were taken at each intensity using the Mental Readiness Form 3 (MRF3) followed by performance of coincidence anticipation trials at speeds of 3 and 8 mph. Results indicated significant condition × intensity interactions for absolute error (AE; p = .0001) and MRF cognitive anxiety intensity scores (p = .05). Post hoc analysis indicated that there were no statistically significant differences in AE across exercise intensities in low–cognitive anxiety conditions. In high–cognitive anxiety conditions, timing performance AE was significantly poorer and cognitive anxiety higher at 90% HRR, compared to the other exercise intensities. There was no difference in timing responses at 90% HRR during competitive trials, irrespective of whether exercise intensity was increasing or decreasing. This study suggests that anticipation timing performance is negatively affected when physiological arousal and cognitive anxiety are high. 相似文献
9.
Self-control over factors involving task-related information (e.g, feedback) can enhance motor learning. It is unknown if these benefits extend to manipulations that do not directly affect such information. The purpose of this study was to determine if self-control over the amount of practice would also facilitate learning Participants learned to throw a dart using their nonpreferred hand. The self-control (SC) group decided when to stop practice. The yoked group completed the same number of trials as their SC counterparts. Results revealed the SC group was more accurate during transfer and in recalling the number of trials completed. These findings indicate that self-control benefits extend to factors that do not directly alter task-related information. 相似文献
10.
Abstract The present study attempted to determine whether the nature of training experiences influences the development of coincident timing skill in young children. The task involved visual tracking of a moving light sequence and a 43 cm arm movement to a padded target. Subjects attempted to tap the target coincident with the completion of the light sequence. Sixty first grade children were randomly assigned to one of five groups, with an equal number of males and females in each group. Subjects assigned to the training groups received 48 trials on each of two days, with stimulus speeds that were either slow (179 cm/sec or 4 mph), fast (313 cm/sec or 7 mph), varied-random (179, 224, 268, 313 cm/sec or 4, 5, 6, 7 mph), or varied-blocked (i.e., 6 consecutive trials with one speed before changing to another). Control subjects performed a neutral coloring activity during the training phase of the experiment. All subjects were then given 10 trials on a third day with each of two stimulus speeds not experienced previously; one slow (134 cm/sec or 3 mph) and one fast (358 cm/sec or 8 mph). During transfer trials all groups were more accurate with the fast than with the slow speed stimulus. Training method mattered most during slow speed transfer trials, with the most accurate performance demonstrated by the group receiving varied-blocked speeds during training. The least effective methods were fast speed training, especially for males, and varied-random speed training. It was concluded that training sessions for the development of coincident timing skill in young children should emphasize slower speed stimuli and blocking of additional speeds which are more rapid. 相似文献
11.
《European Journal of Sport Science》2013,13(1):96-102
Abstract The purpose of this study was to examine the interactive effects of hardiness (high vs. low hardiness) and anxiety direction (facilitators vs. debilitators) on performers' competitive anxiety intensity responses, self-confidence levels and the frequency and effectiveness of coping usage. Significant interaction effects showed that the high hardiness/facilitators reported the greatest use of planning, active coping and effort strategies during stressful competitive situations and viewed this use as more effective in dealing with these situations than the other groups. Main effects for hardiness on the competitive anxiety response and self-confidence revealed the high hardiness group to have lower levels of worry and somatic anxiety and higher levels of self-confidence than the low hardiness group. These findings have important implications for the development of hardiness-related coping strategies in sport performers. 相似文献
12.
Phillip G. Post Jeffrey T. Fairbrother Joao A.C. Barros 《Research quarterly for exercise and sport》2013,84(3):474-481
Abstract Self-control over factors involving task-related information (e.g., feedback) can enhance motor learning. It is unknown if these benefits extend to manipulations that do not directly affect such information. The purpose of this study was to determine if self-control over the amount of practice would also facilitate learning. Participants learned to throw a dart using their nonpreferred hand. The self-control (SC) group decided when to stop practice. The yoked group completed the same number of trials as their SC counterparts. Results revealed the SC group was more accurate during transfer and in recalling the number of trials completed. These findings indicate that self-control benefits extend to factors that do not directly alter task-related information. 相似文献
13.
This study examined whether the learning advantages of an external focus of attention relative to an internal focus, as demonstrated by Wulf, H?ss, and Prinz (1998), would also be found for a sport skill under field-like conditions. Participants (9 women, 13 men; age range: 21-29 years) without experience in golf were required to practice pitch shots. The practice phase consisted of 80 practice trials. One group was instructed to focus on the arm swing (internal focus), whereas another group was instructed to focus on the club swing (external focus). One day after practice, a retention test of 30 trials without instructions was performed. The external-focus condition was more effective for performance during both practice and retention. 相似文献
14.
This study considered the influence of competitive anxiety and self-confidence state responses upon components of performance. Basketball players (n=12) were trained to self-report their cognitive anxiety, somatic anxiety and self-confidence as a single response on several occasions immediately before going on court to play. Performance was video-recorded and aspects of performance that could be characterized as requiring either largely anaerobic power (height jumped) or working memory (successful passes and assists) were measured. Intra-individual performance scores were computed from these measures and the data from seven matches were subjected to regression analyses and then hierarchical regression analyses. The results indicated that, as anticipated, somatic anxiety positively predicted performance that involved anaerobic demands. Self-confidence, and not cognitive anxiety, was the main predictor of performance scores with working memory demands. It would appear that different competitive state responses exert differential effects upon aspects of actual performance. Identifying these differences will be valuable in recommending intervention strategies designed to facilitate performance. 相似文献
15.
This study considered the influence of competitive anxiety and self-confidence state responses upon components of performance. Basketball players (n = 12) were trained to self-report their cognitive anxiety, somatic anxiety and self-confidence as a single response on several occasions immediately before going on court to play. Performance was video-recorded and aspects of performance that could be characterized as requiring either largely anaerobic power (height jumped) or working memory (successful passes and assists) were measured. Intra-individual performance scores were computed from these measures and the data from seven matches were subjected to regression analyses and then hierarchical regression analyses. The results indicated that, as anticipated, somatic anxiety positively predicted performance that involved anaerobic demands. Self-confidence, and not cognitive anxiety, was the main predictor of performance scores with working memory demands. It would appear that different competitive state responses exert differential effects upon aspects of actual performance. Identifying these differences will be valuable in recommending intervention strategies designed to facilitate performance. 相似文献
16.
In this study, we investigated whether video modelling can enhance gymnasts' performance of the circle on a pommel horse. The procedure associated expert-modelling with self-modelling and quantitative performance analysis. Sixteen gymnasts were randomly assigned to one of two groups: (1) a modelling group, which received expert- and self-modelling, and performance feedback, or (2) a control group, which received no feedback. After five sessions of training, an analysis of variance with repeated measures indicated that the gains in the back, entry, front, and exit phases of the circle were greater for the modelling group than for the control group. During the training sessions, the gymnasts in the modelling group improved their body segmental alignment during the back phase more quickly than during the other phases. As predicted, although both groups performed the same number of circles (300 in 5 days, with 10 sequences of 6 circles), the modelling group improved their body segmental alignment more than the control group. It thus appears that immediate video modelling can help to correct complex sports movements such as the circle performed on the pommel horse. However, its effectiveness seemed to be dependent on the complexity of the phase. 相似文献
17.
Christopher M. Janelle Douglas A. Barba Shane G. Frehlich L. Keith Tennant James H. Cauraugh 《Research quarterly for exercise and sport》2013,84(4):269-279
This study was designed to examine whether participants who could control the schedule of performance feedback (KP) would learn differentially from those who received a rigid feedback schedule while learning a complex task. Participants (N = 48) were randomly assigned to self-controlled KP (SELF), summary KP (SUMMARY), yoked control (YOKE), or knowledge of results only (KR) conditions. Data collection consisted of an acquisition phase and a 4-day retention phase during which right-handed participants performed a left-handed ball throw. Overall, throwing form improved across trial blocks during acquisition, with the SUMMARY, SELF, and YOKE groups showing more improvement than the KR group. During retention, the SELF group retained a higher level of throwing form and accuracy in comparison to the other groups. Results suggest that when given the opportunity to control the feedback environment, learners require relatively less feedback to acquire skills and retain those skills at a level equivalent to or surpassing those who are given more feedback but receive it passively. 相似文献
18.
《European Journal of Sport Science》2013,13(3):143-152
Abstract This study investigated whether self-modeling plus physical practice would improve intermediate level figure skaters’ jump performance, as well as their self-efficacy, motivation, and state anxiety, when compared to physical practice alone. Twelve female figure skaters (M=13.4 years of age, SD=1.4) participated in a within-participant design where they received a self-modeling intervention for one jump and a control condition for another jump. They were also compared with a separate control group of 7 skaters (M=14.2 years of age, SD=2.35) who received no intervention. We hypothesized that skaters would show greater improvement in physical and psychological performance scores for jumps in the self-modeling condition than for jumps in the control conditions. We also hypothesized that increased self-efficacy and motivation and decreased state anxiety would mediate the relationship between self-modeling and physical performance. Counter to our predictions, no differences existed between the two conditions for the self-modeling group or between the self-modeling group and the control group. Despite the lack of statistical support for our hypotheses, skaters’ evaluation of the intervention was very positive and suggests possible explanations for the results. 相似文献
19.
Abstract In this study, we investigated whether video modelling can enhance gymnasts' performance of the circle on a pommel horse. The procedure associated expert-modelling with self-modelling and quantitative performance analysis. Sixteen gymnasts were randomly assigned to one of two groups: (1) a modelling group, which received expert- and self-modelling, and performance feedback, or (2) a control group, which received no feedback. After five sessions of training, an analysis of variance with repeated measures indicated that the gains in the back, entry, front, and exit phases of the circle were greater for the modelling group than for the control group. During the training sessions, the gymnasts in the modelling group improved their body segmental alignment during the back phase more quickly than during the other phases. As predicted, although both groups performed the same number of circles (300 in 5 days, with 10 sequences of 6 circles), the modelling group improved their body segmental alignment more than the control group. It thus appears that immediate video modelling can help to correct complex sports movements such as the circle performed on the pommel horse. However, its effectiveness seemed to be dependent on the complexity of the phase. 相似文献
20.
为探讨我国田径运动员的认知风格、竞赛焦虑特征与竞技水平发挥的关系,采用镶嵌图形测验和竞赛状态焦虑问卷的方法,对我国15个省、市优秀田径运动员93人进行调查。结果显示:①我国优秀田径运动员有场依存者和场独立者,个体差异情况较大;田径运动员认知状态焦虑低于田径常模、躯体状态焦虑显著低于常模,状态自信心显著高于常模,场独立运动员躯体状态焦虑显著高于场依存运动员,认知状态焦虑更低而状态自信心更高。②认知风格与认知状态焦虑显著负相关,与躯体状态焦虑、状态自信心正相关,认知风格是影响认知状态焦虑的一个主因素。③两种认知风格运动员与竞技水平发挥率负相关,场独立运动员竞技水平发挥率更高;竞技水平发挥高组的运动员认知状态焦虑、躯体状态焦虑更低,状态自信心更高;竞技水平发挥高组与认知状态焦虑、躯体状态焦虑负相关,竞技水平发挥低组与认知状态焦虑负相关、与躯体状态焦虑正相关,两组运动员与状态自信心正相关;回归分析表明竞赛焦虑的三个维度均不能预测竞技水平发挥程度。 相似文献