共查询到20条相似文献，搜索用时 15 毫秒
1.
Dr. George E. Stelmach 《Research quarterly for exercise and sport》2013,84(2):376-382
Abstract Four groups of 20 subjects were given 35 practice trials on a discrete motor task. On Trials 3 through 25 each of three experimental groups performed with either a 1, 3, or 6 lb. wristlet strapped to their wrists. Trials 1 and 2 and Trials 26 through 35 were performed under control conditions. Comparisons made of the three experimental groups with a group which practiced under control conditions throughout, revealed that the added physical work significantly depressed performance but did not affect learning. Analysis of the data after rest revealed that the groups did not differ significantly in the amount of learning, slopes of the curves, or means of the test trials. Reminiscence was found to be a function of the amount of physical work. 相似文献
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Abstract This study determined the effectiveness of a global learning strategy on the skill level attained in one closed primary task and two related ones. Eighty subjects were randomly assigned to five groups equal in number and sex: a content-dependent strategy group (CDS), a content-dependent strategy plus reminders group (CDSR), a content-independent strategy group (CIS), a content-independent strategy plus reminders group (CISR), or a control group. A content dependent strategy is one learned in reference to a specific task; in this case, the primary one. A content independent strategy is learned in the context of many example tasks. Subjects performed underhanded dart throwing as the primary task, jart throwing (similar in nature to dart throwing) as the directly related task, and soccer foul shooting as the slightly related task. The strategy used to test the hypotheses generated was the Singer 5-Step Strategy. ANOVAs indicated that all of the strategy learning conditions were significantly more effective than the control condition for each task. Furthermore, the CIS learning situation was more beneficial for the learning of the task most related to the primary task than the CDS learning situation. The CISR group outperformed the other strategy groups in the less-related task. 相似文献
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E. Dean Ryan 《Research quarterly for exercise and sport》2013,84(2):279-287
Abstract Forty male subjects were tested on a motor learning task called a stabilometer. Skin conductance was taken prior to the introduction of the task and immediately after each of the learning trials. Subjects were then dichotomized on the basis of initial conductance, final conductance, total change in conductance, conductance after trial one, and changes in conductance from rest to trial one. There was no difference in performance between groups when subjects were divided on the basis of initial conductance, but for all other measures performance was significantly better for the group with higher conductance. These results lend support to the concept of an arousal continuum as proposed by Duffy and Malmo. 相似文献
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Dr. Frank Verducci 《Research quarterly for exercise and sport》2013,84(2):391-395
Abstract This study inquires into the effects of class sizes of approximately 15, 37, and 60 students on the learning of a motor task (as measured by the Dyer Backboard Tennis Test) by college students during a nine-week period meeting twice a week. The primary independent variable was the size of the classes. The results show that: (a) students in a small-sized group performed significantly higher (P < .05) than subjects in the larger-sized group; (b) pupils in the small-sized group did not produce a significant difference (P > .05) when compared with individuals in the middle-sized group; and (c) students in the medium-sized group scored higher, but not significantly so (P > .05), than subjects in the large-sized group. 相似文献
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Abstract This investigation was conducted to compare the influence of high and low perceived competence (PC) and various causal dimension orientations on expectations, persistence, and performance while perceiving failure on a motor task. Based on a response to a PC scale, 84 junior high school students were selected to participate in this study. Separately, 42 low and 42 high PC subjects were oriented to perceive their performance on a stabilometer balancing task as due to: (a) internal, controllable, unstable factors (ICU); (b) internal, uncontrollable, stable factors (IUS); or (c) nothing in particular (NDO). Subjects then received fictitious negative feedback over 15 trials. Results revealed that persistence, expectations, and performance dependent measures were significant for PC and Causal Dimension groups. More specifically, the High PC group persisted longer, had higher expectations, and performed significantly better than the Low PC group. Furthermore, the subjects presented ICU orientations persisted for a longer amount of time, revealed higher expectations over trials, and performed significantly better over trials than the subjects in the IUS and NDO groups. These findings suggest that perceived competence and causal dimensional orientations influence children's expectations, persistence, and performance when perceiving failure on a motor task. 相似文献
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Franklin M. Henry 《Research quarterly for exercise and sport》2013,84(2):317-320
Abstract The present study was undertaken to determine if the presence of spectators when learning a complex motor task affected the performance of high- and low-anxious subjects. Forty-eight high- and 48 low-anxious subjects learned a coincident timing task alone or in the presence of an audience. Once the task was learned to a criterion, subjects performed 10 trials alone or in the presence of an audience. Palmar sweat gland activity was measured by counting the number of active sweat glands from a plastic mold. Absolute error found the mode of learning had no effect on performance. Absolute error intravariance, however, indicated that subjects who learned the task in the presence of an audience performed less consistently alone than subjects who performed in the presence of an audience. The anxiety level of the subject did not interact with the performance. Palmar sweat gland results showed increased arousal when in the presence of an audience. 相似文献
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Linda Farrah Balog 《Research quarterly for exercise and sport》2013,84(2):119-125
Abstract This investigation examined the effects of physical exercise on muscle tension and subsequent muscle relaxation training. Twenty college students participated in the first phase of the study, which included a 10-minute EMG baseline, 30 minutes of pedalling on a bicycle ergometer, followed by EMG measurements on the frontalis muscle for up to 3 hours after the end of exercise. The same subjects from Phase I went on to Phase II, which included eight 32-minute EMG biofeedback training (BFT) sessions, utilizing the frontalis muscle. Ten subjects randomly assigned to the experimental group received BFT following an acute exercise bout, while the 10 subjects in the control group received no treatment. The greatest decrease in muscle tension in Phase I occurred 90 minutes after the end of the exercise. This finding was not significantly different from the baseline, indicating that there was no relaxation effect as a result of exercise. In Phase II, significant differences between pre and post-test measurements in both groups indicated that learning of relaxation did occur. However, no significant differences were found between the two groups, indicating that physical exercise did not enhance the learning of EMG BFT. 相似文献
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Jennifer L. Etnier Paul M. Sprick Jeffrey D. Labban Chia-Hao Shih Stephen M. Glass Jarod C. Vance 《Journal of sports sciences》2020,38(19):2264-2272
ABSTRACT Meta-analytic evidence supports that exercise has benefits for short-term memory (STM) and long-term memory (LTM). However, only three studies with children have tested the differential effects of exercise on STM and LTM. The purpose of this study was to examine the effects of an aerobic fitness test on STM and LTM and to consider the moderating effects of grade level. Children (7–13 years of age) were randomly assigned to either perform an aerobic fitness test before (exercise prior) or after (exercise post) performing the Rey Auditory Verbal Learning Test (RAVLT) to assess memory. Memory was tested again after approximately 24 hours. There were significant differences in memory performance as a function of grade with 4th and 6th graders consistently outperforming 2nd graders. For learning, Day 1 Retention, 24-hr recall, and Day 2 Retention, the exercise prior group performed better than the exercise post group. It is concluded that an aerobic fitness test performed prior to a declarative memory test benefits LTM as compared to when the aerobic fitness test is performed after the memory test. 相似文献
9.
Abstract This study investigated the effectiveness of learner strategies on learning and remembering a series of juggling skills, using modular versus traditional modes of instruction. The 48 subjects (M age = 16.6 years) were randomly assigned to one of four groups: (a) a group taught by a live instructor (traditional) using learner strategies; (b) a traditionally taught no-strategies group; (c) a self-instructed group that used strategies with a modular instructional approach; and (d) a control group exposed to a similar module without the use of strategies. Two juggling experts rated subjects on their ability to perform five juggling skills immediately following eight learning sessions (acquisition) and 7 days after the first test (retention). The use of ANOVA revealed that the groups which used modular instruction, as opposed to traditional instruction, and strategies in comparison to no strategies, performed significantly better when scores on the acquisition and retention tests were combined. Performance on the retention test was similar for all groups. The results provided partial support for the use of modular instruction and learner strategies in the learning and remembering of complex gross motor skills. However, contrary to expectations, the combination of these factors did not elicit performance superior to that elicited by the other conditions. 相似文献
10.
Heather J. Brown Robert N. Singer James H. Cauraugh Georgann Lucariello 《Research quarterly for exercise and sport》2013,84(1):10-14
Abstract The effect of designated learning strategies and reflective versus impulsive cognitive styles on performance in a maze learning task was investigated. Twenty-four female subjects were randomly assigned to a strategy or control group. The strategies group was provided with three potentially effective strategies (imagery, rhythm, and feedback) as identified by an information processing task analysis procedure. The Matching Familiar Figures test further classified subjects within the two groups according to their preferred styles of responding. Eleven primary task trials were administered with direct view of maze and four related task trials were completed with an indirect view of it. Traversal speed and time in the incorrect pathways were analyzed with a 2 × 2 × 7 (Strategies × Cognitive Styles × Trial Blocks) repeated measures ANOVA. A significant three-way interaction was found for both dependent measures. As hypothesized, during the primary task the control reflective subjects traversed the maze more slowly than the control impulsive subjects. However, the strategies reflective subjects completed the maze with the same speed as strategies impulsives. The incorrect pathways × time interaction revealed that the control reflective subjects spent less time in the incorrect pathways during the related task than the control impulsives. No significant differences were found for strategies reflectives or impulsives. These findings indicate that, for this maze task that emphasized speed, the performance of reflective and impulsive subjects was facilitated by appropriate learning strategies. 相似文献
11.
《运动与健康科学(英文)》2014,3(3):196-205
PurposeThe purpose of this study was to determine if antioxidant supplementation, moderate exercise, and the combination of both treatments could ameliorate cognitive performance in adult mice and whether the apolipoprotein E (APOE) genotype as well as sex could influence the functional outcomes of the treatments.MethodsFor a period of 16 weeks, separate groups of male and female mice expressing either the human APOE3 or APOE4 isoforms were fed either a control diet (NIH-31) or the control diet supplemented with vitamins E and C (1.12 IU/g diet α-tocopheryl acetate and 1.65 mg/g ascorbic acid). The mice were further separated into a sedentary group or a group that followed a daily exercise regimen. After 8 weeks on the treatments, the mice were administered a battery of functional tests including tests to measure cognitive and affective function.ResultsThere was no effect of genotype or treatment on the learning performance in the Morris water maze. In the discriminated avoidance task, APOE4 mice performed better in learning the discrimination component of the task. Overall, exercise improved performance of APOE4 and APOE3 mice on various aspects of the active avoidance task. Antioxidant supplementation improved performance only in the APOE4 mice. On the test for anxiety, APOE4 mice spent more time in the open arms and supplementation with antioxidant reversed that effect.ConclusionExercise was the most effective treatment at improving cognitive function in both genotypes and sex, while antioxidants seemed to be effective only in the APOE4. In young adult mice only non-spatial learning and memory were improved. The combination of the two treatments did not yield further improvement in cognition, and there was no antagonistic action of the antioxidant supplementation on the beneficial effects of exercise. 相似文献
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Abstract The purpose of this study was to test for possible interaction effects between method of subject selection (volunteer vs random) and a selected treatment variable—verbal encouragement. The presence of such an interaction would suggest that generalizations regarding verbal encouragement could be made only to specific subject populations. Volunteer (n = 40) and randomly selected (n = 40) subjects were randomly assigned to either a verbal encouragement condition or to a control group with no verbal encouragement. Dependent variables were a tapping task and a leg lift task. It was predicted that volunteer subjects, due to their higher need for approval and greater desire to accommodate, would perform significantly better under the verbal encouragement condition than would the randomly selected subjects. Multivariate and univariate data analyses indicated that the prediction was supported on the tapping task (female subjects only) but not on the leg lift task. It was concluded, at least on certain tasks, that use of volunteer subjects may result in a selection bias × treatment interaction effect that could limit the generalizability of research results. 相似文献
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Margaret Robb 《Research quarterly for exercise and sport》2013,84(1):175-184
Abstract This study was an investigation of the course of learning a specified arm movement pattern under conditions that varied as to the type and frequency of feedback information. After several days of practice, subjects performed a criterion test which was the same as the learning movement pattern, but explicit visual feedback was withdrawn. Forty undergraduate students were divided into five groups. Each group was randomly assigned a method of learning the task. The methods of receiving information about performance were as follows: (a) concurrent visual feedback, (b) concurrent proprioceptive feedback and terminal knowledge of graphs, (c) a combination of (a) and (b), (d) concurrent visual feedback interspersed with passive watching, and (e) concurrent visual feedback at two different speeds. The results indicated the following: (a) the most effective variable for learning the pattern was concurrent visual feedback, (b) performing the movement at a slower than normal rate was detrimental to performance on the criterion test, (c) sitting and watching was as effective a learning method as performing at two speeds, and (d) subjects in the slow-standard speed group were significantly poorer than subjects in other groups during performance of the criterion test. The other methods did not differ significantly from each other. 相似文献
14.
Abstract This study evaluated the effects of a three-year exercise program on motor performance and cognitive processing speed of previously sedentary older women, ages 57–85. Variables tested were simple and choice reaction time (CRT), balance, sit and reach flexibility, shoulder flexibility, and grip strength. Subjects participated three times a week in exercise performance classes designed to meet American College of Sports Medicine guidelines. Results indicate that performance was significantly improved on all measures during the course of the study (p < .01) except for the sit and reach test (SRT), where significance was approached (p < .027), but not reached. A comparison of the exercise subjects with a comparable group of nonexercising control subjects revealed significant interactions between treatment and time on all variables except CRT and grip strength. Pretest to posttest scores of the exercise subjects tended to improve over the three-year period, whereas the scores of the control subjects declined. Improved reaction time indicated exercise is effective in reversing or at least slowing certain age-related declines in motor performance and in speed of cognitive processing. 相似文献
15.
Abstract The purpose of this study was to compare reaction time (RT) and fractionated RT components (premotor and motor times) between normal and postcontraction conditions. Twelve participants performed 20 trials each of control and postcontraction RT conditions. For the control condition, participants executed a learned, rapid, knee-extension contraction response to an auditory stimulus. The postcontraction condition was identical to the control condition except that the participants performed a 3-s isometric contraction of the knee extensor muscles prior to an auditory stimulus. Muscle activity was recorded from the quadriceps muscle group. Results indicated that the postcontraction condition was significantly faster than the control condition for the average RT, premotor time, and motor time. It was concluded that reaction time, processing time, and muscle contraction time for a learned task could be significantly reduced following an isometric contraction. 相似文献
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Abstract This study reinvestigated and extended the findings of Landers and Landers (1973), which examined the influence of skilled and unskilled teacher and peer models on motor performance. Sixth grade females (N = 100) were randomly assigned to groups in a 2 × 2 (Model Type × Model Skill) factorial design or to a no-model group. In the treatment groups, subjects observed one of four unfamiliar models—(a) a skilled teacher, (b) an unskilled teacher, (c) a skilled peer, or (d) an unskilled peer—perform on the Bachman ladder task. Subjects performed 30 trials of the task and also completed self-efficacy questionnaires on three occasions. Results showed that subjects who watched a skilled model performed better than subjects who watched an unskilled model. Unlike the Landers and Landers study, no model type by model skill interaction was found. In addition, the skilled model group reported higher efficacy beliefs than the control group after performing and were more efficacious than the unskilled model subjects both after watching the model and after performing. These results suggest when students view unfamiliar models, the skill rather than the status of the model may be more salient. 相似文献
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Abstract The purpose of this study was to examine the role of selective attention in rhythmic response of children. A motor rhythmic response of grade 2 (N = 30) and grade 4 (N = 29) boys was examined with respect to the sensory modality of a secondary stimulus input. It is thought that the information processing capacity of children, as manifested in the processes of selective attention, may be a factor in the developmental changes in motor skill learning and performance. Using a rhythmic analysis system, subjects in each grade level performed ten blocks of five trials in one of three groups: control, audio interference, and visual interference. Output from a dual-channel recorder was scored to give time and space errors (AE and CE). Performance variation (VE) was calculated from the error scores. Multivariate analysis of variance revealed significantly better performance by the grade 4 subjects. The treatment conditions did not significantly impair performance as measured by CE error scores. The audio input resulted in significantly less consistent temporal performance (VE). 相似文献
20.
Charles B. Corbin 《Research quarterly for exercise and sport》2013,84(4):534-538
Abstract The purpose of this investigation was to test the effect of mental practice on skill performance after exposing subjects to real performance of a novel motor skill. Subjects practiced physically for one week prior to being divided into control, mental practice, and physical practice groups. Subjects then practiced in treatment groups for three weeks. Results indicated mental practice to be effective in facilitating juggling performance in subjects having experienced controlled actual practice. 相似文献