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1.
Abstract

The purpose of this investigation was to determine whether combining two mental preparation strategies would be more effective in enhancing performances than a single strategy. Subjects (n = 40) practiced on a basketball free throw task (20 shots) using one of the following mental preparation strategies: (a) imagery, (b) relaxation, (c) relaxation plus imagery, (d) placebo control. To simulate game conditions, subjects were allowed only 10 s in which to use their mental preparation strategy. After the practice session, subjects shot 20 test free throws using their designated technique. Results indicated a significant main effect with the imagery group performing significantly better than the placebo control group although there were no specific differences between the three experimental groups. The results are discussed in terms of potential variables mediating the effectiveness of imagery in enhancing sport performance, and future directions for research are offered.  相似文献   

2.
Abstract

Male volunteers (N=80) were randomly assigned to either a control or a mental practice group for the learning of three motor skills, the hock swing to a horizontal bar, jump-foot, and soccer hitch kick. All subjects were tested individually on each of the skills but one group engaged in five directed mental practice sessions spaced over a period of 5 days prior to being tested. Significant differences between groups in initial trial success were obtained for the hock swing but not for the other two skills. After physical practice was introduced, the mental practice group required fewer trials to achieve success in the hock swing and the jump-foot but not in the soccer hitch kick. It was concluded that the effectiveness of mental practice without prior physical practice is specific to the skill and is more pronounced for simpler skills.  相似文献   

3.
Abstract

This study sought to determine the relative effectiveness of mental and physical practice upon the learning of a selected motor skill, and the possible differential effects of mental practice during different stages of the learning period.

Ninety-three male volunteers were used as subjects. They were randomly assigned to the following five treatment conditions: control, mental practice, physical practice, mental-physical practice, and physical-mental practice. Practice consisted of throwing rubber balls at a target from a distance of 15 ft. The practice periods lasted for 18 days.

Initial and final tests were administered to determine the increase in skill. Data, which consisted of gain scores, were analyzed using analysis of variance. The results indicated that the only significant improvement occurred in the combination-type treatment conditons. Trend analysis was used to evaluate the changes in the daily practice scores. The results showed that either mental or physical practice was equally effective during the first half of the skill development period.  相似文献   

4.
Abstract

The effectiveness of mental practice was studied when combined with three variables of instruction: audio, visual, and audio-visual presentations of the forehand tennis drive. An adaptation of the Broer-Miller tennis test was administered to 183 subjects prior to and following the training sessions. Subjects were divided into six experimental groups and one control group. Of the experimental groups, one heard, one viewed, and one both heard and viewed a sound filmstrip which described the tennis drive. Three similar experimental groups received parallel instruction but also engaged in 10-min. mental practice sessions immediately following their respective presentations. All six groups met three times a week for a period of 8 weeks. The three experimental groups which also engaged in mental practice showed a significant improvement in the execution of the forehand drive. Among the variables of instruction, audio used in conjunction with mental practice proved to be the most effective method for development of the forehand tennis stroke.  相似文献   

5.
Purpose: The purpose of the present study was to investigate the effects of self-controlled feedback on the learning of a sequential-timing motor task in introverts and extroverts. Method: Fifty-six university students were selected by the Eysenck Personality Questionnaire. They practiced a motor task consisting of pressing computer keyboard keys in a specific spatial and temporal pattern. The experiment consisted of practice, retention, and transfer phases. The participants were distributed into 4 groups, formed by the combination of personality trait (extraversion/introversion) and type of feedback frequency (self-controlled/yoked). Results: The results showed superior learning for the groups that practiced in a self-controlled schedule, in relation to groups who practiced in an externally controlled schedule, F(1, 52) = 4.13, p < .05, η2 = .07, regardless of personality trait. Conclusion: We conclude that self-controlled practice enhances motor learning in introverts and extroverts.  相似文献   

6.
Abstract

In the present study experimental subjects practiced variations in movement distance and/or movement time during training trials on a closed timing task. Control subjects trained with single distance-time combinations. During transfer trials all subjects attempted (without knowledge of results) a distance-time combination that was different (except in the case of one control condition) from any performed during training. The results revealed that the timing accuracy of the two experimental conditions that practiced a variety of times was significantly poorer than that of most of the other conditions during the training phase. However, transfer analyses revealed several significant differences between the performance of variable-trained and constant-trained conditions, in all cases favoring the former. It was concluded that the transfer benefits of variable practice are (a) not due to the particular movement component selected for variation during training, and (b) to some extent always determined by the similarity of training and transfer conditions experienced by constant-practice subjects.  相似文献   

7.
Abstract

Nowadays, Tai chi chuan (TCC) is practiced by millions worldwide with a range of skill levels. However, the effect of skill level on physiological response to TCC performance has yet to be clarified. In this study, physiological parameters during practicing simplified 24-form TCC were investigated and compared in 10 young high-level (HL) male TCC athletes and 10 ordinary-level (OL) male TCC practitioners with similar age and body size. Significantly higher energy expenditure, heart rate, oxygen uptake and tidal volume were found in HL group than OL group during TCC performance. The respiratory frequency and exhalation time were similar between the two groups during practicing TC; however, significantly less inhalation time was found in HL group (1.02±0.2 s) than OL group (1.12±0.28 s). Our results suggested that skill level may have considerable impact on metabolic and cardiorespiratory responses to TCC performance. TCC practitioners with different skill levels may practice TCC in different ways, which was supposed to lead to distinguishable response between the two groups.  相似文献   

8.
Abstract

Variable practice has been shown to be an effective strategy to improve open motor skills. However, the usefulness of this procedure in closed motor skills remains controversial. The following study has the objective of analysing the effects of variability practice in the improvement of a closed skill. The skill studied has been the tennis serve. Thirty young tennis players (13 ± 1.52 years), divided in two groups, took part in this study. One group practiced in variable conditions and the other group in consistency conditions. Both groups performed 12 training sessions (60 serves/session). The variable practice group improved their accuracy significantly compared with the consistency group (F3.25 = 3.078; P = 0.035). The velocity of serve increased after training in both groups (F3.25 = 15.890; P = 0.001). The practice in variable conditions seems to be effective in improving the performance of the tennis serve.  相似文献   

9.
Abstract

Eighty male college students were divided into two experimental groups practicing three criterion tasks: the floor kip, the front hip circle mount on the low horizontal bar, and the glide kip on the low horizontal bar. These tasks were practiced under different conditions of massed or distributed practice and an ANCOVA was used to test for significant mean differences in the rates of learning between the experimental groups on each task. The subjects' performance on the Metheny-Johnson test served as the control variable in the analysis and the .05 level of significance was selected.

All observed differences in mean rates of acquisition between groups were within the limits of chance on all tasks, regardless of the method of practice. This apparent lack of effect of distribution of practice was attributed to factors such as the pacing of the task, the discrete and complex, rather than continuous, nature of the task, and the learning-performance distinction.  相似文献   

10.
Abstract

Retention and relearning of five novel gross motor skills after a long period of no practice were studied. College women were classified into high, average, and low skill groups in a previous experiment, and this classification of 36 of the original subjects was retained in the present retesting study. A high degree of skill was retained after approximately one year of no practice. Relearning to previously attained skill levels was rapid. There were significant differences among classified high, average, and low skill groups in learning, retention, and relearning.  相似文献   

11.
Abstract

This investigation examined undergraduate physical education majors' perceptions of the roles of teacher and coach. A questionnaire was administered to a sample of 80 physical education majors at a large urban university. Subjects were asked to rate the importance of twelve characteristics or abilities for teachers and for coaches. Results indicated that the subjects viewed the abilities needed for each of the roles as similar. Subjects were asked to indicate their job preference, and to estimate their ability to perform each of the roles. Gender was significantly related to role preference, with males indicating a greater preference for the coaching role. Students indicating a preference for teaching only have less experience in athletics than the coaching only and the teaching/coaching groups.

A significant relationship was found for selected background variables with estimated role performance. The variables most highly related to confidence in one's ability to teach were positive role models and skill in a wide range of activities, and those most related to estimated ability to coach were positive role models and very high skill in at least one activity.  相似文献   

12.
Abstract

The purposes of the present study were to evaluate transfer of movement education training to new skill performance and to evaluate skill improvement as a result of movement education and traditional training. The subjects were 47 first grade students who were in one of two classes. Each physical education class received one 30-minute class and one 20-minute class per week for 20 weeks. Subjects were taught movement principles either by a movement education approach or by a traditional approach. Johnson's Throw and Catch Test (1962) and a batting test for distance were used as pretests. These same tests were repeated as post tests in addition to two other tests which measured performance on striking and kicking distance and accuracy. Teaching approach groups were not significantly different on the latter two tests which measured the transfer of training effect. Traditional learning was better than movement education in developing throwing, catching, and batting performance. These results suggest that when one's objective is to teach a specific skill within a relatively short time period, a command style with demonstration is better than movement education.  相似文献   

13.
Abstract

In an attempt to investigate the effects of physical fatigue upon the learning of a motor skill, 75 college women were assigned in systematic rotation to either a control group or to one of two experimental groups (N = 25 in each group). All subjects were given a total of 50 trials on the pursuit rotor: 25 trials on Day 1, the practice session; and 25 trials on Day 2, the test session. One of the experimental groups was fatigued early in the practice session while the other was fatigued late in the practice session. Fatigue interpolated early and late was detrimental to subsequent performance improvements but had no effect upon the amount learned.  相似文献   

14.
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   

15.
Abstract

Eighty-two male college students were divided into three equal-size groups for the purpose of testing the transfer effects between motor skills judged similar in perceptual components but different in motor components.

Criterion measures of gross movement ability and static balance were analyzed and practice tasks similar to these criterion measures in perceptual components but different in motor components were developed. All subjects were pretested on the criterion measures, after which groups 1 and 2 practiced 3 min. per day for 28 days on the practice tasks while group 3 performed unrelated isometric exercises. On the post-test, the experimental groups were found to be significantly superior to the control group on gross movement accuracy and static balance. It was implied that the transfer resulted from the similarity in perceptual components of the two motor skills, and that perceptual abilities were subject to improvement through practice.  相似文献   

16.
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   

17.
Abstract

The effects of augmented feedback on perceptions of ability (SPA), practice behaviors, and performance during motor skill instruction of a novel task were investigated. Fourth-grade students (N = 103) were randomly assigned to one of four conditions: (a) no feedback; (b) motivational feedback; (c) task feedback; or (d) motivation and task feedback. They then practiced simple and complex cupstacking skills. On a relatively simple task, the type of feedback did not have a significant effect on children's SPA, practice behaviors, or performance; but on a more complex task, differential effects of feedback were evident. Results indicate that informational feedback is an important factor in facilitating student engagement, fostering positive perceptions of ability, and ultimately improving performance on a challenging task.  相似文献   

18.
Purpose: The purpose of this study was to test the association between self-control (SC) variables and (a) sport-specific practice amounts, (b) engagement in various practice contexts, (c) threats to commitment to one's sport, and (d) skill development using the Brief Self-Control Scale (BSCS) in a diverse sport sample. Method: Two hundred forty-four athletes (47% female; Mage = 21.96 years, SD = 6.98 years; 68.8% individual sports and 31.2% team sports; 13.77 [SD = 8.12] hr/week of sport-specific practice) completed a survey composed of the BSCS and practice-related measures. Three skill groups (basic/intermediate, advanced, expert) were informed by athletes' self-reported highest level of competition. Separate analyses were conducted for juniors (aged 12–17 years) and seniors (aged 18–43 years). Results: A 2-factor model (self-discipline and impulse control) fit the BSCS data. Fewer thoughts of quitting from one's sport were associated with higher self-discipline in juniors and seniors and were also related to higher impulse control in seniors. Greater practice amounts were associated with higher self-discipline; however, only seniors showed such associations in voluntary practice contexts. For juniors and seniors, impulse control was associated with more voluntary practicing. There were, however, no skill-group differences for levels of self-discipline or impulse control. Conclusions: Self-discipline and impulse control may be dispositional characteristics associated with how athletes engage in practice and avert conditions that threaten their sport commitment. SC dispositions may relate to practice amounts differently in juniors and seniors, depending on the requirements for self-regulation in a practice context.  相似文献   

19.
Observation of a model prior to physical practice often facilitates the acquisition of motor skills. The majority of research studies on observational motor learning has used a skilled model for the demonstration. Recent research, however, suggests that observing an unskilled (learning) model may also be effective. The experiment reported here compared motor skill acquisition following observation of a learning model or a skilled model to the performance of subjects who lacked the benefit of observation. The task was to play a computer tracking game. Subjects were tested in pairs. Observers watched either a skilled or a learning model perform 3 trials. The observers then practiced the game for 3 trials. Observation of another 12 trials was followed by 12 more practice trials. Substantial observational learning was found, as both groups of observers performed better than the learning models after both the 3 initial trials of observation and after 12 more observation trials. However, there were no differences due to observing the skilled or the learning model. These findings are discussed in relation to theoretical issues of observational learning.  相似文献   

20.
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   

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