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Andrieux, Mathieu; Danna, Jeremy; Thon, Bernard – Research Quarterly for Exercise and Sport, 2012
The aim of the present work was to analyze the influence of self-controlled task difficulty on motor learning. Participants had to intercept three targets falling at different velocities by displacing a stylus above a digitizer. Task difficulty corresponded to racquet width. Half the participants (self-control condition) could choose the racquet…
Descriptors: Self Control, Task Analysis, Difficulty Level, Psychomotor Skills
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Goh, Hui-Ting; Kantak, Shailesh S.; Sullivan, Katherine J. – Research Quarterly for Exercise and Sport, 2012
Reduced feedback during practice has been shown to be detrimental to movement accuracy in children but not in young adults. We hypothesized that the reduced accuracy is attributable to reduced movement parameter learning, but not pattern learning, in children. A rapid arm movement task that required the acquisition of a motor pattern scaled to…
Descriptors: Children, Young Adults, Feedback (Response), Accuracy
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Post, Phillip G.; Fairbrother, Jeffrey T.; Barros, Joao A. C. – Research Quarterly for Exercise and Sport, 2011
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…
Descriptors: Feedback (Response), Psychomotor Skills, Error Patterns, Self Control
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Jackson, Brian H.; Holmes, Amanda M. – Research Quarterly for Exercise and Sport, 2011
In motor learning, a popular area of research has been to examine the importance of where individuals focus their attention during the acquisition of motor skills. Researchers in this area have proposed that, when teaching a motor skill, the instructions used to direct the learner's attention can affect the immediate and long-term retention of…
Descriptors: Attention, Psychomotor Skills, Task Analysis, Teaching Methods
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Fairbrother, Jeffrey T.; Barros, Joao Augusto de Camargo – Research Quarterly for Exercise and Sport, 2010
In this study, we examined the effects of interference and repeated retention tests by comparing groups that performed (a) one or two tests, or (b) two tests separated by interpolated tasks. The task involved pressing five keys in 925 ms. Constant error increased after Block 1 of the second test for the group completing the interpolated tasks.…
Descriptors: Comparative Analysis, Tests, Retention (Psychology), Interference (Learning)
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Breslin, Gavin; Hodges, Nicola J.; Williams, A. Mark – Research Quarterly for Exercise and Sport, 2009
We examined whether altering the amount of and moment when visual information is presented affected observational learning for participants practicing a bowling skill. On Day 1, four groups practiced a cricket bowling action. Three groups viewed a full-body point-light model, the model's bowling arm, or between-limb coordination of the model's…
Descriptors: Observational Learning, Time Factors (Learning), Athletics, Retention (Psychology)
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Robinson, Leah E.; Rudisill, Mary E.; Goodway, Jacqueline D. – Research Quarterly for Exercise and Sport, 2009
In Part II of this study, we examined the effect of two 9-week instructional climates (low-autonomy [LA] and mastery motivational climate [MMC]) on perceived physical competence (PPC) in preschoolers (N = 117). Participants were randomly assigned to an LA, MMC, or comparison group. PPC was assessed by a pretest, posttest, and retention test with…
Descriptors: Student Motivation, Preschool Children, Competence, Student Attitudes
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Russell, Daniel M.; Newell, Karl M. – Research Quarterly for Exercise and Sport, 2007
The persistence and generality of the contextual interference (CI) effect was tested using a rapid sequential aiming task. Participants (N = 48) practiced three movement patterns for three blocks of 18 trials under a blocked (BL) or random (RA) schedule. Movement patterns were displayed and KR provided throughout practice and testing. A 24-hr…
Descriptors: Context Effect, Perceptual Motor Learning, Retention (Psychology), Reaction Time
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Fairbrother, Jeffrey T.; Shea, John B.; Marzilli, T. Scott – Research Quarterly for Exercise and Sport, 2007
Three experiments examined repeated retention testing effects in a contextual interference (CI) protocol. Retention was assessed at 10 min and 24 hr following acquisition or at just 24-hr for the one-test conditions. Experiments 1 and 2 used speeded-response key-pressing tasks. Dependent measures were total time and errors. Experiment 3 used…
Descriptors: College Students, Testing, Retention (Psychology), Context Effect
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Badets, Arnaud; Blandin, Yannick; Wright, David L.; Shea, Charles H. – Research Quarterly for Exercise and Sport, 2006
The purpose of this experiment was to determine whether a faded knowledge of results (KR) frequency during observation of a model's performance enhanced error detection capabilities. During the observation phase, participants observed a model performing a timing task and received KR about the model's performance on each trial or on one of two…
Descriptors: Models, Observational Learning, Learning Processes, Retention (Psychology)
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Fairbrother, Jeffrey T.; Shea, John B. – Research Quarterly for Exercise and Sport, 2005
Two experiments investigated the effects of a single reminder trial on immediate and delayed retention. Experiment 1 determined if beneficial effects of a reminder mat were a function of task order. Immediate retention performance benefited only when the reminder trial was practiced in the first block of trials. Experiment 2 added a 24-hr delayed…
Descriptors: Memory, Intervals, Reaction Time, Psychomotor Skills
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Dail, Teresa K.; Christina, Robert W. – Research Quarterly for Exercise and Sport, 2004
This study examined judgments of learning and the long-term retention of a discrete motor task (golf putting) as a function of practice distribution. The results indicated that participants in the distributed practice group performed more proficiently than those in the massed practice group during both acquisition and retention phases. No…
Descriptors: Metacognition, Physical Education, Psychomotor Skills, Retention (Psychology)
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Magnuson, Curt E.; Shea, John B.; Fairbrother, Jeffrey T. – Research Quarterly for Exercise and Sport, 2004
The purpose of the present study was to investigate the possibility that administering an initial retention test would influence any subsequent retention tests administered to the same participants. Participants performed 40 practice trials of a four-segment key-pressing task with a movement time goal of 925 ms. Participants were then administered…
Descriptors: Testing, Retention (Psychology), Task Analysis, Physical Education
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Walsh, Warren D. – Research Quarterly for Exercise and Sport, 1981
A study investigated the recall of terminal location and distance of both preselected and constrained movements. Systematic alteration of the magnitude and direction of the starting position for recall movements revealed that the distance moved significantly interfered with the recall of the terminal location, but that distance was usually…
Descriptors: Cues, Kinesthetic Perception, Perception Tests, Perceptual Motor Coordination
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Wrisberg, Craig A.; Liu, Zhan – Research Quarterly for Exercise and Sport, 1991
Researchers examined the effect of contextual variety on practice, retention, and transfer of the long and short badminton service in a college physical education class. Results indicated a practice schedule requiring students to change the plan of action from trial to trial facilitated retention and transfer of motor skills. (SM)
Descriptors: Badminton, College Students, Context Effect, Higher Education
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