scholarly journals Effects of the interaction among demonstration, verbal instruction and relative frequency of Knowledge of Results (KR) in motor skill acquisition

2012 ◽  
Vol 7 (2) ◽  
pp. 17-24
Author(s):  
Fernando Carneiro Machado Ennes ◽  
Herbert Ugrinowitsch ◽  
Márcio Mario Vieira ◽  
Rodolfo Novellino Benda
Keyword(s):  
Motor Skills ◽  
Skill Acquisition ◽  
Relative Frequency ◽  
Prior Information ◽  
Skills Acquisition ◽  
Verbal Instruction ◽  
Knowledge Of Results ◽  
Target Time ◽  
Motor Skill Acquisition ◽  
Tennis Balls

Demonstration, verbal instruction and knowledge of results are variables presented during the process of motor skills acquisition but their interaction was not investigated. This question was tested with three frequencies of knowledge of results plus three ways to supply prior information (demonstration, verbal instruction and demonstration added to the verbal instruction). The task consisted of carrying three tennis balls in a predetermined sequence and target time. A hundred eight volunteers participated in the study, divided into nine groups according to the combination of variables. The experiment consisted of the acquisition phase with 60 trials of practice and tests and data reliability was tested through two way ANOVA. The results showed that demonstration and KR conducted to better performance during tests.

Efeitos da interação entre demonstração, instrução verbal e frequência relativa de Conhecimento de Resultados (CR) na aquisição de habilidades motoras

1970 ◽  
Vol 7 (1) ◽  
Author(s):  
Fernando Carneiro Machado Ennes ◽  
Herbert Ugrinowitsch ◽  
Márcio Mário Vieira ◽  
Rodolfo Novellino Benda
Keyword(s):  
Motor Learning ◽  
Motor Skills ◽  
Prior Information ◽  
Acquisition Phase ◽  
Skills Acquisition ◽  
Verbal Instruction ◽  
Data Reliability ◽  
Knowledge Of Results ◽  
Target Time ◽  
Tennis Balls

Abstract: Demonstration, verbal instruction and knowledge of results are variables presented during the process of motor skills acquisition but their interaction was not investigated. This question was tested with three frequencies of knowledge of results plus three ways to supply prior information (demonstration, verbal instruction and demonstration added to the verbal instruction). The task consisted of carrying three tennis balls in a predetermined sequence and target time. A hundred eight volunteers participated in the study, divided into nine groups according to the combination of variables. The experiment consisted of the acquisition phase with 60 trials of practice and tests and data reliability was tested through two way ANOVA. The results showed that demonstration and KR conducted to better performance during tests.Key Words: Motor Learning, Knowledge of Results, Demonstration, Verbal Instruction. 

scholarly journals Effects of relative frequency and delay interval of knowledge of results (KR) in the acquisition of motor skills

2006 ◽  
Vol 1 (1) ◽  
pp. 53-63
Author(s):  
Leandro R. Palhares ◽  
Alessandro T. Bruzi ◽  
Guilherme M. Lage ◽  
João V. A. P. Fialho ◽  
Herbert Ugrinowitsch ◽  
...  
Keyword(s):  
Motor Skills ◽  
Delay Interval ◽  
Motor Skill ◽  
Relative Frequency ◽  
The Other ◽  
Tennis Ball ◽  
Knowledge Of Results ◽  
Target Time ◽  
Serial Task

The purpose of the present study was to identify the effects of relative frequency and delay interval of Knowledge of Results (KR) in the acquisition of a serial motor skill. Sixty students were randomly distributed in 2 experiments, with three groups in each experiment (n = 10). The Experiment 1 investigated the effects of the KR frequency without KR delay interval and the Experiment 2 investigated the effects of the KR frequency with KR delay interval (3 seconds) in the acquisition of a serial motor skill. The serial task consisted of putting a tennis ball into six holes, positioned in a wood platform in a previously determined target time. In both experiments, the subjects performed 60 trials in target time of 2,700 ms, in the acquisition phase. In the Experiment 1, the results showed superiority of G33 in relation to the other groups, during the tests. In the Experiment 2, the results did not show any difference among the groups. These results are discussed with respect to the effect of KR delay interval, showing the role of combination of the variables.  

Relative Frequency of Knowledge of Results and Task Complexity in the Motor Skill Acquisition

2009 ◽  
Vol 109 (3) ◽  
pp. 831-840 ◽  
Author(s):  
Dalton Lustosa de Oliveira ◽  
Umberto Cesar Corrêa ◽  
Roberto Gimenez ◽  
Luciano Basso ◽  
Go Tani
Keyword(s):  
Skill Acquisition ◽  
Motor Skill ◽  
Relative Frequency ◽  
Task Complexity ◽  
Knowledge Of Results ◽  
Motor Skill Acquisition ◽  
And Task

Motor Skill Acquisition in Children with Developmental Coordination Disorder

1994 ◽  
Vol 11 (2) ◽  
pp. 214-235 ◽  
Author(s):  
Cheryl Missiuna
Keyword(s):  
Motor Skills ◽  
Skill Acquisition ◽  
Motor Skill ◽  
Developmental Coordination Disorder ◽  
Matched Control ◽  
Motor Skill Acquisition ◽  
Rate Of Learning ◽  
Stages Of Learning ◽  
Coordination Disorder ◽  
Effect Of Age

Children with developmental coordination disorder (DCD) demonstrate coordination difficulties during the learning of novel motor skills; no previous studies, however, have investigated their ability to learn and then generalize a new movement. This study compared 24 young children with DCD with 24 age-matched control children (AMC) during the early stages of learning a simple aiming task. Children with DCD were found to perform more poorly than their peers on measures of acquired motor skill, and to react and move more slowly at every level of task performance. The effect of age and its relationship to practice of the task was also different within each group. The groups did not differ, however, in their rate of learning, or in the extent to which they were able to generalize the learned movement. Children with DCD sacrificed more speed than the AMC group when aiming at a small target, but the effects of amplitude and directional changes were quite similar for each group. The implications of these findings are discussed.

Early motor development in infants with moderate or severe bronchopulmonary dysplasia

2021 ◽  
pp. 1-8
Author(s):  
S.B. DeMauro ◽  
M. Burkhardt ◽  
A. Wood ◽  
K. Nilan ◽  
E.A. Jensen ◽  
...  
Keyword(s):  
Bronchopulmonary Dysplasia ◽  
Motor Skills ◽  
Skill Acquisition ◽  
Motor Development ◽  
Motor Skill ◽  
Skill Development ◽  
Significant Risk ◽  
High Risk Population ◽  
Targeted Interventions ◽  
Motor Skill Acquisition

BACKGROUND: Timely development of early motor skills is essential for later skill development in multiple domains. Infants with severe bronchopulmonary dysplasia (BPD) have significant risk for developmental delays. Early motor skill development in this population has not been described. The aim of the present study was to characterize motor skill acquisition at 3 and 6 months corrected age (CA) and assess trajectories of skill development over this time period in infants with severe BPD. METHODS: We performed a single-center, retrospective descriptive study. Motor skills were categorized as present and normal, present but atypical, or absent at 3 and 6 months CA. Logistic regression was used to identify clinical characteristics associated with negative trajectories of skill acquisition. RESULTS: Data were available for 232 infants and 187 infants at 3 and 6 months CA, respectively. Ten motor skills were present and normal in 5–44%(range) of subjects at 3 months. Nineteen motor skills were present and normal in 1–63%(range) of subjects at 6 months. Significant postural asymmetry was noted throughout the study period. Loss of skills and worsening asymmetries over time were common. Exposure to sedating medications was significantly associated with poor development. CONCLUSION: We report delays in motor skill acquisition and postural asymmetries in infants with severe BPD at both 3 and 6 months CA. The association between sedating medications and poor development suggests that efforts to limit these exposures may lead to improved development. Targeted interventions to facilitate early motor development may improve outcomes of this high-risk population.

scholarly journals Efficacy of Verbally Describing One’s Own Body Movement in Motor Skill Acquisition

2019 ◽  
Vol 9 (12) ◽  
pp. 356
Author(s):  
Tsubasa Kawasaki ◽  
Masashi Kono ◽  
Ryosuke Tozawa
Keyword(s):  
Motor Imagery ◽  
Motor Skills ◽  
Skill Acquisition ◽  
Body Movement ◽  
Upper Extremities ◽  
Control Group ◽  
Imagery Ability ◽  
Motor Skill Acquisition ◽  
Motor Error ◽  
And Control

The present study examined whether (a) verbally describing one’s own body movement can be potentially effective for acquiring motor skills, and (b) if the effects are related to motor imagery. The participants in this study were 36 healthy young adults (21.2 ± 0.7 years), randomly assigned into two groups (describing and control). They performed a ball rotation activity, with the describing group being asked by the examiner to verbally describe their own ball rotation, while the control group was asked to read a magazine aloud. The participants’ ball rotation performances were measured before the intervention, then again immediately after, five minutes after, and one day after. In addition, participants’ motor imagery ability (mental chronometry) of their upper extremities was measured. The results showed that the number of successful ball rotations (motor smoothness) and the number of ball drops (motor error) significantly improved in the describing group. Moreover, improvement in motor skills had a significant correlation with motor imagery ability. This suggests that verbally describing an intervention is an effective tool for learning motor skills, and that motor imagery is a potential mechanism for such verbal descriptions.

Effects of Self-Controlled Knowledge of Results on Learning a Taekwondo Serial Skill

2019 ◽  
Vol 126 (6) ◽  
pp. 1178-1194
Author(s):  
M. S. Januário ◽  
L. S. Figueiredo ◽  
L. L. Portes ◽  
R. N. Benda
Keyword(s):  
Motor Skills ◽  
Retention Test ◽  
Degrees Of Freedom ◽  
Task Complexity ◽  
Control Group ◽  
Knowledge Of Results ◽  
Target Time ◽  
Sports Skills ◽  
Skills Learning ◽  
Control Feedback

Allowing learners to control feedback has been an effective strategy in motor skills learning. However, most studies of self-controlled (SC) feedback have used simple tasks that may be dissimilar to sports skills that generally demand more degrees of freedom and cognition. Thus, this study investigated the effects of SC knowledge of results (KR) on learning a complex Taekwondo skill. Twenty-four undergraduate volunteers of both sexes, aged 18-35 years, practiced a specific serial Taekwondo skill that was novel to them. We divided participants randomly into SC and yoked groups and compared their performance after they learned a specific displacement sequence, finishing with a lateral kick (bandal-tchagui) at a punching bag within a target time span. During acquisition, all participants performed 48 trials divided into six blocks and, on a retention test 24 hours later, they performed 10 more trials. We found that both groups reduced their errors from the first to the last block of the acquisition phase and that the SC group showed a better performance on the retention test, relative to the yoked control group. SC KR participants requested KR mainly after good trials, though they showed no statistically significant differences between trials with and without KR. Their inefficiency in estimating their own errors may have been due to task complexity, since many aspects of the task beyond its temporal requirement demanded the learners’ attention. Our results, using a novel Taekwondo serial skill, confirm and extend the benefits of SC KR from just simple motor learning in past studies to learning complex motor skills.

Learning Style Consistency across Cognitive and Motor Settings

1995 ◽  
Vol 81 (3) ◽  
pp. 1023-1026 ◽  
Author(s):  
Cheryl A. Coker
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Motor Skills ◽  
Skill Acquisition ◽  
Motor Skill ◽  
Classroom Learning ◽  
Motor Skill Acquisition ◽  
Learning Styles Inventory ◽  
Style Consistency ◽  
Sport Analysis

23 athletes were asked to complete the Learning Styles Inventory first focusing on classroom learning, then on learning in their sport. Analysis indicated that learning styles shift across cognitive and motor settings. As a result, to ensure the validity of the results, giving respondents a particular focus when taking the inventory may be necessary. The development of an instrument designed strictly for motor skills might be helpful to assess successfully learners' profiles for motor skill acquisition.

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