Intersensory Integration: A Kinesthetic Bias

1994 ◽  
Vol 79 (3) ◽  
pp. 1068-1070 ◽  
Author(s):  
Robert Kerr
Keyword(s):  
Practice Session ◽  
Knowledge Of Results ◽  
Before And After ◽  
Practice Trials ◽  
Kinesthetic Information

Four groups of five subjects performed intramodal and cross-modal matching tasks. The stimuli to be matched were four positions of a moveable intercept presented either visually or kinesthetically. Performance was studied before and after a practice session during which only one matching combination was practiced and knowledge of results was given. Only groups receiving kinesthetic information during practice trials showed improvement.

Student Thoughts during Tennis Instruction

1992 ◽  
Vol 11 (3) ◽  
pp. 256-267 ◽  
Author(s):  
Amelia M. Lee ◽  
Dennis K. Landin ◽  
Jo A. Carter
Keyword(s):  
Positive Relationship ◽  
Student Response ◽  
Response Patterns ◽  
Practice Session ◽  
Successful Performance ◽  
Significant Positive Relationship ◽  
Stimulated Recall ◽  
Fourth Grade Students ◽  
Recall Procedure ◽  
Practice Trials

Thirty fourth-grade students were provided two 30-min lessons on the tennis forehand ground stroke. The students and the teacher were videotaped, and, following each lesson, the students were interviewed using a stimulated-recall procedure. Frequency measures of successful practice trials were also coded for each student during each practice session. Analysis revealed a significant positive relationship between skill-related thoughts and successful performance during class. The findings support the notion that student thoughts are important mediators between instruction and student response patterns.

EXPRESS: Practice and Transfer with Mappings of Spoon Tip and Handle to Keypress Responses

2021 ◽  
pp. 174702182110413
Author(s):  
Yaqi Xu ◽  
Aiping Xiong ◽  
Robert Proctor
Keyword(s):  
Prior Experience ◽  
Test Session ◽  
Verbal Reports ◽  
Practice Session ◽  
Compatible Mapping ◽  
Left And Right ◽  
Practice Trials

When orientation of a horizontal spoon image varies to the left or right, instructions can map left and right keypresses to the tip or handle location. We conducted Experiment 1 to determine whether practice with an incompatible mapping of the salient tip transfers to a test session in which the relevant part and/or mapping are changed. Participants performed 80 practice trials with tip-incompatible mapping, followed by 80 test trials with tip-compatible, tip-incompatible, handle-compatible, or handle-incompatible mapping. Performance improved across 20-trial blocks in the practice session. In the test session, responses were 65-ms faster with tip-compatible than tip-incompatible mapping but 31-ms faster with handle-incompatible than handle-compatible mapping. This latter result, and verbal reports, indicate that some participants adopted a strategy of responding compatibly to the salient tip even though instructed to respond to the handle. Experiment 2 focused on whether participants with handle-incompatible mapping instructions would adopt the tip-compatible strategy spontaneously or after receiving a hint. 77% of participants reported adopting the tip-compatible strategy in session 1, showing that prior experience responding to the tip is not necessary. 9% of participants did not report using that strategy in session 1 but reported changing to it in session 2 after receiving the hint. Their responses in session 2 were slower than those who used the strategy throughout, but this difference was minimal in the last two trial blocks. Compatible mapping of the salient spoon tip to keypresses dominated performance over prior practice with incompatible tip mapping and instructions with incompatible handle mapping.

scholarly journals Frequent Immediate Knowledge of Results Enhances the Increase of Throwing Velocity in Overarm Handball Performance

2017 ◽  
Vol 56 (1) ◽  
pp. 197-205 ◽  
Author(s):  
Igor Štirn ◽  
Jamie Carruthers ◽  
Marko Šibila ◽  
Primož Pori
Keyword(s):  
Relative Increase ◽  
Control Group ◽  
Education Students ◽  
Velocity Change ◽  
Knowledge Of Results ◽  
Ball Size ◽  
Physical Education Students ◽  
Before And After ◽  
And Control ◽  
Experimental Group

AbstractIn the present study, the effect of frequent, immediate, augmented feedback on the increase of throwing velocity was investigated. An increase of throwing velocity of a handball set shot when knowledge of results was provided or not provided during training was compared. Fifty female and seventy-three male physical education students were assigned randomly to the experimental or control group. All participants performed two series of ten set shots with maximal effort twice a week for six weeks. The experimental group received information regarding throwing velocity measured by a radar gun immediately after every shot, whereas the control group did not receive any feedback. Measurements of maximal throwing velocity of an ordinary handball and a heavy ball were performed, before and after the training period and compared. Participants who received feedback on results attained almost a four times greater relative increase of the velocity of the normal ball (size 2) as compared to the same intervention when feedback was not provided (8.1 ± 3.6 vs. 2.7 ± 2.9%). The velocity increases were smaller, but still significant between the groups for throws using the heavy ball (5.1 ± 4.2 and 2.5 ± 5.8 for the experimental and control group, respectively). Apart from the experimental group throwing the normal ball, no differences in velocity change for gender were obtained. The results confirmed that training oriented towards an increase in throwing velocity became significantly more effective when frequent knowledge of results was provided.

Practice Variability and Longer and Short Retention Intervals

1982 ◽  
Vol 54 (1) ◽  
pp. 243-250 ◽  
Author(s):  
Robert Kerr
Keyword(s):  
Movement Control ◽  
Control Group ◽  
Practice Session ◽  
Knowledge Of Results ◽  
Practice Schedules ◽  
Visual Spatial ◽  
Single Target ◽  
Practice Variability ◽  
Distance Data ◽  
Retention Intervals

This experiment compared the effect of different practice schedules on distance and direction errors in a blindfolded two-dimensional movement. The three experimental groups, (a) criterion target only, (b) varied targets (not criterion), (c) single target (not criterion) and one control group (rested), were tested immediately after the “practice” session without knowledge of results and were tested again after a 1-wk. retention interval. The distance data demonstrated little difference among the three experimental groups, but all three groups were significantly better than the control group. However, there was little difference in errors of direction among the groups. While the data for distance support a schema interpretation of movement control, the data for direction appear to reflect the concept of a visual-spatial map being used to guide movements.

Variability of Prior Practice in Learning and Retention of a Novel Motor Response

1978 ◽  
Vol 46 (1) ◽  
pp. 107-110 ◽  
Author(s):  
Richard A. Magill ◽  
T. Gilmour Reeve
Keyword(s):  
Motor Response ◽  
Schema Theory ◽  
The Other ◽  
Transfer Trial ◽  
The Novel ◽  
Knowledge Of Results ◽  
Starting Point ◽  
Practice Trials ◽  
Linear Slide

The schema theory prediction that variability of practice would influence the strength of the motor response schema was investigated. Three groups of subjects, defined by much, little, or no variability of distances moved in prior practice on a linear-slide apparatus, completed 12 initial practice trials. Subjects then had 10 trials to estimate a novel distance from a new starting point. Knowledge of results was provided on the first three trials and withdrawn on the last seven trials. No differences in accuracy of production of the novel distance were noted although evidence for a stronger schema by the group with little variability was noted on the second transfer trial. On the trials on which knowledge of results was withdrawn this stronger schema group maintained performance while the other two groups showed a decrement in performance.

The Effect of Knowledge of Results Before and After a Response

1960 ◽  
Vol 63 (1) ◽  
pp. 51-55 ◽  
Author(s):  
F. J. McGuigan ◽  
Frances Crockett ◽  
Carolyn Bolton
Keyword(s):  
Knowledge Of Results ◽  
Before And After

Preseason Injury Rates in a Division II Football Team Before and After the 2017 NCAA Practice Rule Changes

2020 ◽  
Vol 25 (1) ◽  
pp. 17-20 ◽  
Author(s):  
John J. Smith ◽  
Daniel J. Baer
Keyword(s):  
Lower Extremity ◽  
Injury Risk ◽  
Ncaa Division Ii ◽  
Practice Session ◽  
Time Loss ◽  
Injury Rates ◽  
Football Team ◽  
Before And After ◽  
Rule Changes ◽  
Division Ii

In 2017, the NCAA implemented rule changes to enhance safety in college football; however, the effect on injury risk remains unclear. The purpose of this study was to observe differences in the number and rate of injuries and time-loss injuries in an NCAA Division II football team during two consecutive preseasons, before and after the rule changes. From 2016 to 2017, we observed a decrease in lower extremity (LE) muscle strains from 1.00 injury/session to 0.55 injuries/session. We also observed a decrease in time-loss LE muscle strains from 0.52 injuries/session in 2016 to 0.20 injuries/session in 2017. After the rule changes, we observed fewer time-loss injuries (14.06% decrease), acute LE strains (45.00% decrease), and time-loss LE strains (61.54% decrease) per preseason practice session. These findings suggest that the rule changes may help reduce both the number and severity of LE muscle strains during preseason football.

scholarly journals Comparison of Thoracic and Lumbar Erector Spinae Muscle Activation Before and After a Golf Practice Session

2017 ◽  
Vol 33 (4) ◽  
pp. 288-293 ◽  
Author(s):  
Graeme G. Sorbie ◽  
Fergal M. Grace ◽  
Yaodong Gu ◽  
Julien S. Baker ◽  
Ukadike C. Ugbolue
Keyword(s):  
Muscle Activation ◽  
Maximum Voluntary Contraction ◽  
Erector Spinae ◽  
Median Frequency ◽  
Practice Session ◽  
Ball Speed ◽  
Performance Variables ◽  
Erector Spinae Muscle ◽  
Before And After ◽  
And Performance

Lower back pain is commonly associated with golfers. The study aimed: to determine whether thoracic- and lumbar-erector-spinae muscle display signs of muscular fatigue after completing a golf practice session, and to examine the effect of the completed practice session on club head speed, ball speed and absolute carry distance performance variables. Fourteen right-handed male golfers participated in the laboratory-based-study. Surface electromyography (EMG) data was collected from the lead and trail sides of the thoracic- and lumbar-erector-spinae muscle. Normalized root mean squared (RMS) EMG activation levels and performance variables for the golf swings were compared before and after the session. Fatigue was assessed using median frequency (MDF) and RMS during the maximum voluntary contraction (MVC) performed before and after the session. No significant differences were observed in RMS thoracic- and lumbar-erector-spinae muscle activation levels during the five phases of the golf swing and performance variables before and after the session (p > .05). Significant changes were displayed in MDF and RMS when comparing the MVC performed before and after the session (p < .05). Fatigue was evident in the trail side of the erector-spinae muscle after the session.

scholarly journals Effect of introducing a feedback device during adult and infant cardiopulmonary resuscitation training: A ‘before and after’ study

2018 ◽  
Vol 27 (2) ◽  
pp. 114-117
Author(s):  
Kwan Ho Kim ◽  
Chan Woong Kim ◽  
Je Hyeok Oh
Keyword(s):  
Cardiopulmonary Resuscitation ◽  
Compression Rate ◽  
Practice Session ◽  
Compression Depth ◽  
Training Course ◽  
Resuscitation Training ◽  
Before And After ◽  
Practice Time ◽  
Positive Effect ◽  
Before And After Study

Objective: This study aimed to verify the effect of introducing a feedback device during adult and infant cardiopulmonary resuscitation training. Methods: A feedback device was introduced in the cardiopulmonary resuscitation training course of our medical school in the middle of the last semester. The cardiopulmonary resuscitation training course consisted of 2 h of instructor-led cardiopulmonary resuscitation training and 1 h of self-practice time. All students should complete the adult and infant cardiopulmonary resuscitation skill tests just after the course. Each test consisted of five cycles of single-rescuer cardiopulmonary resuscitation. A feedback device was introduced only in the self-practice session. The cardiopulmonary resuscitation parameters of the skill tests before ( n = 40) and after ( n = 39) introducing the feedback device were analysed. Results: The ratios of correct rate significantly increased after introducing the feedback device in both the skill tests (adult test: 58.5 ± 37.2 vs 85.5 ± 21.4, p = 0.001; infant test: 55.0 ± 32.4 vs 80.2 ± 20.7, p = 0.001). Although the average depths did not significantly differ between those before and after introducing the feedback device in the adult test (58.4 ± 4.0 mm vs 59.0 ± 3.7 mm, p = 0.341), it increased significantly after introducing the feedback device in the infant test (38.3 ± 4.3 mm vs 40.8 ± 1.1 mm, p = 0.001). Conclusion: Introducing a feedback device might have enhanced the accuracies of compression rate in adult and infant cardiopulmonary resuscitation training. However, the potential positive effect on chest compression depth was limited to infant cardiopulmonary resuscitation training.

Relationship between Rate of Preparation for, and Processing of, an Event Requiring a Choice Response

1989 ◽  
Vol 41 (1) ◽  
pp. 47-62 ◽  
Author(s):  
E. A. Maylor ◽  
P. M. A. Rabbitt
Keyword(s):  
Individual Differences ◽  
Response Time ◽  
Choice Response ◽  
Response Stimulus ◽  
Group Response ◽  
Before And After ◽  
Practice Trials ◽  
Experimental Trials ◽  
The Relationship ◽  
Speed And Accuracy

It is known that alcohol increases the time taken to identify signals and to make responses to them, but it is not known whether it also slows the rate of preparation for such events. These two performance parameters are not necessarily related, as age affects the former but not the latter. Twenty subjects participated in a 4-choice reaction time experiment in which they received no alcohol (NA) in the first session and either no alcohol (10 subjects) or 0.8 ml alcohol (A) per kg body weight (10 subjects) in the second session. In each session there were 300 practice trials, followed by 400 experimental trials at each one of five Response–Stimulus Intervals (RSI: 50, 100, 200, 400, and 800 msec). There was a significant effect of alcohol such that the reduction in response time from the first to the second session was 39 msec larger for the NA/NA group than for the NA/A group. Response time decreased significantly with increasing RSI, but there was no interaction between the effect of alcohol and RSI. Thus, alcohol slows the processing of an event requiring a choice response; however, like age and individual differences, but unlike practice, alcohol has no effect on the rate of preparation for that event. In addition, an analysis of what happened before and after an error revealed that practice and increasing RSI produce real improvements in performance rather than shifts in the tradeoff between speed and accuracy, whereas alcohol produces a real impairment. It is concluded that the relationship between the rate of preparation for, and processing of, a stimulus is not simple, as one factor (practice) influences both rates, whereas other factors (alcohol, individual differences, and age) influence the rate of processing only.

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