scholarly journals Self-talk does not affect the transfer and retention in the tennis forehand learning in beginners

Kinesiology ◽  
2016 ◽  
Vol 48 (2) ◽  
pp. 237-243
Author(s):  
Thiago Rogel Santos Ferreira ◽  
Flávio Henrique Bastos ◽  
Silmara Cristina Pasetto ◽  
Camila Torriani-Pasin ◽  
Umberto Cesar Corrêa
Keyword(s):  
Retention Test ◽  
Transfer Test ◽  
Learning Task ◽  
The Self ◽  
The Other ◽  
Acquisition Phase ◽  
Control Group ◽  
Self Talk ◽  
Transfer And Retention ◽  
Directing Attention

The aim of this study was to investigate the effects of self-talk on motor learning in beginners. The learning task was the forehand stroke in tennis. Eighty-four students were assigned into five self-talk groups and one control group. One of the self-talk groups used four cues for directing attention to key elements of the forehand stroke. The other self-talk groups made use of only one of the four cues (ball, bounce, hit, and ready), and the control group received only general instructions. In the acquisition phase, all groups performed 180 trials over three days. Then they performed a transfer test of 10 trials involving a change in the target direction. After five days they performed a retention test in the same conditions of the acquisition phase. The performance was analysed in terms of rates of success and consistency of the forehand hit to the target located on the opponent’s court. Results showed that all groups improved their performances in the acquisition phase, and that they maintained the improvement in the retention and transfer tests. However, no differences were found between the groups. It was concluded that self-talk did not affect the learning of forehand stroke in tennis. In addition, learning with self-talk with four cues was similar to that with selftalk with only one cue.

scholarly journals The Effect of External Attentional Focus and Self-Controlled Feedback on Motor Learning in Older Adults

2020 ◽  
Vol 27 (1) ◽  
pp. 9-13
Author(s):  
Sima Razaghi ◽  
Esmaeel Saemi ◽  
Rasool Abedanzadeh
Keyword(s):  
Older Adults ◽  
Motor Learning ◽  
Retention Test ◽  
Attentional Focus ◽  
Focus Of Attention ◽  
The Other ◽  
Acquisition Phase ◽  
Control Group ◽  
External Focus ◽  
Mixed Anova

AbstractIntroduction. External focus instruction and self-controlled feedback have beneficial effects on motor learning. The purpose of the present study was to investigate the benefits of combined effects of external focus instruction and self-controlled feedback on balance performance in older adults.Material and Methods. Forty older adults (mean age: 63.21 ± 3.6 years; all female) were selected and randomly divided into 4 groups: self-controlled feedback, external attention, external attention/self-controlled feedback and control group. The task of standing on the platform of the stabilometer device and trying to keep the platform horizontally as much as possible was performed in each 30-sec. trial. The participants of self-controlled group received feedback on the timing of balance after the trials. In the external focus of attention, participants noticed the signs that were located horizontally ahead of their feet. The test was conducted in two sessions. In the acquisition phase, 10 trials of 30 seconds were performed and the retention test was completed 24 hours later as 5 trials of 30 seconds.Results. The results of mixed ANOVA on time data as an indicator of balance in the acquisition phase showed that the mixed group of external focus of attention and self-controlled feedback had better performance than the other groups (p = 0.004). In the retention test, the results of mixed ANOVA showed that the participants in the combined group of external focus and self-controlled feedback had better performance than the other groups (p = 0.006). The external focus of attention and self-controlled feedback performed similarly, and both were superior to the control group (p < 0.05).Conclusions. The results of this study, supporting the OPTIMAL theory of motor learning in the elderly, showed that the combination of two factors of external focus and self-controlled feedback has a double advantage over the presence of each of the factors. Therefore, it is suggested that the combinations of external focus instructions and self-controlled feedback should be used to improve performance and motor learning in the classes of practical and clinical rehabilitation fields.

Self-Talk in a Basketball-Shooting Task

2001 ◽  
Vol 92 (1) ◽  
pp. 309-315 ◽  
Author(s):  
Yannis Theodorakis ◽  
Stiliani Chroni ◽  
Kostas Laparidis ◽  
Vagelis Bebetsos ◽  
Irini Douma
Keyword(s):  
Physical Education ◽  
The Self ◽  
The Other ◽  
Control Group ◽  
Treatment Groups ◽  
Self Talk ◽  
Different Types ◽  
Cue Words ◽  
Sports Sciences ◽  
Basketball Shooting

This study examined the effectiveness of two different types of self-talk on the performance of a basketball-shooting task. 60 physical education and sports sciences students were organized into one control and two treatment groups which used self-talk. During the experiment, the control group performed with the general instructions, whereas the self-talk groups used the cue-words “relax” and “fast,” respectively. Analysis showed that only the participants of the self-talk group who used the word “relax” improved their performance significantly as compared to the other two groups. It appears that self-talk can positively affect performance if its content is appropriate for the task performed.

Mental Fatigue Reduces the Benefits of Self-Controlled Feedback on Learning a Force Production Task

2021 ◽  
pp. 003151252110373
Author(s):  
Milad Khojasteh Moghani ◽  
Rasool Zeidabadi ◽  
Mohammad Reza Shahabi Kaseb ◽  
Iman Bahreini Borujeni
Keyword(s):  
Repeated Measures ◽  
Transfer Test ◽  
Force Production ◽  
Mental Fatigue ◽  
The Self ◽  
Acquisition Phase ◽  
Production Task ◽  
Significant Group ◽  
The Impact ◽  
Force Production Task

This study investigated the impact of mental fatigue and self-controlled versus yoked feedback on learning a force production task. We randomly assigned 44 non-athlete male students (Mage = 21.4, SD = 1.4 years) to four groups; (a) MF&SCF = mental fatigue & self-controlled feedback, (b) MF&Y = mental fatigue & yoked, (c) NMF&SCF = no mental fatigue & self-controlled feedback, and (d) NMF&Y = no mental fatigue & yoked). SCF group participants were provided feedback whenever they requested it, while YK group participants received feedback according to a schedule created by their SCF counterparts. To induce mental fatigue, participants performed a Stroop color-word task for one hour. During the acquisition (practice) phase, participants were asked to produce a given percentage of their maximum force (20%) in 12 blocks of six trials. We recorded the participants’ absolute error at the end of the acquisition phase, the immediate retention test, the first transfer test, and the second transfer test (after 24 hours and without any further mental fatigue). The acquisition phase data were analyzed in a 2 (feedback) × 2 (mental fatigue) × 12 (block) ANOVA with repeated measures on the last factor, while the retention and transfer data were analyzed in 2 (feedback) × 2 (mental fatigue) ANOVAs. We found that all four groups made significant progress during practice ( p < .001), but there were no significant group differences during this phase ( p>.05). There was a significant interaction effect of self-controlled feedback and mental fatigue at retention ( p = .018) and transfer testing ( p < .001). In the mental fatigue condition, participants in the self-controlled group had poorer learning compared to participants in the yoked group; but when not mentally fatigued, participants in the self-controlled group had better learning than those in the yoked group. These findings suggest that mental fatigue reduces typical advantages of self-controlled feedback in motor learning.

scholarly journals The Interactive Effect of Tonic Pain and Motor Learning on Corticospinal Excitability

2019 ◽  
Vol 9 (3) ◽  
pp. 63 ◽  
Author(s):  
Erin Dancey ◽  
Paul Yielder ◽  
Bernadette Murphy
Keyword(s):  
Motor Learning ◽  
Retention Test ◽  
Motor Performance ◽  
Magnetic Stimulation ◽  
Interactive Effect ◽  
Corticospinal Excitability ◽  
Acquisition Phase ◽  
Control Group ◽  
Learning Effects ◽  
Tonic Pain

Prior work showed differential alterations in early somatosensory evoked potentials (SEPs) and improved motor learning while in acute tonic pain. The aim of the current study was to determine the interactive effect of acute tonic pain and early motor learning on corticospinal excitability as measured by transcranial magnetic stimulation (TMS). Two groups of twelve participants (n = 24) were randomly assigned to a control (inert lotion) or capsaicin (capsaicin cream) group. TMS input–output (IO) curves were performed at baseline, post-application, and following motor learning acquisition. Following the application of the creams, participants in both groups completed a motor tracing task (pre-test and an acquisition test) followed by a retention test (completed without capsaicin) within 24–48 h. Following an acquisition phase, there was a significant increase in the slope of the TMS IO curves for the control group (p < 0.05), and no significant change for the capsaicin group (p = 0.57). Both groups improved in accuracy following an acquisition phase (p < 0.001). The capsaicin group outperformed the control group at pre-test (p < 0.005), following an acquisition phase (p < 0.005), and following a retention test (p < 0.005). When data was normalized to the pre-test values, the learning effects were similar for both groups post-acquisition and at retention (p < 0.005), with no interactive effect of group. The acute tonic pain in this study was shown to negate the increase in IO slope observed for the control group despite the fact that motor performance improved similarly to the control group following acquisition and retention. This study highlights the need to better understand the implications of neural changes accompanying early motor learning, particularly while in pain.

I Will Use Declarative Self-Talk . . . or Will I? Replication, Extension, and Meta-Analyses

2018 ◽  
Vol 32 (1) ◽  
pp. 16-25 ◽  
Author(s):  
Judy L. Van Raalte ◽  
Allen E. Cornelius ◽  
Elizabeth M. Mullin ◽  
Britton W. Brewer ◽  
Erika D. Van Dyke ◽  
...  
Keyword(s):  
Perceived Exertion ◽  
The Self ◽  
Group Differences ◽  
Control Group ◽  
Significant Group ◽  
Self Talk ◽  
Outcome Differences ◽  
And Performance ◽  
Meta Analyses ◽  
And Control

A series of studies was conducted by Senay et al. in 2010 to replicate and extend research indicating that self-posed questions have performance benefits. Studies 1–3 compared the effects of the self-posed interrogative question (“Will I?”) to declarative (“I will”) and control self-talk, and found no significant group differences in motivation, perceived exertion, or performance. In Studies 4–5, interrogative, declarative, and control self-talk primes were compared, and no outcome differences were found. In Study 6, the effects of self-talk on motivation, perceived exertion, and physical performance were assessed. The self-talk groups performed better and were more motivated than the control group, but declarative and interrogative groups did not differ from each other. Finally, meta-analyses of the six studies indicated no significant differences among conditions. These results highlight the value of replication and suggest that factors other than grammatical form of self-posed questions may drive the demonstrated relationships between self-talk and performance.

scholarly journals Effect of self-controlled knowledge of results in motor skill learning of elderly adults

2007 ◽  
Vol 2 (1) ◽  
pp. 22-30
Author(s):  
Lucieni B. Alcântara ◽  
Michela A. F. Alves ◽  
Renata C. O. Santos ◽  
Lívia K. de Medeiros ◽  
Wesley R. Gonçalves ◽  
...  
Keyword(s):  
Motor Skill ◽  
Transfer Test ◽  
Skill Learning ◽  
The Self ◽  
Acquisition Phase ◽  
Motor Skill Learning ◽  
Elderly Adults ◽  
Knowledge Of Results ◽  
Target Time ◽  
Tennis Balls

The aim of this study was to analyze the effects of self-controlled knowledge of results (KR) in motor skill learning of elderly adults. Twenty subjects (65.45 + 5.34 years-old), inexperienced in the required task, were randomly distributed in two experimental groups: 1) Self-controlled Group, who received KR whenever requested; 2) Yoked Group, who received KR on the same trials of the Self-controlled Group. The task consisted of moving three tennis balls into six roles, positioned in a wood platform, in a previously determined sequence and target time. During the acquisition phase, the subjects performed 45 trials with a target time of 4500 ms. The immediate transfer tests, conducted ten minutes after the acquisition phase, consisted of 45 trials with a target time of 5000 ms. After forty eight hours, the same procedure was conducted for the latest transfer test. The results showed marginal differences, suggesting a higher performance of self-controlled group. It was concluded that selfcontrolled KR is helpful to promote motor learning in elderly adults.

scholarly journals Influence of previous acid etching on interface morphology and bond strength of self-etching adhesive to cavosurface enamel

2012 ◽  
Vol 06 (01) ◽  
pp. 056-062 ◽  
Author(s):  
Adriano Fonseca Lima ◽  
Vinícius Brito da Silva ◽  
Giulliana Panfiglio Soares ◽  
Giselle Maria Marchi ◽  
Flávio Henrique Baggio Aguiar ◽  
...  
Keyword(s):  
Phosphoric Acid ◽  
Bond Strength ◽  
Adhesive System ◽  
The Self ◽  
The Other ◽  
Acid Etching ◽  
Control Group ◽  
System Control ◽  
Etch And Rinse ◽  
Group 3

ABSTRACTObjectives: The aim of this study was to evaluate the (1) bond strength of a etch-and-rinse and self-etching adhesive systems to cavosurface enamel, (2) influence of the previous acid etching with phosphoric acid 35% to the self-etching adhesive application on bond strength values, and (3) analysis of the cavosurface enamel morphology submitted to different types of conditioning, with the use of a scanning electronic microscope (SEM).Methods: Twenty four human third molars were sectioned on mesio-distal direction, resulting in two slices. The specimens were ground flat with 600-grit aluminum oxide papers, and were randomly divided into three groups: Group 1 (etch-and-rinse adhesive system (control group)), Group 2 (selfetching adhesive), and Group 3 (self-etching adhesive with previous 35% phosphoric acid-etching for 15 s). Four cylinders (0.75 mm of diameter, 1 mm height) were confectioned prior to the microshear test. Four samples for each group were prepared according the cavosurface enamel treatment and were analyzed in an SEM.Results: Group 3 had the highest values on bond strength to cavosurface enamel compared to the other two groups, which presented statistically similar values. The performance of acid etching before the application of the self-etching adhesive results in an etching pattern that is different than the other groups, favoring the adhesion to the cavosurface enamel.Conclusions: Acid etching increases the bond strength values of the self-etching adhesive to cavosurface enamel, promoting a conditioning pattern that favors the adhesion to this substrate. (Eur J Dent 2012;6:56-62)

Self-Control and Enuresis

1995 ◽  
Vol 9 (4) ◽  
pp. 249-258 ◽  
Author(s):  
Tammie Ronen ◽  
Giora Rahav ◽  
Yochanan Wozner
Keyword(s):  
Token Economy ◽  
The Self ◽  
Self Control ◽  
The Other ◽  
Control Group ◽  
Treatment Results ◽  
Cognitive Components ◽  
Before And After ◽  
The One

This paper presents the link between self-control and childhood enuresis, assuming that enuresis is maintained by deficiencies in self-control skills, whether caused by physiological, behavioral, or cognitive components. Acquisition of self-control skills is proposed as helping in eliminating enuresis. Seventy-seven enuretic children (aged 7 to 14) were randomly assigned to three treatment modes (bell and pad, token economy, and cognitive therapy) and to one control group. The self-control skills of children and their parents and the frequency of enuresis were measured before and after treatment. Results showed a negative correlation between self-control and enuresis on the one hand and between the acquisition of self-control skills and recovery from enuresis on the other hand. The results also highlighted the need for a follow-up period to determine the different longer-term effects of treatments.

Throwing Skills

2017 ◽  
Vol 124 (2) ◽  
pp. 502-513 ◽  
Author(s):  
Saeed Ghorbani ◽  
Andreas Bund
Keyword(s):  
Motor Learning ◽  
Motor Skills ◽  
Learning Task ◽  
The Other ◽  
Acquisition Phase ◽  
Body Parts ◽  
Lower Body ◽  
Body Segments ◽  
Dependent Variables ◽  
Exploratory Data

Traditionally, motor learning scientists have evaluated the process of learning a new motor skill by considering the skill as a whole. Yet, motor skills comprise various phases, and in the motor learning literature, it is not clear whether new learners show similar or different learning across various phases. We provide exploratory data on learning movement phases by novices, using baseball pitching as the learning task. Eight participants (four male, four female, M age = 23.7 years, SD = 2.4) performed five trials each in the pretest followed by three blocks of 10 trials each in the acquisition phase. Finally, two retention tests of five trials were conducted by each participant 10 minutes and seven days after the last acquisition block, respectively. Intra- and interlimb coordination of upper and lower body segments were measured as dependent variables. We found significant differences between the stride phase and the other phases at pretest, during the acquisition phase, and on both retention tests across all kinematic variables. Participants experienced more trouble coordinating the stride phase than the other phases of pitching, perhaps because the stride phase is the only phase in which the participants had to move their upper and lower body parts simultaneously. We discuss implications for motor learning generally.

scholarly journals The effect of overweight stereotype threat on children’s motor learning

Psihologija ◽  
2020 ◽  
pp. 36-36
Author(s):  
Maryam Rabeinia ◽  
Esmaeel Saemi ◽  
Rasool Abedanzadeh
Keyword(s):  
Motor Learning ◽  
Stereotype Threat ◽  
Retention Test ◽  
Motor Performance ◽  
Individual Characteristics ◽  
Acquisition Phase ◽  
Control Group ◽  
And Control

The purpose of the present study was to investigate the effect of overweight stereotype threat on children?s motor learning. Twenty-four children (Mage = 9.25 ? 0.53 years) were conveniently selected and randomly assigned into two groups of stereotype threat (with emphasis on individual characteristics, namely, overweight) and control group. The task consisted of maintaining the balance on the stabilometer during 30-second trials. One trial in the pre-test, 10 trials in the acquisition phase and 5 trials in the retention test were run. The findings revealed lower motor learning among the overweight stereotype group compared to the control group. Therefore, it is suggested that in similar situations, coaches can reduce stereotype threat emphasizing on the ineffectiveness of individual characteristics, i.e., overweight on motor performance of children thereby prevent performance and learning disruptions.

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