Upaya Meningkatkan Hasil Belajar Passing Bawah Bola Voli Dengan Pendekatan Pembelajaran Massed Practice

The following reaserch intends for intensifying volleyball lower passing skills at 1st grade students in SMP Satu Atap 3 Pringgasela. This kind of Classroom Action Reaserch (CAR) aims to fix and increase learning quality and recover teachers to solve several learning problems at school. This reaserch uses Practice Massed Method in 2 Cycles that consists a plan, implementation, action, observation, and evaluation/reflection. The samples in this reaserchis 12 students from 1st grade. The results show that volleyball lower passusing massed practice method at 1st grade of SMP Satu Atap 3 Pringgasela increased from cycle 1 got 5 students (41.6%) passed and 7 students (58.3%) unpassed. And from cycle 2 shows 9 students (75%) passed and 3 students (25%) unpassed. According to the result can be stated an incrase occurs 33% in cycle 1 and 2.

MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT

To examine the effects of task repetition with different schedules, English-as-a-foreign-language classroom learners performed the same oral narrative task six times under three different schedules. They narrated the same six-frame cartoon story (a) six times consecutively in one class (massed practice), (b) three times at the beginning and at the end of a class (short-spaced practice), and (c) three times as a part of two classes 1 week apart (long-spaced practice). The results yielded by an immediate posttest using a novel cartoon showed that massed practice reduced breakdown fluency (mid-clause and clause-final pauses) the most. However, the participants in the massed-practice group showed degraded speed (slower articulation rate) and repair fluency (more verbatim repetition). The effects of repetition schedule seem limited on a 1-week delayed posttest involving a novel cartoon. Yet, when participants narrated the same practiced cartoon 1 week later, massed practice also resulted in more verbatim repetition.

Massed and distributed practice on learning the forehand shot in tennis

Purpose This study aims to determine the effect of the distribution of practice on learning the forehand shot in tennis. Method Twenty-four beginner tennis players participated in the study (13 males and 11 female; 8.63 ± 0.92 years old). The players were separated after groups -massed practice ( N = 12) and distributed practice ( N = 12). Each group practiced the forehand shot for 12 sessions, 4 series per session and 10 trials/series (6 weeks). The accuracy and efficacy were measured through one post-test and one retest, carried out 2 weeks after the last learning session. Results Significant improvements in accuracy between the pre-test and post-test ( p=.004) and between pre-test and re-test ( p=.006) were found in the massed practice group. Significant improvements in accuracy between the pre-test and post-test ( p=.002) and between pre-test and re-test ( p=.001) were found in the distributed practice group. No significant differences were found between groups but there was a favourable trend toward better learning in both, with improved accuracy and efficacy. Conclusion The motor learning through the distribution of practice among children has been noted, with a significant improvement in the skill acquisition of the forehand shot in the two groups. The results are useful because they clear up the doubts about how to plan the teaching of this stroke in tennis, confirming the suitability of carrying out learning programs based on massed and distributed practice.

Spacing and Interleaving Effects Require Distinct Theoretical Bases: a Systematic Review Testing the Cognitive Load and Discriminative-Contrast Hypotheses

Spaced and interleaved practices have been identified as effective learning strategies which sometimes are conflated as a single strategy and at other times treated as distinct. Learning sessions in which studying information or practicing problems are spaced in time with rest-from-deliberate-learning periods between sessions generally result in better learning outcomes than massed practice without rest-from-deliberate-learning periods. Interleaved practice also consists of spaced sessions, but by interleaving topics rather than having rest-from-deliberate-learning periods. Interleaving is usually contrasted with blocking in which each learning topic is taught in a single block that provides an example of massed practice. The general finding that interleaved practice is more effective for learning than blocked practice is sometimes attributed to spacing. In the current paper, the presence of rest-from-deliberate-learning periods is used to distinguish between spaced and interleaved practice. We suggest that spaced practice is a cognitive load effect that can be explained by working memory resource depletion during cognitive effort with recovery during rest-from-deliberate-learning, while interleaved practice can be explained by the discriminative-contrast hypothesis positing that interleaving assists learners to discriminate between topic areas. A systematic review of the literature provides evidence for this suggestion.

Predicting online behavioural responses to transcranial direct current stimulation in stroke patients with anomia

BACKGROUND: Anomia, or difficulty naming common objects, is the most common, acquired impairment of language. Effective therapeutic interventions for anomia typically involve massed practice at high doses, requiring significant investment from patients and therapists. Aphasia researchers have increasingly looked to neurostimulation to accelerate these treatment effects, but the evidence behind this intervention is sparse and inconsistent.AIM: Here, we hypothesised that group-level neurostimulation effects might belie more systematic structure at the individual level. We sought to test the hypothesis by attempting to predict the immediate (online), individual-level behavioural effect of neurostimulation in patients with anomia.METHODS: 36 stroke patients, each with anomia at least 6 months post-onset, were asked to perform naming and judgement tasks both with concurrent neurostimulation and with sham stimulation. Using clinical, (pre-stimulation) behavioural and MRI data, and Partial Least Squares regression, we attempted to predict the effect of neurostimulation on accuracies and reaction times in both tasks. Model performance was assessed via cross-validation, and performances compared to that of a null model, which predicted the mean neurostimulation effects for all patients.RESULTS: Models derived from pre-stimulation data consistently out-performed the null model when predicting neurostimulation effects on accuracies and reaction times in both judgement and naming. Notably, we could predict declines in performance just as well as improvements.CONCLUSIONS: Inter-patient variation in online responses to neurostimulation is to some extent systematic and predictable. That declines in performance were just as predictable as improvements, implies that the effect of neurostimulation on performance in patients with anomia is unlikely to be a placebo. However, the online effect of the intervention appears to be just as likely to interfere with task performance, as it is to improve performance.

Effect of Distributed Versus Massed Practice on Reaction Time in Collegiate Volleyball Players: A Pilot Study

Introduction: Reaction Time (RT) is the time taken by an individual to respond to external stimuli. It is one of the most important determinant ability in sports like Volleyball. Shorter RT leads to higher performance and success in Volleyball. Two types of training methods, massed and distributed practice have been used in researches to improve RT and other sports related skills in sports. In massed practice, there is persistent workout with hardly any rest periods even of minimal time period relative to the work interval while in distributed practice; it is interspersed with rest or other skill learning. There are mixed evidences on effectiveness of these practice methods which has led to the present study. Aim: To find the effect of distributed practice and massed practice in terms of RT among collegiate volleyball players. Materials and Methods: The study design was quasi-experimental pilot study that was conducted at the volleyball academy Gurugram, Haryana, India from September 2019 to December 2019. A total of 30 players, aged 18-22 years, from college volleyball team were invited to participate in the study. Subjects were randomly divided into two groups. Group A received massed practice (n=15), and group B received distributed practice (n=15) for 40 minutes, four days a week for four weeks. Players who were practicing daily for one hour were included in this study and they were excluded if they had any condition that limited their participation in the study or if they are suffering from any type of orthopaedic or neurological illness. RT was measured using Ruler Drop Test (RDT) and Red Light Green Light Test (RLGL). Data was analysed using Statistical Package for the Social Sciences (SPSS) version 20.0 for statistical analysis. Results: The mean pre and post data of Group A, for RDT was 0.16 and 0.12 seconds, respectively; of Group B, it was 0.16 and 0.13. The mean pre and post data of Group A for RLGL was 0.42 and 0.38 seconds, respectively; Group B data for RLGL pre and post was 0.39 and 0.37 seconds, respectively. Both the groups showed significant improvement in scores of RDT (p-value for Group A=0.01, Group B=0.05) and RLGL (p-value for Group A=0.01, Group B=0.01) measured by the paired sample t-test (p<0.05). But there was no significant difference in between group analysis measured by independent sample t-test (p>0.05). Conclusion: This study showed that both massed and distributed practice was helpful in improving RT of collegiate volleyball players. As there was no significant difference between the two groups, consequently which practice method is superior in improving RT in collegiate volleyball players could not be stated.

Distribution of Practice Combined with Observational Learning Has Time Dependent Effects on Motor Skill Acquisition

Studies of the benefits of a distributed practice schedule on motor skill acquisition have typically found that distribution of practice results in better learning. However, less research has focused on how the benefits of distributed practice are impacted by timing during acquisition. To examine how timing of skill acquisition interacts with distribution of practice we had two groups of participants complete either an extensive massed or distributed training schedule to learn a speed stacking sequence across ten sessions. For participants in both groups, we provided observational learning to facilitate skill acquisition. Analysis of speed stacking time on a retention test revealed an overall benefit for the distributed relative to the massed practice group. Interestingly, our analysis of the benefits of distributed practice during training only showed performance benefits in the early session (session one) and later sessions (sessions eight, nine, and ten) of skill acquisition but not mid-way through it (sessions two through seven). Our results support previous findings highlighting the learning benefits of a distributed practice schedule but suggest that these benefits occur differentially throughout acquisition. Our work also replicates research demonstrating that observational learning is more beneficial when it is yoked to actual practice.