خلاصة:
The aim of this study was to investigate The effect of skill level matching in cooperative dyadic interaction on learning of forehand table tennis skills in adolescent girls. Participants were selected convenience sampling form from 24 junior high school girls in Nahavand city and were randomly divided into two groups of Novice-Novice and Novice-Expert. Both groups performed five sessions of participatory dyad training with their respective arrangement (novice- novice, novice- expert) that each session consisted of 20 sets of 3-minute with a 1-minute rest time between sets. Using table tennis forehand shot accuracy test, the motor performance was measured in the pre-test, post-test, retention and transfer stages (Merely forehand performance with increasing throwing speed of ball thrower). The results showed that both Novice-Novice and Novice-Expert groups showed significant progress learning of forehand table tennis skills; Also, the Novice-Expert performed better in the post-test, retention and transfer stages than the Novice-Novice group. Therefore, Novice-Expert arrangement than Novice-Novice during participatory dyad training facilitates learning forehand table tennis skill.It revealed that novice-expert arrangement is more efficient in comparison to novice-novice arrangement as the former enjoys the benefits of using the optimal observational pattern (seeing a expert person), and offeres various challenges and strategies for the novice partner as a result of exercising with an expert partner. To conclude, novice-expert dyad practice promotes the speed of learning among table tennis learners.
ملخص الجهاز:
The Effect of Skill-Level Pairing in Cooperative Dyadic Interaction on Skill Learning Forehand Table Tennis of Adolescent Girls Elahe Siavashi 1 - Ali Hairani ∗2- Ehsan Zarei'an 3 1.
Associate Professor of Motor Behavior, Faculty of Physical Education and Sports Sciences, Allameh Tabataba'i University, Tehran, Iran Abstract The present study aimed to investigate the effect of skill-level pairing in cooperative dyadic interactive practice on learning the forehand table tennis skill of adolescent girls.
The current findings suggest that the beginner-expert arrangement was better for learning table tennis skills during paired training, as they benefited from observing the optimal model and other challenges and related strategies during practice.
The challenge of the present research is, now that numerous studies have shown the effectiveness and especially the efficiency of dyadic exercises and believe that this training method leads to better learning and transfer, especially in skills that require coordination, how can we increase the efficiency of these types of exercises by changing their components?
Considering the observational nature of these exercises, the aim of the present research is to investigate the effect of skill arrangement in collaborative dyadic exercises on learning the forehand skill in table tennis.
The first result of this experiment showed that both the beginner-beginner and beginner-skilled groups showed significant progress from pre-test to transfer; in other words, practice generally and regardless of the skill level of the training partner led to learning the table tennis forehand, which was consistent with the results of most research on dyadic training (1, 7, 8, 9, 10, 11, 12, 13, 32, 36).
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