خلاصة:
The aim of the present research was to investigate the effect of practice type (physical and observational) and feedback type (self-control and augmented) on relative and absolute timing learning, as well as to compare the percentage of feedback seeking and the feedback requesting strategy of the self-control group during physical and observational practice. 120 subjects (21.09 ± 2.438) were randomly divided into four groups of physical and observational practice (self-control feedback, augmented). The research tools were a sequential timing device and the Chiarakoski and Wolf questionnaire. The task was pressing keys 6, 2, 4, and 8 while maintaining specified relative and absolute timing. In the acquisition, retention, and transfer stages, 72, 12, and 12 trials were performed, respectively. Data were analyzed using composite factorial analysis of variance, repeated measures design test, and t-test (α=0.05). The results showed that in the acquisition stage (P = 0.043), retention (P = 0.001), and transfer (P = 0.001) stages, the self-control group had less relative timing error compared to the augmented group. Additionally, no difference was observed between the percentage of feedback seeking and the feedback requesting strategy during physical and observational practice (P = 0.492 and t = 0.756). Therefore, it seems that learning through physical and observational practice is based on similar cognitive processes.
ملخص الجهاز:
However, Chivicowsky and Wulf (2005) showed the superiority of the self-controlled group in terms of learning relative timing during the practice, retention, and transfer stages (9).
Therefore, the researcher intends to investigate the effect of self-controlled feedback on the learning of these two parts during physical practice by providing feedback regarding total movement time and relative movement time in the present study.
(2007) (19), the researcher intends to compare the effect of this type of feedback on the learning of relative and absolute timing during physical practice and observation without limiting the number of requested feedbacks.
Now the following questions arise: Is the provision of self-controlled feedback (without any limit on the number of feedbacks requested by the subjects) in different types of practice (physical, observational) effective on relative and absolute timing?
Absolute timing error of experimental groups in different trial sets of the acquisition, retention, and transfer phases Discussion and Conclusion Although research has shown that self-controlled feedback has beneficial effects on the learning of motor skills (9, 19), quantitative efforts to clarify its effect on learning relative and absolute timing has been performed, and so far, this method of feedback delivery has not been used during observational learning.
Therefore, the aim of the present research was to investigate the effect of self-controlled feedback and practice type (physical, observational) on the learning of relative and absolute timing in a sequential timing task.
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