چکیده:
This study aims to better understand the effect of practice schedule and feedback providing types. In two separate experiments the contextual interference effect in bandwidth and self-control feedback conditions on relative and absolute timing learning was examined. In experiment I, the effect of contextual interference using bandwidth and self-control feedback on absolute timing learning (parameters) was studied. Results in the acquisition test showed the performance of blocked self-control and bandwidth groups were significantly better than other groups (P<0.05).
There was no significant difference in retention and transfer tests (P>0.05). In experiment II, the effects of contextual interference with using a bandwidth and self-control feedback on relative timing learning (GMP) were studied. . In retention and transfer tests, the performance of random self-control and bandwidth groups was significantly different to the other groups (P<0.05). The performance of self-control feedback groups in both experiments was better than bandwidth feedback groups (P<0.05) in all stages. The results of this study reveal the beneficial effect of self-control feedback on relative timing (GMP) rather than absolute timing (parameter) learning and supported the theoretical separation of this processes.
خلاصه ماشینی:
"Contextual Interference Effect in Bandwidth and Self-Control Feedback Conditions on Relative and Absolute Timing Learning 1Amir Shams*, 2Seyedeh Mansoreh Naeimi Tajdar 1Sport Sciences Research Institute, Iranian Ministry of Sciences, Research and Technology, Tehran, Iran.
In two separate experiments the contextual interference effect in bandwidth and self-control feedback conditions on relative and absolute timing learning was examined.
In experiment I, the effect of contextual interference using bandwidth and self-control feedback on absolute timing learning (parameters) was studied.
In experiment II, the effects of contextual interference with using a bandwidth and self-control feedback on relative timing learning (GMP) were studied.
The results of this study reveal the beneficial effect of self-control feedback on relative timing (GMP ) rather than absolute timing (parameter) learning and supported the theoretical separation of this processes.
Based on their results, Zimmerman (1996, 1989), Chen and Singer (1992) and Chiviacowsky and Wulf (2005) suggest that the perception of self-control enhances learning, leading to more active involvement of learners in the performance and learning process.
In this study, two separate experiments were conducted in order to examine the contextual interference effect in bandwidth and self-control feedback conditions on relative and absolute timing learning.
This study was examining the contextual interference effect in bandwidth and self-control feedback conditions on relative and absolute timing learning.
In two separate experiments, the results showed that in the relative timing or GMP) in the retention and transfer tests, random group has better performance than the serial and blocked groups but in the experiment I (absolute timing or parameter), such effect was not observed."