Retroalimentación y aprendizaje motor: influencia de las acciones realizadas de forma previa a la recepción del conocimiento de los resultados en el aprendizaje y la retención de habilidades motrices
SUMMARY: This study assessed the crossed influence of frequency of knowledge of results (KR) and the interpolation of two kinds of activities in the post KR interval on the learning of a discrete motor skill (a golf shot). The subjects (87 undergraduate students of the University of Barcelona) were randomly assigned to 1 of 4 experimental groups (EG) (similar number of male and female in each group): 100EE: 100% of KR. 100% of Interpolated task (error estimation). 100TI: 100% of KR. 100% of Interpolated task (cognitive activity: i.e. arithmetic, verbal short term memory activities, ...) 40EE: 40% of KR. 100% of Interpolated task (error estimation). 40TI: 40% of KR. 100% of Interpolated task (cognitive activity). There were 3 phases in our study: Acquisition: 8x10 attempts in one session. Immediate Retention: 5 after finishing the acquisition phase; 2x10 attempts without KR or interpolated activity. Delayed Retention: 24 h. after finishing the acquisition phase; 2x10 attempts without KR or interpolated activity. The main results can be summarized as follows: There were significant differences between male and female subjects in 3 out of 4 EG. When comparing men with men or women with women between EG, there werent any significant differences neither in precision nor in consistence of the outcome. In despite of this, The EG 40TI was the EG that learned more and 100EE the one what learned less (precision). The main conclusions of the study are: Its important to consider the gender of the participants when creating EG in motor learning studies. The fact that the EG with the worst practice conditions was the best EG (in precision) and that the EG that had the best practice conditions had the worst results, seems to show that we must consider the role of cognitive effort in the learning of discrete motor skills.
Advisor:Torralba Jordán, Miguel Ángel; Ruiz Pérez, Luis Miguel
School:Universitat de Barcelona
Source Type:Master's Thesis
Keywords:teoria i història de l educació
Date of Publication:06/14/2005