جستجوی مقالات مرتبط با کلیدواژه « Acquisition » در نشریات گروه « پزشکی »

The present study was designed to investigate the effect of visual and skill training on learning forehand drive in table tennis and motor-perceptual abilities (reaction time, coincidence-anticipation timing, eye-hand coordination, and depth perception).

Forty volunteer female students (Mean±SD age: 21.50±0.78 years) were selected and randomly assigned to one of four groups (each group had 10 participants): visual and tennis training group, visual training group, tennis training group, and control group. Motor perceptual abilities (reaction time, coincidence-anticipation timing, eye-hand coordination, and depth perception) and forehand drive performance were measured before and after the training period, and also after 24 h retention period. After the pretest, including the accuracy of the kicks test for assessment of forehand drive in table tennis and motor-perceptual test, the experimental groups underwent four weeks (three sessions per week) of visual training, table tennis forehand training, or both. The control group followed their normal daily life for the whole study period. Then, they participated in the posttest and 24 h later in the retention test of kick accuracy.

The results revealed that visual and table tennis training, visual training, and table tennis training had a significant effect on the reaction time (P=0.001), coincidence-anticipation timing (P=0.001) and eye-hand coordination (error time) (P=0.01). Moreover, visual and tennis training and table tennis training had a significant effect on the acquisition (P=0.001) and retention of forehand drive (P=0.005). Besides, the post hoc LSD (Least Significant Difference) test showed that visual and tennis training had a more significant impact on the learning forehand drive. Visual training and tennis training had a significant effect on eye-hand coordination (number of errors). The three types of training programs were not effective in the depth of perception.

Visual training can be used as a supplementary program in the athletes’ training schedule.

Consider the fact that the implementation of aerobic exercise can be effective in the learning and acquisition process, and that training athletes to acquire new skills is appropriately done in terms of the primacy and recency of the training time for aerobic activities such as the warm-up.

The purpose of the present study was to investigate the effect of moderate-intensity aerobic activity before training on the acquisition, consolidation memory, and coordination pattern of the elbow joint with regard to the short service in badminton.

Thirty-eight participants aged 17 to 19 years were selected by convenience sampling and purposive sampling. The participants were randomly assigned to two experimental groups (n =14 and n = 10) and a control group (n = 14) based on aerobic capacity. Before and after the badminton short service training, the participants ran for 20 minutes on a treadmill at a speed of about 70% of their maximum heart rate. At various stages of training, the precision of the shuttlecock landing spots was measured based on the French test at the time of acquisition, immediate retention, retention, and transfer in all three groups. Also, using motion analysis, the range of motion of the wrist, elbow, and shoulder joints was measured. Moreover, by using a PCA, the coordination pattern of the range of motion of the elbow joint was compared in all three groups.

There was no significant difference between the groups in terms of the accuracy of the short service in badminton in the French test based on aerobic exercise before and after training (p<0.05).A significant difference was observed between all parts of the test and the transfer test (p>0.05). Also, there was no significant difference in the coordination pattern of the range of the elbow joints between the groups. Furthermore, the repeat of service has no significant effect on the motion pattern in any way.

According to the impact of moderate-intensity aerobic activity before and after training on the acquisition, consolidation of memory, and coordination pattern of the elbow joint, there was no significant difference in the accuracy of the short service in badminton.

Age may limit the effect of contextual interference, but the accurate effect of age on contextual interference is not completely identified. Therefore, the purpose of the study was the effect of contextual interference practice orders on acquisition and learning of badminton skills of 45 female students aged from 10 to 12. Participants were randomly assigned to one of the three groups of blocked, random, and systematically increasing contextual interference. They trained three skills of badminton long serves, short serves, and forehand strokes for 10 sessions after pre-test. The tests consist of Acquisition, immediate retention, and delayed retention were taken after the fifth session, one hour after the end of the tenth session, and 48 hours after the last practice session, respectively. According to the findings of the study, in acquisition test, the blocked group achieved better scores than the random and systematically increasing groups. Although the three groups performed significantly better than pre-test scores in retention test, there was no difference among groups, meaning that contextual interference did not have positive results for children in learning badminton skills. Seemingly, due to the limitations in strategy, our participants were probably confused among the abundant information from the random practices and were not able to use the advantages of contextual interference. So, the benefits of random practice based on forgetting and elaborating hypotheses in this age group, especially regarding discrete motor skill in badminton is in doubt. The authors carefully suggest that elementary school physical education teachers should use blocked practice methods for badminton practice to help children build a suitable motor skills scheme and encourage them to repeat the desired skills because of the motivational feedback of blocked practice as a result of greater success in practice sessions.