خلاصة:
Background: The authors assessed the effect of bandwidth modeling in learning relative timing and absolute timing. Method: Participants were 10 male high school students who volunteered to participate in the experiment (M age = 16 years, SD = 0.942 years). None of the participants had prior experience with the task or was informed about the purpose of the experiment. They had to learn soccer chip shot under either a bandwidth (model delivered when participant’s performance was outside a predefined bandwidth or rang) or yoked (same number of model provided as bandwidth group) modeling procedure. Results: The results show that the bandwidth group was more effective in learning relative timing than the yoked group. Conclusions: It indicated that benefits of feedback frequency reduction is generalizable to observational learning context. The authors propose that this method may be an appropriate method for relative timing learning.
پیش زمینه: نویسندگان در این تحقیق به بررسی تاثیر الگودهی دامنه ای در یادگیری زمانبندی نسبی و زمانبندی مطلق پرداختند. روش شناسی: شرکت کنندگان 10 دانش آموز پسر دبیرستانی بودند که به طور داوطلبانه در این آزمون شرکت کردند (میانگین سن= 16 سال، انحراف معیار= 942/ 0 سال). هیچ یک از شرکت کننده ها تجربه قبلی از تکلیف و یا اطلاعاتی درباره هدف آزمون نداشتند. آنها باید ضربه چیپ فوتبال را تحت شرایط الگودهی دامنه ای (دریافت الگو زمانی که اجرای شرکت کننده خارج از دامنه یا محدوده تعیین شده بود) یا الگودهی جفتشده (دریافت تعداد مشابه از الگوی ارائه شده در گروه دامنه ای) یاد می گرفتند. یافته ها: نتایج نشان داد که گروه دامنه ای در یادگیری زمانبندی نسبی نسبت به گروه جفت شده بیشتر تحت تاثیر قرار گرفتند. نتیجه گیری: نتایج حاکی از این بود که مزایای کاهش توالی بازخورد به یادگیری مشاهده ای نیز قابل تعمیم است. نویسندگان پیشنهاد می کنند که این روش ممکن است یک روش مناسب برای یادگیری زمانبندی نسبی باشد.
ملخص الجهاز:
of Motor Behavior, Faculty of Physical Education and Sport Sciences, Kharazmi University, Tehran, Iran Received: July 25, 2018; Accepted: December 16, 2018 Abstract Background: The authors assessed the effect of bandwidth modeling in learning relative timing and absolute timing.
Physical practice is not the only way to acquire new motor skill and observation of a model can facilitate learning a wide range of behavior (Bandura, 1986; Blandin & Proteau, 2000; Mattar & Gribble, 2005).
The observation enhances in a wide part the abstract coordination learning of a task such as relative timing (Buchanan, Ryu, Zihlman & Wright, 2008; Shea, Wright, Wulf, & Whitacre 2000).
Observation with a low KR frequency might have enhanced the capacity of participants to extract important information about relative characteristics of movement such as relative timing, because it is accepted that a low KR frequency enhances the sensory and perceptual process during skill acquisition (Winstein & Schmidt, 1990; Badets, Blandin, Wright, & Shea, 2006; Blandin, Toussaint & Shea, 2008).
Therefore, in this research, we study the effect of bandwidth modeling together with physical practice on learning movement components in a soccer chip shot.
The results indicated that, in case of departure from the specified range, providing bandwidth feedback information in the form of re-demonstration of a skilled model and then having physical practice again to acquire soccer chip shot skill haNOdOaRMpAoGSsitive impact on relative timing learning of the movement.
Consistent with previous findings, our results show that the decrease of KR and bandwidth KR is effective in achieving relative timing of movement during observational learning (Winstein & Schmidt, 1990; Badets et al.