Effects of Results' Post-Knowledge Interval in the Acquisition of the Bocce ThrowAiming to verify the post-knowledge of results interval effects in the acquisition of the bocce throw, thirty-six college students of both sexes were separated in three groups: no post-knowledge of results interval, 5-seconds post-knowledge of results interval and 10-seconds postknowledge of results interval. The task consisted of throwing a ball towards a circular target positioned in the floor aiming to reach a circle in the center of the target, which received score 6. A new area was demarcated at each 10 cm of the central circle and decreased in one point receiving score 1 in the more external area. The experiment was divided in acquisition phase (120 trials at 6.5 m distance) and transfer test 1 (10 trials without knowledge of results at the same distance), transfer tests 2 and 3 (10 trials each one without knowledge of results at 7.5 m distance). Statistical differences were not observed in mean scores and coefficient of variation, that didn't determine the effect of the post-knowledge of results interval on learning motor skills in the condition used.

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Demonstration, verbal instruction and knowledge of results are variables presented during the process of motor skills acquisition but their interaction was not investigated. This question was tested with three frequencies of knowledge of results plus three ways to supply prior information (demonstration, verbal instruction and demonstration added to the verbal instruction). The task consisted of carrying three tennis balls in a predetermined sequence and target time. A hundred eight volunteers participated in the study, divided into nine groups according to the combination of variables. The experiment consisted of the acquisition phase with 60 trials of practice and tests and data reliability was tested through two way ANOVA. The results showed that demonstration and KR conducted to better performance during tests.Key Words: Motor Learning, Knowledge of Results, Demonstration, Verbal Instruction.Â

Demonstration, verbal instruction and knowledge of results are variables presented during the process of motor skills acquisition but their interaction was not investigated. This question was tested with three frequencies of knowledge of results plus three ways to supply prior information (demonstration, verbal instruction and demonstration added to the verbal instruction). The task consisted of carrying three tennis balls in a predetermined sequence and target time. A hundred eight volunteers participated in the study, divided into nine groups according to the combination of variables. The experiment consisted of the acquisition phase with 60 trials of practice and tests and data reliability was tested through two way ANOVA. The results showed that demonstration and KR conducted to better performance during tests.