Moderated Mediation Model of Passion and Perseverance in Effect of College Students' Physical Movement on Bliss through Peer Group Cohesiveness

Abstract

A 2 x 2 x 4 factorial design (groups x distance x trial blocks) ANOVAs with repeated measures on the last factor were calculated to determine learning effects of self-controlled feedback schedule for easy versus difficult golf putting. Twenty-eight volunteer university students at Kyungpook National University were aimlessly assigned to one of two conditions (1) self-controlled group and (2) yoked group. G power was used to calculate the appropriate number of subjects for this experiment. The easy task is a 1m golf putting and the difficult task is a 5m golf putt. The putting mat consisted of a 2 m × 2 m square grid with lines spaced 5 cm apart. Subjects performed [four] blocks of [five] trials for the acquisition phase and [two] blocks of [five] trials for the retention phase. Dependent variables (absolute error, direction error, and variable error) were analyzed using two-dimensional measurement methods. The questionnaire was analyzed by calculating response percentages. The results of this study only showed trial block and distance effects in the acquisition and retention phases in both conditions. The findings of this study demonstrated that not all self-controlled feedback program is beneficial to motor skill performance and learning, and results vary subject on the type of motor tasks.