Post-KR interval in learning a discrete motor skill in children

Abstract

The aim of this study was to test the post-KR interval in the learning of a motor skill. The sample was constituted of thirty children, from 9 to 10 years old, distributed in three groups: G1 had post-KR interval free; G2 - received KR and after 5s started the next trial; and G3 - received KR and after 10s started the next trial; the verbal KR on the direction and magnitude of the error was given to the end of all the attempts. The task was to throw metal discs in a target arranged horizontally on a table, throughout two phases: acquisition (60 trials) and adaptation (10 trials). The measure of performance were the absolute, constant and variable error. The research questions were if very short intervals of post-KR may be do not benefit the adaptive process of the acquisition of skills, and if the control of the interval post-KR practiced by the learner himself could have positive effect in this process. The results suggested that the self-controlled post-KR interval can facilitate the learning of a discrete task in children.