Self-control and frequency of model presentation: Effects on learning a ballet passé relevé

Fagundes, Julie; Chen, David D.; Laguna, Patricia

doi:10.1016/j.humov.2013.03.009

Cited by 16 publications

(23 citation statements)

References 24 publications

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“…The dates of publication ranged from 1995 to 2018, with a clear focus on the last four years. Seventeen studies were conducted in the USA, 42,45,46,50,54–65 six in Brazil, 41,47,66–69 four in Germany, 51,70–72 two in Canada, 52,53 and one each in Spain 40 and Korea. 48 In total, 1273 participants were included in the 31 trials, at least 644 were females (about 51%; two studies made no specification regarding gender).…”

Section: Resultsmentioning

confidence: 99%

Participation can make a difference to be competitive in sports: A systematic review on the relation between complex motor development and self-controlled learning settings

Jaitner

Mess

2019

International Journal of Sports Science & Coaching

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The purpose of the study was to provide an empirically based argument that grounds the relation between potentials of athletic performance and participatory settings within the autonomous inner logic of competitive sports. Therefore, the present paper systematically reviewed the empirical evidence of the association between complex motor learning and performance, and self-controlled practice conditions. Six electronic databases, reference lists and citations of full-text articles were searched for English and German language peer-reviewed articles. The search string multiply combined different terms relating to motor learning AND self-control. Two reviewers evaluated the full-text articles and critically appraised the included studies. Thirty-one studies with 1273 participants met the inclusion criteria. The vast majority of the studies reported significant learning advantages for experimental groups under self-controlled practice conditions compared to experimenter-imposed yoked groups. No study showed adverse effects. Thereby, the effects of self-controlled practice conditions have been shown to be relatively generalised to a variety of participatory variables and target groups. Advantages in accuracy, form and performance were more frequently reported than advantages in consistency. Despite increasing research efforts, the explanatory underpinnings behind the learning benefits remain debatable. The evidence indicates that complex motor learning and motor performance are typically enhanced when learners are given the opportunity to take part in decisions and therefore presents profitable implications for coaches and anyone responsible in competitive sports. However, in order to become a professional effective argument, the social context and the status of reasoning in changing habits need to be considered.

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Section: Resultsmentioning

confidence: 99%

Participation can make a difference to be competitive in sports: A systematic review on the relation between complex motor development and self-controlled learning settings

Jaitner

Mess

2019

International Journal of Sports Science & Coaching

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“…Na literatura sobre demonstração, que é a forma de aprendizagem observacional mais investigada no Brasil, as pesquisas apontam que os aprendizes observadores podem adquirir informações importantes sobre feedback relacionado aos resultados (conhecimento de resultado) e sobre o padrão de movimento (conhecimento de performance), além de receber informações valiosas sobre o movimento a ainda ser desempenhado, vindos de outros modelos mais experientes (Marques, 2013;Ste Marie et al, 2012;Tani et al, 2011). Estudos têm mostrado que a observação de modelos pode levar à melhora na forma do movimento (Fagundes, Chen, & Laguna, 2013) e na execução da habilidade relacionada ao aumento da autoeficácia (Law & Ste Marie, 2005), demonstrando ainda relações com o foco de atenção na tarefa a ser executada (Horn, Williams, & Scott, 2002) e a correção de erros (Dowrick, 2012). No entanto, pouco a pouco, os estudos tendem a investigar de forma mais prática, fora de ambiente laboratorial, quais as funções exercidas pela aprendizagem observacional no contexto da prática esportiva, como mostra o estudo de Marques (2013).…”

Section: Discussionunclassified

“…A capacidade de aprender sozinho inspirou algumas pesquisas que consideraram variáveis de aprendizagem motora como feedback, demonstração, estabelecimento de metas e auto-observação (Huet et al, 2009;Chiwiacowsky & Wulf, 2005;Chiwiacowsky & Wulf, 2002;Clark & Ste Marie, 2007;Corrêa & Walter, 2009;Fagundes, Chen, & Laguna, 2013;Marques, 2013, Marques et al, 2014Schunk, 1987;Starek & McCullagh, 1999;Ste Marie et al, 2012). Os resultados dessas pesquisas demonstraram que, ao aprender uma habilidade motora, o aprendiz é capaz de participar ativamente no seu próprio processo de aprendizagem ao escolher suas condições de prática.…”

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Validação do Function Observational Learning Questionnaire para o Português - Brasil

Hayassaka

Marques

2016

Psic.: Teor. e Pesq.

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RESUMO O objetivo deste estudo foi obter evidências de validade transcultural para a língua portuguesa - Brasil do Function of Observational Learning Questionnaire (FOLQ). Participaram do estudo atletas de natação, handebol e voleibol de ambos os sexos (n=362). O alpha de Cronbach e o coeficiente de Kappa foram utilizados para avaliar a consistência interna dos itens. Análise Fatorial Confirmatória foi realizada para verificar a adequabilidade do instrumento ao modelo conceitual. Para avaliar a fidedignidade teste-reteste, utilizou-se o teste t de student, com p < 0,05 para diferenças estatisticamente significativas. Os resultados mostram que foram obtidas evidências de validade para a língua portuguesa com 17 questões, mantendo os três fatores originais: habilidade, desempenho e estratégia.

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“…This gradual change must be sustainable and create opportunities for skill development. It is necessary to take into account that ML could be linked to many factors belonging to the training process, such as verbal instruction and demonstration (Fagundes et al, 2013) or feedback (Chiviacowsky et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

Effect of Verbal Instruction on Motor Learning Ability of Anaerobic and Explosive Exercises in Physical Education University Students

et al. 2019

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This study investigated the effect of motor learning with informational feedback into response to anaerobic exercises with and without motor learning tasks in handball physical education university students. Participants were randomly divided into two groups: experimental group (EG, n = 10) and control group (CG, n = 10). Measurements of T-half test, 15-m and 30-m sprints, and ZIG-ZAG test were assessed in both groups before (T1), between (T2) a 4-week intervention program, and after (T3) an 8-week intervention program, which included agility and speed teaching with (EG) or without (CG) informational feedback (i.e., verbal instruction). The test-retest reliability for all tests was excellent, and the ICC ranged from 0.76 (ZIG-ZAG test) to 0.99 (Agility T test). The interday measurement error was clearly below 1% in all tests (CV range: 0.2–0.8). Time effects for the Agility T test (p = 0.012, ηp2 = 0.245) and the 15-m sprint (p = 0.035, ηp2 = 0.190) were found. For the Agility T test, a total interaction effect (p = 0.001, ηp2 = 0.380) and a partial interaction effect were calculated between T2 and T3 (p < 0.001, ηp2 = 0.603). A large effect size (d = 0.87) was observed in the EG from T2 to T3. The second relevant (d ≥ 0.5) effect size was calculated for the parameter sprint 30 m. The CG showed a significant sprint performance reduction from T2 to T3 (d = −0.60; parameter: sprint 30 m). All other effect sizes were less than 0.44. The ZIG-ZAG test revealed the largest main and partial effect sizes for all parameters. The EG showed the largest improvement (d = 2.00) between T2 and T3. The results demonstrate that motor learning with informational feedback improves performances of Agility T test, sprint, and ZIG-ZAG performance. It appears that a well-formulated verbal instruction may induce performance enhancement in young trainees in educational environment.

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Self-control and frequency of model presentation: Effects on learning a ballet passé relevé

Cited by 16 publications

References 24 publications

Participation can make a difference to be competitive in sports: A systematic review on the relation between complex motor development and self-controlled learning settings

Participation can make a difference to be competitive in sports: A systematic review on the relation between complex motor development and self-controlled learning settings

Validação do Function Observational Learning Questionnaire para o Português - Brasil

Effect of Verbal Instruction on Motor Learning Ability of Anaerobic and Explosive Exercises in Physical Education University Students

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