Task Classification and Strategy Utilization in Motor Skills

Singer, Robert N.; Gerson, Richard F.

doi:10.1080/02701367.1981.10609301

Cited by 13 publications

(6 citation statements)

References 35 publications

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“…Highly predictable activities such as jogging and swimming have been described as "closed," "temporally and spatially certain," and "self-paced" (Berger, 1972;Gentile, 1972;Poulton, 1957;Singer &: Gerson, 1981). Self-paced, highly certain activities allow participants to "tune out" the environment and to engage in free ass0-ciation while exercising (Berger, 1980).…”

Section: An Esercis« Taxonom For Stress Reduction: Mode Chartjderistiamentioning

confidence: 97%

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Stress Reduction and Mood Enhancement in Four Exercise Modes: Swimming, Body Conditioning, Hatha Yoga, and Fencing

Berger

Owen

1988

Research Quarterly for Exercise and Sport

186

102

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Section: An Esercis« Taxonom For Stress Reduction: Mode Chartjderistiamentioning

confidence: 97%

“…Sport and motor skill classification systems do exist (Fleishman, 1975;Gentile, 1972;Kenyon, 1968;Poulton, 1957;Singer Be Gerson, 1981), but they are not especially related to stress reduction. As Fleishman (1975) noted, the purpose ofmotor skill classification systems is crucial to their use.…”

mentioning

confidence: 97%

Stress Reduction and Mood Enhancement in Four Exercise Modes: Swimming, Body Conditioning, Hatha Yoga, and Fencing

Berger

Owen

1988

Research Quarterly for Exercise and Sport

186

102

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“…The preceding review suggests that attentional focusing may positively influence the learning process by verbally guiding the learners' identification of relevant task information (Flavell & Wellman, 1977;Landin, 1994;Landin & Hebert, 1999;Singer, Defrancesco, & Randall et al, 1989;Singer & Gerson, 1981). Furthermore, attentional focusing that involves ST may moderate a learner's processing of relevant information by improving the: (a) effective storage and retrieval of relevant task information, and (b) translation of this information into appropriate movement responses.…”

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confidence: 95%

The Effects of Self-Talk and Augmented Feedback on Learning the Tennis Forehand

Cutton

Landin

2007

Journal of Applied Sport Psychology

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This study compared the effects of self-talk strategy (ST) and knowledge of performance (KP) feedback on learning the forehand tennis groundstroke. Three experimental groups met during their regular tennis class for seven days to examine the interactions between ST and feedback (FB). The instructors (N = 3) taught three groups of eight randomly assigned participants using scripted lessons, one group under each condition (ST with KP, ST without KP, and KP only). Four dependent measures: (a) outcome scores, (b) movement sequence scores, (c) percentage of correct trials, and (d) feedback statement analyses were examined separately. The movement sequence scores of the participants using ST strategy significantly exceeded those of the FB group. An examination of the percentage of correct trials during acquisition revealed the positive impact of ST early in the learning process, and displayed reasons for the marked differences in KP provided to each group. The findings indicate that ST can enhance learning the tennis forehand even when KP is unavailable.The role of knowledge of performance (KP) feedback, information provided to learners about their movement pattern, during motor skill practice has considerable theoretical and empirical support (Adams

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“…Potentially effective strategies were identified by a task analysis procedure as well as previous maze strategies research (Singer, Cauraugh, Lucariello, & Brown, submitted manuscript). A task analysis procedure was used to determine the information processing demands of the maze Singer & Gerson, 1981). Three general processing functions were considered for the task analysis: (a) informational analysis, (b) response This significant three-way interaction, as shown in Figure 1, was further analyzed with a Bonferroni t test setting the experimentwise error rate at the .01 generation and organization, and (c) feedback use.…”

Section: Methodsmentioning

confidence: 99%