Investigated was the effectiveness and transferability of Readying, Imaging, Focusing, and Five-Step learning strategies on achievement in discrete, serial, and continuous self-paced motor tasks. Eighty undergraduate university students were randomly stratified according to gender into five treatment groups: (a) a Readying Strategy group (RS), (b) an Imaging Strategy group (IS), (c) a Focusing Strategy group (FS), (d) a Five-Step Strategy group (FSS), and (e) a Control group. A seated-underhand dart-throwing task served as the discrete task, while a speed-accuracy apparatus that required learners to perform a number of sequential movements served as the serial task in this investigation. A pursuit rotor task represented the continuous task situation. In addition, a modified table-tennis serving task served as the transfer task in this experiment. Following presentation of their respective strategies, all groups performed each of the four tasks. The order of task performance was randomized among subjects except for the transfer task which was always performed last. ANOVAs indicated that there were no significant differences between the groups in the discrete or continuous task situations. However, significant differences between groups were observed for the serial and transfer task situations. Results determined that the Five-Step and Imagery Strategies were significantly better in facilitating achievement than the Readying or Focusing Strategies in the serial and transfer task situations. Furthermore, the results suggested that when learners were not reminded to use their respective strategies, the pattern of skill acquisition became more variable between the groups. It was concluded that motor learning strategies are effective in facilitating motor achievement and transfer in self-paced activities. However, these results suggested that to determine which / motor learning strategies are appropriate for various learning situations, the situational demands of the task, the classification of the motor task, and the cognitive demands of the task must be considered. / Source: Dissertation Abstracts International, Volume: 49-12, Section: A, page: 3655. / Major Professor: Lynda E. Randall. / Thesis (Ph.D.)--The Florida State University, 1988.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77895 |
| Contributors | DeFrancesco, Charmaine., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 233 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
Page generated in 0.2085 seconds