The Effect of Errorless and Errorful on Practice Children's Learning of Motor Skills: The Role of Reinvestment | ||
| فصلنامه پژوهشهای کاربردی روانشناختی | ||
| Article 5, Volume 13, Issue 2, 2022, Pages 71-93 PDF (519.06 K) | ||
| Document Type: Research Paper | ||
| DOI: 10.22059/japr.2022.321251.643802 | ||
| Authors | ||
| Morteza Homayounnia Firoozjah* 1; Saeed Nazari Kakvandi2; Shahin Ramezani3; Meysam Beyk4; farzaneh barmaki5 | ||
| 1Department of Physical Education, Farhangian University, Tehran, Iran | ||
| 2Ph.D. in Motor Behavior, Department Motor Behavior, Faculty of Sport Sciences, University of Ferdowsi, Mashhad, Iran | ||
| 33. M.Sc. Motor Behavior, Department Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran | ||
| 4phd.Motor Behavior, Department Motor Behavior, Faculty of Sport Sciences, University of Ferdowsi, Mashhad, Iran | ||
| 5msc student, Department Motor Behavior, Faculty of Sport Sciences, University of Ferdowsi, Mashhad, Iran | ||
| Abstract | ||
| The purpose of the present study was to investigate the effects of errorless and errorful practice on children’s learning of motor skills: The Role of Reinvestment. The statistical population of the present study consisted of all the male elementary school students in the age range of 7-10 in Mashhad in the academic year of 2017-2018. For this purpose, 48 male students in the city of Mashhad, , were selected through an available sample and randomly based on the levels of reinvestment. This study is an applied research and the type of practice protocol in four groups: errorless with high reinvestment tendency, errorful with low reinvestment tendency, errorful with high reinvestment tendency. Retention, transfer, and dual-task tests were conducted after the acquisition phase at 24-hour intervals. To analyze the data in the acquisition, retention, transfer, and dual-task phases, a mixed model variance analysis (ANOVA) 2 (reinvestment levels: high and low) × 2 (practice protocol: errorless and errorful) and LSD post-hoc test were used, and the data were analyzed using SPSS 24 software. The results of the acquisition test showed that all groups had made progress, but two groups, the errorful with high reinvestment tendency and the errorless with low reinvestment tendency, performed significantly better than the other groups on the retention and transfer tests. The two groups of the defectless with low reinvestment tendency and the defectless with high reinvestment tendency performed significantly better than the other groups under pressure conditions. Therefore, it is recommended that physical educators pay special attention to these psychological variables (reinvestment) when designing exercises and training programs for children’s motor skills. | ||
| Keywords | ||
| Error-Free Practices; Errored Practices; Reinvestment Theory; Implicit Learning; Explicit Learning | ||
| References | ||
|
سلیمانیراد، م.، طهماسبی بروجنی، ش.، جابریمقدم، ع. آ.، شهبازی، م. (1397). تأثیر فشار نظارت بر تصمیمگیری و ارتباط آن با بازپردازش ویژۀ تصمیم در ورزشکاران ماهر تنیس روی میز. مطالعات روانشناسی ورزشی. 7(26)،18-1
Azmi, A. M. N., Gesikin, J., & Larry, B. A. (2020). Errorless and errorful learning: the effect on the discrete throwing task. Turkish Journal of Kinesiology, 6(4), 157-163. Bellomo, E., Cooke, A., & Hardy, J. (2018). Chunking, conscious processing, and EEG during sequence acquisition and performance pressure: A comprehensive test of reinvestment theory. Journal of Sport and Exercise Psychology, 40(3), 135-145. Buszard, T., Farrow, D., Verswijveren, S. J., Reid, M., Williams, J., Polman, R., ... & Masters, R. S. (2017). Working memory capacity limits motor learning when implementing multiple instructions. Frontiers in psychology, 8, 1350. Capio, C.M., Poolton J. M., Sit, C. H. P., Eguia, K. F., & Masters, R. S. W. (2013). Reduction of errors during practice facilitates fundamental movement skill learning in children with intellectual disabilities. Journal of Intellectual Disability Research, 57(4), 295-305. Chu, C. K. H., & Wong, T. W. L. (2019). Conscious postural control during standing on compliant surface by older adults. Journal of motor behavior, 51(3), 342–50. Denneman, R. P. M., Kal, E. C., Houdijk, H., & van der Kamp, J. (2018). Over-focused? The relation between patients’ inclination for conscious control and single-and dual-task motor performance after stroke. Gait & Posture. 1(62), 206-213. El‐Kishawi, M., Khalaf, K., Masters, R., & Winning, T. (2021). Effect of errorless learning on the acquisition of fine motor skills in pre‐clinical endodontics. Australian Endodontic Journal, 47(1), 43-53. Farrow, D., & Buszard, T. (2017). Exploring the applicability of the contextual interference effect in sports practice. Progress in Brain Research, 41(5), 69–83. Gallicchio G, Cooke A, & Ring C. (2016). Lower left temporal-frontal connectivity characterizes expert and accurate performance: High-alpha T7-Fz connectivity as a marker of conscious processing during movement. Sport Exerc Perform Psychol, 5(1), 14-18. Hernandez, A. E., & Li, P. (2007). Age of acquisition: Its neural and computational mechanisms. Psychological Bulletin, 133(4), 638-642. Jongbloed-Pereboom, M., Nijhuis-van der Sanden, M., & Steenbergen, B. (2019). Explicit and implicit motor sequence learning in children and adults: The role of age and visual working memory. Human Movement Science, 64(1), 1–11. Kal, E., Prosée, R., Winters, M., & Van Der Kamp, J. (2018). Does implicit motor learning lead to greater automatization of motor skills compared to explicit motor learning? A systematic review. PloS One, 13(9), e0203591. Kashdan, T. B., Farmer, A. S., Adams, L. M., Ferssizidis, P., McKnight, P. E., & Nezlek, J. B. (2013). Distinguishing healthy adults from people with social anxiety disorder: evidence for the value of experiential avoidance and positive emotions in everyday social interactions. Journal of Abnormal Psychology, 122(3), 645. Laborde, S., Dosseville, F., & Kinrade, N. P. (2014). Decision-specific reinvestment scale: An exploration of its construct validity, and association with stress and coping appraisals. Psychology of Sport and Exercise, 15(3), 238-246. Lee, T. D., Wulf, G., & Schmidt, R. A. (1992). Contextual interference in motor learning: Dissociated effects due to the nature of task variations. The Quarterly Journal of Experimental Psychology Section A, 44(4), 627-644. Levac, D., Driscoll, K., Galvez, J., Mercado, K., & O'Neil, L. (2017). Optimal practice conditions enhance the benefits of gradually increasing error opportunities on retention of a stepping sequence task. Human Movement Science, 56(4), 129-138. Liao, C. M., & Masters, R. S. (2001). Analogy learning: A means to implicit motor learning. Journal of Sports Sciences, 19(5), 307-319. Mak, T. C., Young, W. R., & Wong, T. W. (2020). The role of reinvestment in conservative gait in older adults. Experimental Gerontology, 133(1), 110855-110860. Malhotra, N., Poolton, J. M., Wilson, M. R., Omuro, S., & Masters, R. S. (2015). Dimensions of movement specific reinvestment in practice of a golf putting task. Psychology of Sport and Exercise, 18(4), 1-8. Martin, M. (2014). Moving on the spectrum: Dance/movement therapy as a potential early intervention tool for children with Autism Spectrum Disorders. The Arts in Psychotherapy, 41(5), 545-553. Masters, R. S. (1992). Knowledge, knerves and know‐how: The role of explicit versus implicit knowledge in the breakdown of a complex motor skill under pressure. British Journal of Psychology, 83(3), 343-358. Masters, R. S. W., Eves, F. F., & Maxwell, J. P. (2005). Development of a movement specific reinvestment scale. In International Society of Sport Psychology (ISSP) World Congress. International Society of Sport Psychology (ISSP). Sydney (Australia),17 march. Masters, R. S., & Maxwell, J. P. (2004). Implicit motor learning, reinvestment and movement disruption: What you don’t know won’t hurt you. In Skill acquisition in sport (pp. 231-252). New York. Routledge. Maxwell, J. P., Capio, C. M., & Masters, R. S. (2017). Interaction between motor ability and skill learning in children: Application of implicit and explicit approaches. European Journal of Sport Science, 17(4), 407-416. Maxwell, J. P., Masters, R. S. W., & Eves, F. F. (2003). The role of working memory in motor learning and performance. Consciousness and Cognition, 12(3), 376-402. Maxwell, J. P., Masters, R. S. W., & Poolton, J. M. (2006). Performance breakdown in sport: The roles of reinvestment and verbal knowledge. Research Quarterly for Exercise and Sport, 77(2), 271-276. Mount, J., Pierce, S. R., Parker, J., DiEgidio, R., Woessner, R., & Spiegel, L. (2007). Trial and error versus errorless learning of functional skills in patients with acute stroke. NeuroRehabilitation, 22(2), 123-132. Ong, N. T., & Hodges, N. J. (2018). Balancing our perceptions of the efficacy of success-based feedback manipulations on motor learning. Journal of Motor Behavior, 50(6), 614-630. Orn, A. (2017). Effects of pressure and free throw routine on basketball kinematics and sport performance. Ph. D. Dissertation.Faculty psychology, Arizona State University, USA. Orrell, A. J., Masters, R. S. W., & Eves, F. F. (2009). Reinvestment and movement disruption following stroke. Neurorehabil Neural Repair, 23(2), 177–83. Plass, J. L., Homer, B. D., Pawar, S., Brenner, C., & MacNamara, A. P. (2019). The effect of adaptive difficulty adjustment on the effectiveness of a game to develop executive function skills for learners of different ages. Cognitive Development, 49, 56-67. Raccah, O., Block, N., & Fox, K. C. (2021). Does the prefrontal cortex play an essential role in consciousness? Insights from intracranial electrical stimulation of the human brain. Journal of Neuroscience, 41(10), 2076-2087. Sanli, E. A., & Lee, T. D. (2014). What roles do errors serve in motor skill learning? An examination of two theoretical predictions. Journal of Motor Behavior, 46(5), 329-337. Schmidt, R. A., Lee, T. D., Winstein, C., Wulf, G., & Zelaznik, H. N. (2018). Motor control and learning: A behavioral emphasis. Human kinetics. Schücker, L., Hagemann, N., & Strauss, B. (2013). Analogy vs. technical learning in a golf putting task: An analysis of performance outcomes and attentional processes under pressure. Human Movement, 14, 175–184. Semenov, A. D., & Zelazo, P. D. (2019). Mindful family routines and the cultivation of executive function skills in childhood. Human Development, 63(2), 112-131. Sparks, K. V., Kavussanu, M., Masters, R. S., & Ring, C. (2021). Conscious processing and rowing: a field study. International Journal of Sport and Exercise Psychology, 2(2), 1-17. Toner, J., & Moran, A. (2011). The effects of conscious processing on golf putting proficiency and kinematics. Journal of Sports Sciences, 29(7), 673-683. Tse, A. C., Fong, S. S., Wong, T. W., & Masters, R. (2017). Analogy motor learning by young children: a study of rope skipping. European Journal of Sport Science, 17(2), 152-159. Uiga, L., Poolton, J. M., Capio, C. M., Wilson, M. R., Ryu, D., & Masters, R. S. (2020). The role of conscious processing of movements during balance by young and older adults. Human Movement Science, 70(2), 102566-102569. van Duijn, T., Crocket, H., & Masters, R. S. (2020). The role of instruction preference in analogy learning: Brain activity and motor performance. Psychology of Sport and Exercise, 47(3), 101615-101619. van Ginneken, W. F., Poolton, J. M., Masters, R. S., Capio, C. M., Kal, E. C., & van der Kamp, J. (2017). Comparing the effects of conscious monitoring and conscious control on motor performance. Psychology of Sport and Exercise, 30(5), 145-152. Vickers, J. N. (2021). Quiet eye studies in sport within the motor accuracy and motor error paradigms. Brazilian Journal of Motor Behavior, 15(5), 372-390. Wulf, G. (2013). Attentional focus and motor learning: a review of 15 years. International Review of Sport and Exercise Psychology, 6(1), 77-104. Zelazo, P. D., & Lyons, K. E. (2012). The potential benefits of mindfulness training in early childhood: A developmental social cognitive neuroscience perspective. Child Development Perspectives, 6(2), 154-160. Zhu, F. F., Poolton, J. M., Wilson, M. R., Hu, Y., Maxwell, J. P., & Masters, R. S. (2011). Implicit motor learning promotes neural efficiency during laparoscopy. Surgical Endoscopy, 25(9), 2950-2955. | ||
|
Statistics Article View: 638 PDF Download: 460 |
||