A test of the variability of practice hypothes: the acquisition of a gross motor skill
Notice bibliographique
Résumé
The sport of golf presents the constant challenge of a novel movement problem with every succeeding shot. A novel movement, in this instance, being a new and different movement experience (Schmidt, 1975). The purpose of this study was to test the Variability of Practice Hypothesis (Schmidt, 1975) in a gross motor skill learning situation. More specifically, to assess the effectiveness of varying the initial conditions of a practice method, which was designed to facilitate the transfer of an expanded range of skills to the actual playing situation. 32 adult male and female golfers, who possessed a handicap between 12 and 24 strokes were assigned to one of two experimental groups according to their scores on a pre-practice administration of a criterion golf accuracy performance test. The experimental group undertook a variable practice schedule incorporating a stance simulator which presented a differing lie and elevation on each stroke, whereas, the control group was presented with a constant practice schedule which had every ball played from the same location and lie. The criterion test was administered four times in total, throughout the course of the six week experiment and required each subject to play three 120 yard approach shots from each of six different fairway locations and lies, to a slightly uphill target area (flag stick). The radial error values of each subject were analyzed by a 2 (groups) X 4 (tests) X 6 (positions) ANOVA with repeated measures on the 2nd and 3rd factors. A Chi square test was conducted from scatter plot graphs of each subject's shots, to determine shot pattern similarities. The comments from each subject's self analysis checklist reports were recorded and classified to detect any cognitive activity that reflected action plan recostruction The variable practice group's performance showed a significant improvement in golf shot accuracy, from each ofthe 6 test locations, in comparison to that of the constant practice group. When the test positions were categorized, in terms of severity of lie, an interaction effect was observed revealing that the variable practice group improved performance on the less severe lies as well as the severe lies, whereas the constant practice group had no significant improvement in performance. The Variability of Practice Hypothesis was tested whilst manipulating the initial conditions of practice. Variable practice in this practical field study found definite support for Schmidt's Hypothesis. From a practical point of view the results from this study illustrate the benefits of variable practice in a practice schedule adding strength to the position that the Variability of Practice Hypothesis should be considered as a important guideline to the structure of practice experiences.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,009 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».