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Elghoul Y, Bahri F, Trabelsi K, Chtourou H, Frikha M, Clark CCT, Glenn JM, Bragazzi N, Souissi N. Optimizing Motor Learning: Difficulty Manipulation Combined with Feedback- Frequency Enhance Under-Time-Pressure Fine-Motor-Coordination Skill Acquisition and Retention. J Mot Behav 2021; 54:490-502. [PMID: 34913851 DOI: 10.1080/00222895.2021.2016573] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Improving acquisition and retention of new motor skills is of great importance. This study investigated the effects of progressive task difficulty manipulation (TD), combined with varying knowledge of results frequencies (KR) on performance accuracy and consistency when learning novel fine motor coordination tasks, and examined relationships between novel fine motor task performance and executive function (EF), working memory (WM), and perceived difficulty (PD). Thirty-six, right-handed, novice physical-education students (age = 10.72 ± 0.89 years) participated; participants were separated into three groups, receiving varying KR frequency (100%KR, 50%KR, and 33%KR). For each group, distance to the target was increased progressively (2 m, 2.37 m, and 3.56 m) to obtain three difficulty levels. We assessed performance during test sessions (pretest, post-test, Retention1 and Retention2) under free (FC) and time pressure (TPC) conditions. Results revealed that under FC, 100%KR improved significantly. Results revealed significant linear improvements in accuracy for 50%KR and 33%KR under TPC. New findings indicate that the association between TD and KR (50%KR) may provide more appropriate cognitive loads compared to 33%KR and 100%KR groups. These have implications for practitioners because, while strategies are clearly necessary for improving learning, the efficacy of the process appears to be based on the characteristics of the learners.
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Affiliation(s)
- Yousri Elghoul
- High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia.,Education, Motor Skills, Sports and Health (EM2S), LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Tunisia
| | - Fatma Bahri
- High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia.,Education, Motor Skills, Sports and Health (EM2S), LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Tunisia
| | - Khaled Trabelsi
- High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia.,Education, Motor Skills, Sports and Health (EM2S), LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Tunisia
| | - Hamdi Chtourou
- High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia.,Education, Motor Skills, Sports and Health (EM2S), LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Tunisia
| | - Mohamed Frikha
- Department of Physical Education, College of Education, King Faisal University, Al-Hufŭf, Saudi Arabia
| | - Cain C T Clark
- Centre for Intelligent Healthcare, Coventry University, Coventry, UK
| | - Jordan M Glenn
- Exercise Science Research Center, Department of Health, Human Performance and Recreation, University of Arkansas, Fayetteville, Arkansas, USA
| | - Nicola Bragazzi
- Laboratory for Industrial and Applied Mathematics, Department of Mathematics and Statistics, York University, Toronto, Ontario, Canada
| | - Nizar Souissi
- Physical Activity, Sport, and Health, UR18JS01, National Observatory of Sport, Tunis, Tunisia
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