RESUMEN
The influence of two methods of providing information to women, ages 19 to 22 years who were novices and learning the overhand throw with the nondominant arm, was examined. One group received verbal information on correcting errors, and a second group received the same information immediately prior to viewing a videotaped replay of a just completed throw. Performance was assessed quantitatively with respect to outcome (distance thrown) and qualitatively with respect to throwing form as measured on a 7-point rating scale by judges with a working knowledge of the overhand throw and with respect to throwing mechanics rated by a panel of experts in biomechanics using a scale of Leme and Shambes. Although the treatments led to better learning and performance, there was no significant difference between groups for distance thrown on the Leme and Shambes scale in Sessions 1-6 of 10 trials each on Session 7. The mean rating also indicated increased scores for both groups and better retention at posttest by the group receiving only verbal corrections. These results suggest that information provided by adding videotaped replay may be redundant and unnecessary for those in Sessions 1-6.
Asunto(s)
Mano/fisiología , Aprendizaje , Movimiento/fisiología , Habla , Conducta Verbal , Grabación de Cinta de Video , Adulto , Femenino , Humanos , Distribución AleatoriaRESUMEN
The influence of information feedback on the learning of a multiple-degree-of-freedom activity, the overhand throw, was investigated. During learning, feedback was presented in the form of knowledge of results, knowledge of performance, knowledge of performance with attention-focusing cues, or knowledge of performance with error-correcting transitional information. Across 12 practice sessions, performance was assessed with respect to both throwing distance and throwing form. Subjects provided with knowledge of performance along with transitional information demonstrated significant gains in throwing distance, compared with subjects receiving knowledge of performance or knowledge of results alone. Movement form ratings followed the same trend. Providing learners with cues to focus their attention on the relevant aspects of knowledge of performance or directly providing transitional information was a better aid to the acquisition of throwing form than providing knowledge of results or knowledge of performance alone. These results support the hypothesis that knowledge of results may not be the most potent form of feedback in multiple-degree-of-freedom activities and that knowledge of performance, when combined with additional information, can lead to significant gains in skill acquisition.