RESUMO
The provision of feedback is a crucial factor for the evolution of the learner's performance. It is known that the knowledge of performance has the function of guiding the learner's attention to critical aspects of the movement pattern. The objective of this study was to examine the effect of frequency of knowledge of performance (KP) during the acquisition of the basketball free throw in older persons. Sixty active individuals (men and women) aged 60-69 years of age, divided into three experimental groups received KP in 100, 66, and 33% of their attempts during three practice sessions totaling 90 trials. The task was the basketball free throw. Volunteers were asked to conduct tests of immediate retention, 24 h retention, and 24 h transfer test, after the last practice session. During the acquisition phase, the volunteers received KP on the movement pattern on the previous attempt, which was obtained from a qualitative hierarchical checklist of the free throw (14 items). Sessions were recorded in order to confirm whether volunteers were able to score throughout sessions. ANOVA indicated that all individuals showed an improved performance in the retention and transfer tests. But the KP frequency of 66% was superior in both qualitative (movement pattern) and quantitative (score) measurements throughout the trials (p ≤ 0.05). In conclusion older persons seem to need an optimal KP frequency supply during the learning process.
RESUMO
BACKGROUND: The time synchronization is a very important ability for the acquisition and performance of motor skills that generate the need to adapt the actions of body segments to external events of the environment that are changing their position in space. Down Syndrome (DS) individuals may present some deficits to perform tasks with synchronization demand. We aimed to investigate the performance of individuals with DS in a simple Coincident Timing task. METHOD: 32 individuals were divided into 2 groups: the Down syndrome group (DSG) comprised of 16 individuals with average age of 20 (+/- 5 years old), and a control group (CG) comprised of 16 individuals of the same age. All individuals performed the Simple Timing (ST) task and their performance was measured in milliseconds. The study was conducted in a single phase with the execution of 20 consecutive trials for each participant. RESULTS: There was a significant difference in the intergroup analysis for the accuracy adjustment - Absolute Error (Z = 3.656, p = 0.001); and for the performance consistence - Variable Error (Z = 2.939, p = 0.003). CONCLUSION: DS individuals have more difficulty in integrating the motor action to an external stimulus and they also present more inconsistence in performance. Both groups presented the same tendency to delay their motor responses.
RESUMO
Some researchers have described team sports as complex, open, and hierarchical systems. This study aimed to investigate and describe how the game of futsal could be characterized as a dynamic adaptive process. One game, which included participation by two amateur teams, was analyzed by examining players' individual (space occupied, skills with and without ball) and collective actions (attacks and defenses). Data were collected through time-continuum notation, and were analyzed through frequencies and clustering, using trend analysis and multiple comparisons, and Ward's minimum variance method with Euclidean distance, respectively. Results revealed four attack patterns for each team, with four defense patterns for one (Blue), and seven for the other (Red), and they showed within-pattern variability. All were performed in an unpredictable manner, with no absolute correspondence between attacks and defenses. The futsal game as an adaptive process was characterized by changing intra- and inter-patterns.
Assuntos
Adaptação Psicológica , Hierarquia Social , Dinâmica não Linear , Futebol/psicologia , Adulto , Algoritmos , Desempenho Atlético , Brasil , Comportamento Competitivo , Humanos , Masculino , Modelos Teóricos , Destreza Motora , Orientação , Teoria de SistemasRESUMO
If motor or action programs become modules with practice their defining features (e.g. relative timing) should remain relatively invariant in new tasks. To test this hypothesis 24 adults practiced a graphic skill over 100 trials and were transferred to a more complex task enclosing the practiced figure. The data acquired by a digital tablet resulted in total movement and total pause times to draw the figure indicating skill acquisition and variability measures of relative timing and pause time and sequencing referring to features that identify a module. Being transferred to a more complex task did not lead to significant increases in the time to perform the criterion figure embedded in the new pattern. Modularity was evidenced by the stability of relative timing and sequencing shown in the performance of the criterion figure. Hence, it might be that action programs become modules that are then hierarchically organized to form more complex skills.