Abstract
Purpose: The aim of this study was to investigate the effect of pre-performance routines on the learning fine (table tennis serve) and gross (simple volleyball serve) motor skills.
Methods: The research method was quasi-experimental with pretest-posttest design and control group. Participants were 45 beginner male students (mean age: 17.22±0.69 years) in motor skills who were selected by available sampling method and divided into two experimental groups with pre-performance routines and two control groups without pre-performance routines based on pre-test scores. The research stages included pre-test, 12 acquisition sessions (practicing forehand table tennis serve and simple volleyball serve skills), post-test (after the last practice session) and retention and transfer tests (one week later).
Results: The results by mixed design analysis of variance showed that the main effect of training is significant (p=0.01). But there is no significant difference between experimental and control groups in acquiring and learning skills. However, in the acquisition phase, and especially in the retention and transfer tests, the experimental groups performed better than the control groups.
Conclusion: Based on the results, it can be stated that pre-performance routines can be useful for learning motor skills due to increased concentration and the use of mental imagery. But more research is needed in this regard.
Main Subjects