Effect of Moderating Individuals' Personality Type on the Learning of Long and Short Badminton Serve Techniques in Blocked and Random Methods

Document Type : Original Article

Authors

1 Professor of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tabriz, Tabriz, Iran.

2 MS Student of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tabriz, Tabriz, Iran.

3 Ph.D Student of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tabriz, Tabriz, Iran

Abstract

Purpose: The present study was conducted to investigate the moderating effect of personality type on badminton skill learning in the random and blocked methods.
Methods: This study was a quasi-experimental study with a four-group post-test-pre-test design. The statistical population was the students of Tabriz University who used Friedman and Rosenman questionnaires to select individuals with personality types A and B, and each personality type was divided into two groups with blocked and random training. The acquisition test was conducted in ten sessions, and in each session three packages of twenty trials were administered, as well as a retention and transfer test 48 hours after acquisition. Data were analysed by repeated measures analysis of variance.
Results: The blocked method had a significant advantage over the random method in the acquisition of the learning material and the personality type of the learners did not play a role. There was no significant difference in retention performance between the 4 groups (P=0/021). In the transfer phase, random training was statistically superior to the other groups in both the personality type A group and the personality type B group (P=0/0001).
Conclusion: It appears that personality type does not play a significant moderating role in random training and blocked training, and that blocked training in the acquisition phase and random training in the transfer phase also take precedence.

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Sports Psychology
Volume 15, Issue 1
June 2023
Pages 126-141

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History

  • Receive Date: 10 December 2021
  • Revise Date: 16 February 2022
  • Accept Date: 03 March 2022

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