Effects of Learning and Skilled Models on Acquisition and Retention of Motor Proficiency, with Emphasis on Basic Gymnastics Skills

Document Type : Original Article

Authors

1 MSc of motor behavior, Islamic Azad University Kermanshah Branch, Kermanshah, Iran

2 Assistant Professor of Physical Education, Islamic Azad University Kermanshah Branch, Kermanshah, Iran

Abstract

Purpose: Learning and skilled models are crucial factors that influence motor learning. This study aims to explore the impact of learning models and skilled models on the acquisition and retention of motor proficiency, specifically focusing on basic gymnastics skills.
Methods: An experimental method with pre and post-test assessments was employed. The study included 30 pre-schoolers from kindergartens in Kermanshah city, selected through convenient sampling. Participants were divided into three groups: control, learning model, and skilled model. Following the pre-test, the learning group underwent 12 training sessions of sixty attempts each with instructions and feedback, while the skilled model group watched a video of a professional performing agility, static, and dynamic balance tests. Data analysis was conducted using multivariate repeated measures analysis of variance in SPSS 26.
Results: The analysis of variance results indicated that both the learning and skilled groups demonstrated significant progress in acquiring the desired skill from the pre-test to the acquisition test, and this progress was maintained until the retention test (P>0.05). Furthermore, there was no significant difference between the skilled model and the learning model in both the acquisition and retention stages (P<0.05).
Conclusion: These findings suggest that learning skills such as static balance, dynamic balance, agility, and skilled patterning methods are more advantageous for students, educators, teachers, and parents in terms of time and cost, leading to more sustainable learning outcomes.

Keywords

Main Subjects

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Sports Psychology
Volume 16, Issue 2
2024
Pages 49-67

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History

  • Receive Date: 09 June 2022
  • Revise Date: 11 October 2022
  • Accept Date: 13 November 2022

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