The effects of subject-generated verbal strategies on the learning of a novel motor skill.

dc.contributor.authorRamos-grasa, Adolfoen_US
dc.contributor.departmentHPERSen_US
dc.date.accessioned2014-06-20T17:38:28Z
dc.date.available2014-06-20T17:38:28Z
dc.date.issued2001en_US
dc.descriptionAdviser: Peggy O'Hara-Murdock.en_US
dc.description.abstractThe main purpose of the present study was to determine the effects of subject-generated verbal strategies (VS) on the learning of a novel skill. The second purpose of the study was to determine the effects of knowledge of performance (KP) on the learning of a novel motor skill. The third purpose of the study was to examine the interaction effects of knowledge of results (KR) and KP on the learning of a novel motor skill.en_US
dc.description.abstractThe study consisted of three testing phases, the Acquisition phase, the Immediate Retention phase, and the Retention phase.en_US
dc.description.abstractStudy subjects were eighty college-aged students (mean age = 19) enrolled in physical education courses at Middle Tennessee State University. The subjects were randomly assigned to one of four groups. Each of the four groups had 20 subjects. A three-factor analysis of variance (ANOVA) was used to analyze the results. The independent variables measured were VS, KP, and Trials (Blocks).en_US
dc.description.abstractSubjects who completed the novel task using VS performed, on average, with less error than subjects without VS during Acquisition phase. A VS main effect was found. Subjects in all four groups improved performance, on average, over trial blocks with practice, during Acquisition. Statistical evidence supported this observation with a main trial block effect for Absolute Error (AE).en_US
dc.description.abstractDuring Retention phase, subjects who completed the novel task using VS performed, on average, with less error than subjects without VS. No significant differences were found between these. However, a trial block by VS interaction was obtained.en_US
dc.description.abstractThe present findings support the importance of providing feedback for the acquisition and retention of a novel motor skill. The findings of the present study suggested that VS was beneficial for performance and for learning of a novel motor skill.en_US
dc.description.abstractFuture research is recommended to investigate the effects of subject-generated VS when experimenters provide information on how to verbally strategize using KR or KR and KP as reference.en_US
dc.description.degreeD.A.en_US
dc.identifier.urihttp://jewlscholar.mtsu.edu/handle/mtsu/4049
dc.publisherMiddle Tennessee State Universityen_US
dc.subject.lcshEducation, Physicalen_US
dc.thesis.degreegrantorMiddle Tennessee State Universityen_US
dc.thesis.degreelevelDoctoralen_US
dc.titleThe effects of subject-generated verbal strategies on the learning of a novel motor skill.en_US
dc.typeDissertationen_US

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