The Effects of Scheduled Practices (Self-Regulated and Non-Self-Regulated) on Learning of Simple and Complex Tracking Tasks

Abstract

The aim of the present study was to investigate the effects of various scheduled practices (self-regulated and non-self-regulated) on the acquisition, retention and transfer of simple and complex tracking tasks. 96 right-handed undergraduate students (age rang: 18-24 years old) volunteered to participate in this study (48 females, 48 males). These students participated in physical education classes (1 & 2) in their first semester of 1387-88. Participants were assigned to one of eight different groups (n=12), which differed in types of tasks performed (simple tracking or complex tracking) and the practice schedule used (blocked, random, self-regulated, or yoked). The method was quasi-experimental. These tasks were designed as software and appeared on a computer monitor. The movement time and movement error (click) were assigned as scores in different groups. After the pretest, the subjects practiced 8 16-trial blocks in 2 sessions. 24 hours later, they participated in the retention and transfer tests. The data were analyzed by mixed factorial ANOVA and Bonferroni post hoc test. The results showed a significant difference between various scheduled practices and type of task in various stages of movement time (P

Keywords

• contextual interference
• self-regulation
• task complexity.
• tracking tasks