Effect of difficulty manipulation strategies on acquisition, retention and associated perceptions in fine motor coordination task learning in young school boys

Elghoul, Yousri; Bahri, Fatma; Chaâri, Nesrine; Ezeddinie, Souhir; Masmoudi, Liwa; Souissi, Nizar; Frikha, Mohamed

doi:10.16926/par.2018.06.14

Cited by 8 publications

(14 citation statements)

References 28 publications

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“…The different groups were fixed with the constraint that participants were approximately matched to pre-test performance (i.e., throwing nine darts to strike as close as possible to the bullseye), from the regular distance (i.e. : 2.37 m) [8,35] (Ong et al, 2015, Elghoul et al, 2018 and following two experimental stress conditions (with and without time-pressure) (Elghoul et al, 2018). They were assigned to either a 33% feedback group (33% RFB; n =13), a 50% feedback group (50% RFB; n = 11) or a 100% feedback group (100% FB; n =12).…”

Section: Participantsmentioning

confidence: 99%

“…For the last ones, the FB frequency in the 33% condition was reduced to one visual FB every three trials (36 trials out of 108 practice trials). The level difficulty was manipulated by increasing the distance from the dartboard every three blocks (2 m; 2.37 m and 3.56 m) [8,36]. Participants declared no experience in dart throwing.…”

Section: Participantsmentioning

confidence: 99%

“…It is assumed that the more complex a task, the greater the negative effect on response time and accuracy [7]. Earlier findings have shown that difficulty manipulation leads to durable throwing accuracy and consistency [8]. These authors reported that the durability in accuracy and performance was related to a significant decrease in perceived difficulty for the same learned task.…”

Section: Introductionmentioning

confidence: 99%

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Difficulty Manipulation and Feedback Strategies on Performance During a Novel Fine Motor Coordination Task

Elghoul¹,

Bahri²,

Trabelsi³

et al. 2021

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Improving the acquisition and retention of a new motor skill is of great importance. The present study (i) investigated the effects of difficulty manipulation strategies (gradual difficulty), combined with different modalities of feedback (FB) frequency on performance accuracy and consistency when learning a novel fine motor coordination task, and (ii) examined relationships between novel fine motor task performance and executive function (EF), working memory (WM), and perceived difficulty (PD). Thirty-six, right-handed, novice physical education students volunteered to participate in this study. Participants were divided into three progressive difficulty groups (PDG), 100% visual FB (FB1), 50% FB (FB2), and 33% FB (FB3). Progressive difficulty was increased by the manipulation of the distance to the target; 2 m, 2.37 m, and 3.56 m. Three FB modalities were investigated (i.e.: 100% visual FB (100% FB), 50% reduced feedback condition (50% RFB), and 33% reduced feedback conditions (33% RFB)). Performance assessments were conducted following familiarization, acquisition, and retention learning phases. Two stress-conditions of dart throws were investigated (i.e.: free condition (FC) and time pressure condition (TPC)). After the learning intervention, data showed that, under the free condition, the 100% FB group had a significant improvement in accuracy during all learning phases. Under time pressure condition, for the 50% RFB and the 33% RFB group, the measured variable (accuracy and consistency) showed a significant linear improvement in performance. The association between the percentage of RFB frequencies and the task difficulty (50% group) may be a more appropriate and manageable cognitive load compared to the 33% RFB and the 100% FB group. The present findings could have practical implications for practitioners because, while strategies are clearly necessary for improving learning, the efficacy of the process appears to be essentially based on the characteristics of the learners.

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Section: Participantsmentioning

confidence: 99%

Section: Participantsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Difficulty Manipulation and Feedback Strategies on Performance During a Novel Fine Motor Coordination Task

Elghoul¹,

Bahri²,

Trabelsi³

et al. 2021

Preprint

Self Cite

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“…Children who are at an early age are children with a golden development period, where the duplication power in that phase is very good. So that motor learning becomes an important process in childhood (Elghoul et al, 2018). This certainly cannot be obtained by passive activity in front of the screen.…”

Section: Introductionmentioning

confidence: 99%

Anthropometry profile and pattern of gadget playing activity for preschoolers

Hidasari

Bafadal

2021

j. Sport Area

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Gadget can cause sedentary behavior that can affect motor skills and pointedly as one of the contributing factors to anthropometry. The research objective is to identify anthropometric profiles and device use activities in early childhood. The research method used is descriptive quantitative. The sampling technique used is purposive sampling and found 862 samples. The instrument in this study uses digital scale, stature meter and questionnaire. Data processing is using Microsoft Excel 2010 and the WHO Anthro Software. The results show that 40.49% of children used gadgets for more than 60 minutes per day and 59.51 are under 60 minutes per day. The pattern of playing gadgets shows 38.40% for games and 61.60% watching videos via YouTube. The anthropometric profile found children with very thin 1.97%, 16.00% thin, 66.36 normal, 5.34 fat, and 10.33 obese. In terms of height, it is found that 1.99% has a very short posture, 7.60% short, 84.01% normal, and 5.70% tall. Based on nutritional adequacy, there are 11.48% under nutrition, 75.17% good nutrition, and 13.35% over nutrition. The conclusions of this study are that most of the anthropometric profiles of children in Pontianak city are still in the normal category but there is an increasing trend in the number of children who fall into the categories of overweight, obesity, over nutrition, and short posture. This study also finds that as many as 40.49% of children are passively using devices in the form of watching YouTube videos and playing games with a duration not recommended by the World Health Organization (WHO) and the American Academy of Pediatrics (AAP).

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“…In addition, one of the problems facing our education is the problem of weak learning process (Irwan M, 2017). This is because educational institutions do not fully implement the standards of existing educational processes (Elghoul, 2018). In general, the minimum standard that must be performed has the function of controlling the educational process to obtain the quality of results and the learning process.…”

Section: Introductionmentioning

confidence: 99%

Identification of Non-Education Tutors Difficulty In Education Process Of Learning Study Groups

Nainggolan

Irwan

2018

Journal of Nonformal Education

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This study aims to find out what are the difficulties of tutors who hold degrees non-educational in the learning process of study group in Binjai. This study used a descriptive qualitative research method with the research subjects were two tutors of learning groups holding non-education bachelor’s degrees in Binjai city which were determined purposively. Data collected by interview, observation and documentation techniques. Collected data is analyzed by steps: data reduction, data presentation, conclusion and verification. The results showed that in the package B learning group learning process in Binjai City, tutors with non-education degrees had many difficulties in the learning process. The conclusion that can be obtained in this study is the difficulties identified are located in: (1) the learning planning process, namely the difficulty in preparing RPP and syllabus. (2) the process of implementing learning, namely difficulties in preliminary activities, core activities (exploration, elaboration, confirmation), closing activities, and (3) assessment of learning outcomes.

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Effect of difficulty manipulation strategies on acquisition, retention and associated perceptions in fine motor coordination task learning in young school boys

Cited by 8 publications

References 28 publications

Difficulty Manipulation and Feedback Strategies on Performance During a Novel Fine Motor Coordination Task

Difficulty Manipulation and Feedback Strategies on Performance During a Novel Fine Motor Coordination Task

Anthropometry profile and pattern of gadget playing activity for preschoolers

Identification of Non-Education Tutors Difficulty In Education Process Of Learning Study Groups

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