Effects of Different Practice Conditions on Acquisition, Retention, and Transfer of Soccer Skills by 9-Year-Old Schoolchildren

Vera, Jesús; Álvarez, José Cristóbal Buñuel; Medina, Mariano Montilla

doi:10.2466/pms.106.2.447-460

Cited by 20 publications

(24 citation statements)

References 32 publications

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“…Students practice the specific skill in a closed environment for short period before resuming modified game [30]. Meanwhile, random practice exposes students to different techniques to complete the skill which enhances the learning process [24].…”

Section: Play-practicementioning

confidence: 99%

“…In addition, Vera, Alvarez, and Medina [30] studied the influence of practice type on students' acquisition, retention, and transfer of soccer skills. Authors suggested that the application of the various type of practice did not apply across situations and more studies are needed on practice types across contexts.…”

Section: Reciprocal Teachingmentioning

confidence: 99%

“…Skill tests were used to assess participants' fundamental soccer skills in ballkicking, dribbling, and passing movements. The procedures were adopted from the previous study on practice condition effects on students' learning soccer skills [30]. With regards to ball-kicking, participants were given five attempts to make a shot using a regulation soccer ball toward set targets with their dominant foot.…”

Section: Instrumentsmentioning

confidence: 99%

“…The central zone represents five points, other zones on either side indicate three points and the two outer zones worth one point. The target was fastened to the wall in a horizontal position with its bottom edge touching the ground [30].…”

Section: Instrumentsmentioning

confidence: 99%

“…Every session was ended with competitive mini-game to help students practice and applied what they have learned to a game situation. Data were collected at the beginning and end of study which included students' perceived self-efficacy on soccer skills using TSCI, entry and exit slips related to reciprocal teaching, and soccer skill tests [7,30].…”

Section: Study Design and Proceduresmentioning

confidence: 99%

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Self-efficacy, soccer skills and the influence on students’ learning experience

Zulkifli

Kulinna

2018

Biomedical Human Kinetics

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SummaryStudy aim: The purpose of this study was to evaluate the effects of a student centered curricular intervention on students' selfefficacy and soccer skills performance. Materials and methods: One group of 25 mixed-gender students (ages 11-13) participated in this study of student centered soccer lessons twice per week (30 minutes) on a soccer field for three weeks at a Southwestern USA Middle School. The intervention was designed to engage students in the skill lessons by adopting a student-centered approach, and reciprocal/peer teaching of the soccer skills. Students' self-efficacy was assessed using the modified Traits Sport-Confidence Inventory. Soccer skill performance was assessed using previously validated skill tests. Further, students' perception of reciprocal teaching were gathered using exit slips. Data were analyzed using descriptive statistics and t-tests to explore pre/post differences. Results: The students' skill performance slightly improved. Students' self-efficacy related to soccer skills was significantly higher at post-test. Students' positively perceived the opportunities to participate in student-centered lessons and the use reciprocal teaching styles to work together in skill development. Conclusions: This study demonstrated that seventh-grade students could learn soccer skills, develop desirable perceptions and efficacy and improve their physical activity/sport participation levels as they engaged in student-centered teaching and learning.

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Section: Play-practicementioning

confidence: 99%

Section: Reciprocal Teachingmentioning

confidence: 99%

Section: Instrumentsmentioning

confidence: 99%

Section: Instrumentsmentioning

confidence: 99%

Section: Study Design and Proceduresmentioning

confidence: 99%

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Self-efficacy, soccer skills and the influence on students’ learning experience

Zulkifli

Kulinna

2018

Biomedical Human Kinetics

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Effects of contextual interference and differential learning on performance and mental representations in a golf putting task

Mousavi,

Saberi Kakhki,

Fazeli

et al. 2024

European Journal of Sport Science

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It is widely accepted that mental representations can have an important influence on motor performance. Although differences in mental representations of motor tasks have been reported between novices and experts, little is known about their development as a function of motor learning approaches. The aim of this study was to compare the effects of contextual interference (CI) and differential learning (DL) on the performance and mental representations in a golf putting task. A total of 40 participants were randomly assigned into four groups: blocked contextual interference (BCI), random contextual interference (RCI), DL, and control. First, the participant's initial mental representation level was tested by means of the structural dimensional analysis of mental representation. Then, the participant's initial performance level was tested by 12 golf‐putting trials from 2.44 m. During the acquisition phase, participants practiced golf putting according to their grouping for three consecutive days with 10 blocks of 12 trials per day. No intervention was applied for the control group. The retention‐tests were performed 72 h after the last acquisition day. In addition, a transfer test to a novel distance outside the acquired range (4 m) was performed immediately after the retention‐test. The results of the putting performance in the retention test showed that RCI and DL performed better compared to BCI and the control group (all p < 0.05). In the transfer test, BCI and RCI outperformed the control group (all p < 0.05), but both were further outperformed by the DL group (all p < 0.05). Moreover, the DL group showed a more structured mental representation than the other groups during the retention test. These results indicated that DL used a different underlying mechanism that resulted in different levels of performance during transfer and a more structured mental representation compared with CI.

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Motor Control and Motor Learning

Cech

2012

Functional Movement Development Across the Life Span

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Effects of Different Practice Conditions on Acquisition, Retention, and Transfer of Soccer Skills by 9-Year-Old Schoolchildren

Cited by 20 publications

References 32 publications

Self-efficacy, soccer skills and the influence on students’ learning experience

Self-efficacy, soccer skills and the influence on students’ learning experience

Effects of contextual interference and differential learning on performance and mental representations in a golf putting task

Motor Control and Motor Learning

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