Retention and Transfer of Motor Skills: A Review for the Practitioner

Fischman, Mark G.; Christina, Robert W.; Vercruyssen, Max

doi:10.1080/00336297.1981.10483753

Cited by 26 publications

(17 citation statements)

References 50 publications

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“…However, as there were no significant differences between professional and non-professional players in the amount of time spent in sports similar to football, we were not able to relate the players' perceived advantages of participating in such sports to any actual difference in participation. The potential transfer of skills may therefore represent a more complex issue than simply addressing different sports' shared characteristics, and other factors thought to affect this process are for instance the presence of athletes' deliberate intention to improve sport-specific skills, the difficulty of the task, the level of the athletes and the type of skills being practiced (Abbott & Collins, 2004;Ferrari, 1999;Fischman, Christina, & Vercruyssen, 1981). Second, it has been suggested that the potential advantages of participating in other sports may be identified in social or psychological adaptations, and not only sport-specific motor skill development (e.g., Baker et al, 2003;Côté, Horton et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

From childhood to senior professional football: elite youth players’ engagement in non-football activities

Haugaasen

Toering

Jordet

2014

Journal of Sports Sciences

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Despite the large amount of research available on how engagement in football practice relates to future performance level among football players, similar information about the contribution of non-football activities is scarce. Based on data from 745 elite youth players this study aimed to identify the characteristics and contribution of diverse participation towards elite youth and senior professional status. The data were collected using a retrospective questionnaire where the players reported the amount of time spent in other sports than football, in addition to their perceived contribution of different non-football activities for developing football skills. The accumulated hours of time spent in other sports of players who had obtained a senior professional contract were compared to non-professional players, using multilevel modelling (n = 558), while a t-test compared the activity ratings to each other. No significant differences were identified between professional and non-professional players' engagement history, but overall, the players rated sports similar to football to be significantly more relevant for developing football skills than other sports. The results suggests that spending time in non-football activities did not contribute to present differences in performance attainment in football, but also that potential advantages of such activities may be related to their characteristics.

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Section: Discussionmentioning

confidence: 99%

From childhood to senior professional football: elite youth players’ engagement in non-football activities

Haugaasen

Toering

Jordet

2014

Journal of Sports Sciences

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“…57 As demonstrated in research pertinent to dental education, primarily conducted by Feil, Guenzel, and Knight, [58][59][60][61][62][63][64][65][66] as well as other investigations of psychomotor learning, all students and particularly those who struggle with motor skills benefit from a well-organized instructional process that has the following characteristics introduced in the following sequence: 1) students can clearly see and analyze the desired end product; 2) students practice visualizing and/or drawing the desired end product; 3) students have opportunities to compare and contrast the desired outcome to examples of outcomes that are not acceptable; 4) students can observe the performance of the task by an expert practitioner who explains movements and procedures as they are executed; 5) during time-outs in the instructor's demonstration, students can ask questions and request repeat demonstrations of components of the task; 6) students are actively coached during several initial attempts to perform the task; 7) students receive prompt comparison of how their work corresponds to the ideal outcome; 8) students are asked to analyze their work products and identify reasons for discrepancies from the ideal; 9) instructors provide spe-cific advice about how to improve performance; and 10) students have ample opportunities to refine their performance. 33,[67][68][69][70] Research on the learning of procedural skills indicates that students who struggle with tasks requiring eye-to-hand coordination and perceptual accuracy (such as judging depth, width, angle, and separation distance) benefit from a precise application of these steps. 33 The three most significant factors in the learning of procedural tasks are the quality of the initial instructor demonstrations, the quality and promptness of feedback, and the total amount of time the student devotes to learning the task.…”

Section: Does the Student Have Difficulties With Perceptual Tasks Or mentioning

confidence: 99%

Assessing and Helping Challenging Students: Part One, Why Do Some Students Have Difficulty Learning?

Hendricson¹,

Kleffner²

2002

Journal of Dental Education

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When students struggle with routine assignments and fall behind classmates, a busy teacher may pigeonhole them as slow, give up on them, or become frustrated from failed efforts to bring them up to speed. Well-intentioned efforts to help struggling students by providing repetitions of the same experiences may fail because the specific cause of the sub-par performance was not identified. Six potential causes of inadequate student performance can serve as a diagnostic framework to help teachers pinpoint why a student is struggling academically: 1) cognitive factors, including poorly integrated, compartmentalized information, poor metacognition that hinders the student's ability to monitor and self-correct performance, bona fide learning disabilities that require professional assessment and treatment, and sensory-perceptual difficulties that may hinder performance in certain health care disciplines; 2) ineffective study habits, which are more common among professional students than faculty realize; 3) an inadequate educational experience (unclear objectives, poorly organized instruction, absence of coaching and timely feedback) or a punitive environment in which students avoid approaching instructors for assistance; 4) distraction due to nonacademic issues such as social relationships, health of a spouse, or employment; 5) dysfunctional levels of defensiveness that hinder student-teacher communication; and 6) underlying medical conditions that may affect student attentiveness, motivation, energy, and emotional balance. The objective of this article is to help faculty recognize potential underlying causes of a student's learning problems. Strategies for helping the academically struggling student are also introduced for several of these etiologies.

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“…Basketball games that tend to be fast require a whole training method where this method provides a learning stage that is not rigid. In general, the whole exercise method is more efficient than the partial practice in that, an athlete reaches the criteria in fewer trials [22]. The portion with a gradual loading will be expected so that the whole exercise method can run well as desired.…”

Section: Discussion There Is No Difference In the Effect Of Part Tmentioning

confidence: 99%

“…After the children practice all the skills and then refine them by executing each part, they can unite the parts to perform all the skills assignments [21]. The whole practice methods are generally more efficient than partial practices because they enable learners to reach criteria in fewer trials [22]. The whole method procedure requires constant repetition of the entire body of the material until the desired stage of mastery is achieved [16].…”

Section: Introductionmentioning

confidence: 99%

The Effect of Exercise Methods and Coordination towards Students' Extracurricular Basketball Skills

Irwan¹,

Lismadiana²

2018

Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1s

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the purpose of this study was to determine: (1) the differences of influence between part training methods and whole training methods on improving basketball skills, (2) the differences in influence between high and low eye-hand coordination on basketball skills, and (3) interactions between training methods (parts and whole) with eye-hand coordination (high and low) on students' extracurricular basketball skills. This research uses experimental method with 2x2 factorial design. The population of the study was an extracurricular basketball student in Yogyakarta City. The study sample consisted of 20 extracurricular basketball students from SMAN 6 Yogyakarta and SMAN 8 Yogyakarta, which were taken from 38 students using random sampling techniques. The test instrument used to measure eye-hand coordination is a tennis ball-throw test, and the test instrument for measuring basketball skills is Sports High School (STO). The data analysis technique used was two-way ANAVA at the significance level α = 0.05. The results of the research are as follows: (1) there is no difference of influence between part and whole training methods on student basketball skill, which proved from p = 0.165 > 0.05. (2) there is a difference in the influence of students who have high and low coordination on students' basketball skills, as evidenced by p = 0.000 < 0.05, students who have highhand eye coordination rates are better than those with lowhand eye coordination. (3) there is an interaction between the training methods (part and whole) and hand-eye coordination (high and low) to the students' basketball skills, as evidenced by the p value = 0.047 < 0.05. Keywords-part and whole practice method, hand eye coordination, basketball skills.

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Retention and Transfer of Motor Skills: A Review for the Practitioner

Cited by 26 publications

References 50 publications

From childhood to senior professional football: elite youth players’ engagement in non-football activities

From childhood to senior professional football: elite youth players’ engagement in non-football activities

Assessing and Helping Challenging Students: Part One, Why Do Some Students Have Difficulty Learning?

The Effect of Exercise Methods and Coordination towards Students' Extracurricular Basketball Skills

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