The effect of self-controlled feedback on learning a throwing skill in teenagers with visual impairment
Poster Presentation
Paper ID : 1739-SSRC
Authors
1MA, Department of motor behavior of Physical Education & Sport Sciences, University of Shahid Beheshti
2Assistant Professor, Department of motor behavior, Faculty of Physical Education & Sport Sciences, University of Shahid Beheshti
Abstract
Abstract
Introduction: The purpose of this study was evaluating the effect of self-controlled feedback on a throwing task in teenagers with visual impairment
Methods: 24 teenager students (18 girls and 6 boys, 12 to 18 years old), with congenital visual impairment (B1 and B2 classified) were chosen from Hazrat-e-Abdolazim blind school in Tehran. they did not have any other impairment. The task was throwing beanbags (100 g) overhand, with nondominant arm and blindfolded, at circular target.First of all, to homogenize the participants a pre-test was conducted with 10 trials without any feedback.Then based on random blocking, the participants were divided to 3 groups of 8 persons (self-controlled, yoked self-control and traditional yoked feedback). Participants in acquisition phase had 6 blocks of 10 trials with receiving feedback. After 24 hours, in a block of 10 trials without any feedback, retention test and transfer test were conducted in sequence. Multiple ANOVA (3*6) was used in acquisition phase and one-way ANOVA was used in retention and transfer test.
Results: The main effect of the acquisition phases was significant (p=0.001), but the main effect of group (p=0.66) and interaction between acquisition phase and group (p=0.47) was not significant. There was no significant difference between groups in retention test (p=0.65) and in transfer test (p=0.50). Also the self-controlled group had received feedback in 79% of their trails.
Conclusions:It seems that the optimum number of feedbacks in the acquisition of motor skill in the teenagers with visual impairment, same as healthy children, is more than healthy adults.
Introduction: The purpose of this study was evaluating the effect of self-controlled feedback on a throwing task in teenagers with visual impairment
Methods: 24 teenager students (18 girls and 6 boys, 12 to 18 years old), with congenital visual impairment (B1 and B2 classified) were chosen from Hazrat-e-Abdolazim blind school in Tehran. they did not have any other impairment. The task was throwing beanbags (100 g) overhand, with nondominant arm and blindfolded, at circular target.First of all, to homogenize the participants a pre-test was conducted with 10 trials without any feedback.Then based on random blocking, the participants were divided to 3 groups of 8 persons (self-controlled, yoked self-control and traditional yoked feedback). Participants in acquisition phase had 6 blocks of 10 trials with receiving feedback. After 24 hours, in a block of 10 trials without any feedback, retention test and transfer test were conducted in sequence. Multiple ANOVA (3*6) was used in acquisition phase and one-way ANOVA was used in retention and transfer test.
Results: The main effect of the acquisition phases was significant (p=0.001), but the main effect of group (p=0.66) and interaction between acquisition phase and group (p=0.47) was not significant. There was no significant difference between groups in retention test (p=0.65) and in transfer test (p=0.50). Also the self-controlled group had received feedback in 79% of their trails.
Conclusions:It seems that the optimum number of feedbacks in the acquisition of motor skill in the teenagers with visual impairment, same as healthy children, is more than healthy adults.
Keywords