| Does Random Practice Have a Contradictory Effect on Motor Learning and Task-specific Self-efficacy? |
| Paper ID : 1710-SPORTCONGRESS (R1) |
| Authors |
|
Daryoush Khajavi * 1. Department of Behavioral and Cognitive in Sort Sciences, Faculty of Sport and Health Sciences, University of Tehran, Tehran, Iran.
2. Department of Motor Behavior and Sport Psychology, Faculty of Sport Sciences, University of Arak, Arak, Iran. |
| Abstract |
| The study investigate the effect of random and blocked practice on learning and self-efficacy of basketball skills. The current research is a semi-experimental type of research, with a pre-test-post-test design and with two experimental groups. The statistical population of this research consisted of all adolescent girls aged 12-15 years in Isfahan city. For this purpose, 40 teenage girls who were enrolled in an elementary level basketball class were voluntarily selected as the research sample in 2022. The data collection tools of this research included the basketball free throw, dribble and pass test (ifred basketball test series), and the self-efficacy questionnaire of free throw, dribble and basketball pass made by the researcher. After the pre-test, the subjects were randomly divided into two groups of 40 people. Blocked training group (20 people) and random training group (20 people). Then those subjects of both groups entered the intervention period. This survey was conducted in a period of 1 week with 5 sessions and each session was 60 minutes separately for both groups. After completing the interventions, the acquisition test and also after 72 hours after the end of the fifth session, the memory and transfer test were taken by the subjects and the performance of all participants was recorded. In order to analyze data, descriptive statistics methods, t-test (dependent and independent) were used through SPSS version 26 software to measure all hypotheses at a significance level of α=0.05. The results showed that the effects of both groups' exercises on learning and self-efficacy of basketball skills were significant (p<0.05). However, comparing the progress between the groups in the memorization and transfer stages, as well as the self-efficacy of basketball dribbling skills, was in favor of random training compared to blocked training. The results support the extension hypothesis, implicit interference and forgetting hypothesis. |
| Keywords |
| blocked practice, randomized practice, self-efficacy, learning, basketball skills |
| Status: Abstract Accepted (Oral Presentation) |
