Vol. 11, No 3, 2013 pp. 239 - 246
UDC 796.015-053.5
Original research article
THE EFFECT OF BLOCKED, RANDOM AND SYSTEMATICALLY INCREASING PRACTICE SCHEDULES ON LEARNING DART-THROWING
Naseh Karimiyani, Saadi Sami, Mehdi Hakimi, Maryam Ali- Mohamadi
Department of Physical Education & Sport Science,
Islamic Azad University Marivan Branch, Marivan, Iran
E-mail: Mehdihakimi66@yahoo.com
Abstract. The purpose of this study was to determine the effect of different Practice Schedules (Blocked, Random, and Systematically increasing) on the acquisition, retention and transfer on learning dart-throwing (300, 360 and 420 cm). Forty five healthy non-athlete male secondary school students (age 14.05± 0.75 years, height 156.6 ± 5.2 cm, weight 48.53 ± 2.4 kg; means ± S.D.) volunteered to participate in this study. The participants were divided into a Blocked group (n=15), Random group (n=15) and Systematically increasing (systematically increasing contextual interference in training duration) group (n=15), after performing the pre-test. The participants did not have any experience in dart-throwing. All of the groups performed the same learning program in 9 days, 9 sessions and each session consisted of 9 trials. The participants were tested for performance before and after the 9 days. Acquisition, retention, and transfer tests during 10 trials in each pass (distance: 250 and 420 cm) were conducted 24 hours after the training sessions. The results of the repeated measure and one way ANOVA (p<0.05) showed the effect of practice session was significant but no significant difference in acquisition between the groups was determined. In retention and transfer tests, there were significant differences between mean scores of the practice groups. However, the findings showed the systematically increasing group had slightly more improvements in dart-throwing when compared to other groups, which supported Magill and Hall theory (1990) and challenged the point idea of Guadagnoli and Lee (2004).
Key words: contextual interference, challenge point, systematically increasing
UTICAJ BLOKIRANJA, NAIZMENIČNOG RADA I SISTEMATSKOG POVEĆANJA UČESTALOSTI U RASPOREDU TRENINGA NA VEŠTINU BACANJA U PIKADU
Cilj ovog istraživanja bio je da se utvrdi efekat različistih rasporeda treninga (blokiranja, naizmeničnog rada i sistematskog povećanja) na usavršavanje tehnike bcanja u pikadu (300, 360 i 420 cm). Ukupno je 45 mladih srednjoškolaca, koji se nisu aktivno takmičili (godište 14,05± 0,75 godinda, visina 156,6 ± 5,2 cm, težina 48,53 ± 2,4 kg; means ± S.D.), dobrovoljno učestvovalo u ovom istraživanju. Učesnici su podeljeni na: grupu koja je trenirala koristeći blokiranje (n=15), grupu koja je trenirala koristeći naizmenični rad (n=15) i grupu koja je trenirala koristeći sistematsko povećanje (sistematsko povećanje uticaja konteksta na trajanje samog treninga, n=15), nakon inicijalnog pre-testa. Učesnici nisu imali prethodno iskustvo u bacanju pikada. Pripadnici svih grupa su učestvovali u istom programu u trajanju od 9 dana, u sklopu od 9 sesija od kojih se svaka sastojala od 9 pokušaja. Sposobnosti ispitanika testirane su pre i nakon perioda od 9 dana. Testovi koji su se ticali usvajanja, pamćenja i transfera tokom 10 pokušaja (pri razdaljini od: 250 i 420 cm) vršeni su 24 sata nakon treninga. Rezultati ANOVA testova (p‹0.05) prikazali su da je efekat učinka treninga bio značajan, ali da nije bilo značajnih razlika u pogledu usvajanja između grupa. Kod testova pamćenja i transfera, nisu uočene značajne razlike između srednjih vrednosti grupa. Ipak, rezultati pokazuju da je grupa koja je trenirala po metodi sistemsatskog povećanja pokazala veći napredak u poređenju sa ostalim grupama,, što je u skladu sa teorijom koju su razvili Magill & Hall theory (1990) ali koja nije potvrdila teoriju koju su razvili Guadagnoli & Lee (2004).
Ključne reči: uticaj konteksta, bodovi, sistematsko povećanje
