Efeitos do autocontrole de conhecimento de resultados e da organização de prática na aquisição de habilidades motoras

• Autor(a) principal: Marcelo da Silva Januario
• Data de Publicação: 2017
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFMG
• Texto Completo: http://hdl.handle.net/1843/EEFF-BB6URB
• topic: Prática; Aprendizagem motora; Conhecimento de resultados; Autocontrole; Aprendizagem motora; Capacidade motora

Studies have investigated the effects of self-controlled of knowledge of results (KR) and practice schedule alone. Results of these studies have demonstrated superiority of self-controlled conditions in these two factors. The present study investigated the effect of simultaneous and isolated self-controlled of CR and practice schedule in skills motor learning. It was expected better performance of self-controlled groups in comparing to the yoked groups and a superior effect of simultaneous self-control group when compared to the isolated self-controlled groups of these factors. The superior performance of self-controlled groups was expected based on increased information processing mechanisms, individualization, as well as increased intrinsic motivation. Seventy-two young adults (M = 23.5 years SD = 3.2), novice in the task participated in this study. All participants would perform 48 trials of the task consisting of a displacement sequence and end by running a taekwondo kick at a target. Participants of the Auto-KR group should perform the task within the target time of 1600 ms. and could request KR anytime they wish. Participants of the Auto-Pr group could choose one of three target times for each trial (1400, 1600, and 1800 ms.). Participants of the Auto-KR-Pr group could request CR anytime they wish and choose one of three target times with each trial. Tests were composed of 10 trials and target times were 1600 ms. for retention and 2000 ms. for transfer. Absolute, constant and variable errors were used as performance measures and relative time as control measure. The Auto-KR and Auto-Pr groups presented lower absolute and constant errors in the retention test than their yoked groups. The Auto-KR-Pr group presented lower absolute, constant and variable errors in the tests than its yoked group. No differences were found among self-controlled groups in the tests. Results suggest that the superiority of self-controlled groups is due to increased intrinsic motivation, information processing and individualization, and the simultaneous self-controlled of KR and practice schedules does not result in additive learning effect.