Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Information Processing Approach01:30

Information Processing Approach

859
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
859
Implicit Memories01:24

Implicit Memories

625
Implicit memories, also known as non-declarative memories, are long-term memories that function outside of conscious awareness. These memories influence behavior and skills without explicit knowledge. This type of memory is evident in tasks like playing tennis, snowboarding, and texting. Implicit memory has three subsystems: procedural memory, conditioning, and priming. This type of memory is essential in various activities, from everyday tasks to specialized skills.
One key aspect of implicit...
625
Social Facilitation01:04

Social Facilitation

37.0K
Not all intergroup interactions lead to negative outcomes. Sometimes, being in a group situation can improve performance. Social facilitation occurs when an individual performs better when an audience is watching than when the individual performs the behavior alone. This typically occurs when people are performing a task for which they are skilled.
37.0K
Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

1.3K
The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone, blending...
1.3K
Piaget's Stage 4 of Cognitive Development01:19

Piaget's Stage 4 of Cognitive Development

1.1K
The formal operational stage, as described in Piaget's cognitive development theory, begins around age 11 and extends into adulthood. It marks the emergence of advanced cognitive abilities that differentiate adolescent and adult thinking from those of younger children. This stage is characterized by abstract reasoning, hypothetical-deductive reasoning, and a more complex understanding of self and others.
Abstract Reasoning and Hypothetical-Deductive Thinking
Unlike the concrete operational...
1.1K
Cognitive Learning01:21

Cognitive Learning

1.6K
Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
1.6K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Head acceleration events are associated with tackler head contact and running speed during tackling in junior Australian football.

Science & medicine in football·2026
Same author

Accelerometry Insights Into Gym-Based Plyometric Exercises; Evaluating Metrics, Reliability, and Sensor Placement.

Journal of strength and conditioning research·2026
Same author

An Ensemble of Long Short-Term Memory Models to Automatically Detect End-Range Movement Patterns in Men's Professional Hard Court Grand Slam Tennis.

European journal of sport science·2026
Same author

An examination of the cognitive and affective processes in errorless motor learning: study protocol.

Frontiers in psychology·2025
Same author

Unlocking the potential of video-based markerless motion analysis to study world-class sporting performance.

Journal of sports sciences·2025
Same author

Exploration of a novel tackle mechanics framework in junior Australian football.

Journal of sports sciences·2025

Related Experiment Video

Updated: Apr 20, 2026

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task
10:39

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task

Published on: May 3, 2018

9.3K

Scaling sporting equipment for children promotes implicit processes during performance.

Tim Buszard1, Damian Farrow2, Machar Reid3

  • 1Institute of Sport, Exercise and Active Living, College of Sport and Exercise Science, Victoria University, PO Box 14428, Melbourne, VIC 8001, Australia; Tennis Australia, Private Bag 6060, Richmond, VIC 3121, Australia.

Consciousness and Cognition
|December 3, 2014
PubMed
Summary
This summary is machine-generated.

Using scaled equipment for children

Keywords:
ChildDual taskImplicit learningModified equipmentMotor learningSkill acquisitionTalent developmentWorking memory

More Related Videos

Effects of a Novel Neuromuscular Training Intervention on Jump, Sprint, and Change of Direction in Adult Female Soccer Players
10:08

Effects of a Novel Neuromuscular Training Intervention on Jump, Sprint, and Change of Direction in Adult Female Soccer Players

Published on: June 10, 2025

1.7K
A Method for Investigating Age-related Differences in the Functional Connectivity of Cognitive Control Networks Associated with Dimensional Change Card Sort Performance
09:01

A Method for Investigating Age-related Differences in the Functional Connectivity of Cognitive Control Networks Associated with Dimensional Change Card Sort Performance

Published on: May 7, 2014

10.6K

Related Experiment Videos

Last Updated: Apr 20, 2026

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task
10:39

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task

Published on: May 3, 2018

9.3K
Effects of a Novel Neuromuscular Training Intervention on Jump, Sprint, and Change of Direction in Adult Female Soccer Players
10:08

Effects of a Novel Neuromuscular Training Intervention on Jump, Sprint, and Change of Direction in Adult Female Soccer Players

Published on: June 10, 2025

1.7K
A Method for Investigating Age-related Differences in the Functional Connectivity of Cognitive Control Networks Associated with Dimensional Change Card Sort Performance
09:01

A Method for Investigating Age-related Differences in the Functional Connectivity of Cognitive Control Networks Associated with Dimensional Change Card Sort Performance

Published on: May 7, 2014

10.6K

Area of Science:

  • Motor learning
  • Cognitive psychology
  • Human movement science

Background:

  • Children's motor skill acquisition is influenced by equipment size.
  • Understanding the cognitive demands of motor tasks is crucial for effective learning.
  • Working memory capacity varies between individuals with different skill levels.

Purpose of the Study:

  • To investigate if scaled equipment reduces cognitive involvement in children's motor performance.
  • To examine the impact of equipment size on performance under different attentional demands.
  • To explore the relationship between working memory capacity, skill level, and equipment scaling.

Main Methods:

  • Children (9-11 years) performed a tennis hitting task with scaled and full-size equipment.
  • Tasks were performed under single-task and dual-task (cognitive load) conditions.
  • Participants were grouped into more and less skilled based on performance; working memory capacity was assessed.

Main Results:

  • Scaled equipment improved hitting performance and technique for all children.
  • Performance with scaled equipment was not affected by cognitive load.
  • Less skilled children's performance degraded with full-size equipment under cognitive load.

Conclusions:

  • Equipment scaling may decrease working memory engagement during motor tasks.
  • Findings support the role of implicit motor learning when using scaled equipment.
  • Optimizing equipment size can facilitate motor skill development in children.