应用不同级别的实践可变性用于运动学习:更多不是更好
Carla Caballero1,2, David Barbado1,2, Manuel Peláez1
1Sport Sciences Department, Sport Research Centre, Universiad Miguel Hernández de Elche, Elche, Alicante, Spain.
PeerJ
|July 1, 2024
概括
变量练习增强了运动学习,但它的有效性各不相同. 操纵可变的练习负载,特别是对于初始可变性较低的人来说,优化了抛任务的性能,并阐明了练习的好处.
科学领域:
- 运动学习是指运动学习.
- 发动机控制器的控制器
- 运动科学 运动科学 运动科学
背景情况:
- 变量练习被广泛用于提高运动技巧,但与持续练习相比,研究对其有效性产生了有争议的结果.
- 变化的练习负载对运动学习结果的影响仍然不清楚.
- 个人差异,如初始绩效水平和内在变化,可能会影响变量实践的有效性.
研究的目的:
- 为了研究操纵可变练习负载对运动学习的影响.
- 探索初始绩效水平和内在变化如何调节可变实践的好处.
- 为了解决围绕变量实践在运动技能获取中的有效性的争议.
主要方法:
- 65名参与者在四个练习条件下学习了一次串行抛任务:一个恒定练习和三个可变练习负载.
- 进行了测试前,两周的训练期,测试后和三个保留测试 (96小时,2周,1个月).
- 使用误差参数测量投准确度,并通过误差的自相关系数评估初始内在电机变性.
主要成果:
- 四个练习组都表现出更好的投表现.
- 实践负载变化较低的组表现出最大的错误减少.
- 效果大小表明显著的性能增长,这表明可变的练习负载会影响运动学习结果.
结论:
- 调节可变的练习负载可以增强机械学习,例如抛.
- 最佳的变量实践负载取决于个体学习者特征,特别是最初的内在变量.
- 根据个体差异调整可变的练习负载对于最大限度地提高运动学习的好处和解决现有争议至关重要.
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