Document Type : Original research study
Authors
1 razi university of sport sciences
2 Assistant professor of motor behavior at Razi University, Faculty of Sport Sciences
3 Allameh tabataba'i University
Abstract
The aim of this study was to investigate the employment of working memory in participatory dyad training on learning forehand table tennis skills of adolescent girls. Participants were selected convenience sampling form from 24 junior high school girls in Nahavand city and were randomly divided into two groups of low and high cognitive load. Both groups performed five sessions of participatory dyad training with their respective level of cognitive involvement that each session consisted of 20 sets of 3-minute with a 1-minute rest time between sets. The performance of table tennis forehand was measured in the pre-test, post-test, retention and transfer stages. The results showed that both low and high cognitive groups showed significant progress from pre-test to transfer; Also, the high cognitive group performed better in the post-test, retention and transfer stages than the low cognitive group. Therefore, high cognitive load during the participatory dyad training facilitates learning forehand table tennis skills.
Keywords
Main Subjects
- Baker, J., Cote, J., & Abernethy, B. (2003). Sport-specific practice and the development of expert decision-making in team ball sports. Journal of applied sport psychology, 15(1), 12-25.
- Barbey, A. K., Koenigs, M., & Grafman, J. (2013). Dorsolateral prefrontal contributions to human working memory.cortex, 49(5), 1195-1205.
- Beilock, S. L., Carr, T. H., MacMahon, C., & Starkes, J. L. (2002). When paying attention becomes counterproductive: impact of divided versus skill-focused attention on novice and experienced performance of sensorimotor skills. J Exp Psychol Appl,8(1), 6-16.
- Boaz-Curry, K. T. R. (2018). Fatiguing verbal working memory to reduce explicit hypothesis testing during skill acquisition: A new implicit motor learning paradigm? (Doctoral dissertation, The University of Waikato).
- Buszard, T., Masters, R. S., & Farrow, D. (2017). The generalizability of working-memory capacity in the sport domain. Current opinion in psychology, 16, 54-57.
- Darnis, F., & Lafont, L. (2015). Cooperative learning and dyadic
- Ghasemian moghadam, M., Taheri, H. (2015). The Effect of Attentional Instruction on Table Tennis Players' Performance under Pressure. Journal of Motor Learning and Movement, 6(4), 475-491.
- Granados, C., & Wulf, G. (2007). enhancing motor learning through dyad practice: contributions of observation and dialogue. Res Q Exerc Sport, 78(3), 197-203.
- Guadagnoli, M. A., & Lee, T. D. (2004). Challenge point: a framework for conceptualizing the effects of various practice conditions in motor learning. J Mot Behav , 36(2), 212-224.
- Handford, C., Davids, K., Bennett, S., & Button, C. (1997). Skill acquisition in sport: Some applications of an evolving practice ecology.
J Sports Sci, 15(6), 621-640. - Karlinsky, A., & Hodges, N. J. (2018). Turn-taking and concurrent dyad practice aid efficiency but not effectiveness of motor learning in a balance-related task. J Mot Learn Dev, 6(1), 35-52.
- Ko, Y. G., & Hall, K. G. (2017). The Effect of Randomizing the Order of Practice Trials in the Dyad Practice of a Golf Putting. International Journal of Human Movement Science, 11(1), 75-85.
- Liao, C. M., & Masters, R. S. (2001). Analogy learning: A means to implicit motor learning. J Sports Sci,19(5), 307-319.
- Masters, R. S. (1992). Knowledge, knerves and know‐how: The role of explicit versus implicit knowledge in the breakdown of a complex motor skill under pressure. Br J Psychol,83(3), 343-358.
- Maxwell, J. P., Masters, R. S. W., & Eves, F. F. (2000). From novice to no know-how: A longitudinal study of implicit motor learning.
J Sports Sci, 18(2), 111-120. - Müller, S., & Abernethy, B. (2012). Expert anticipatory skill in striking sports: A review and a model. Research quarterly for exercise and sport, 83(2), 175-187.
- Panzer, S., Haab, T., Massing, M., Pfeifer, C., & Shea, C. H. (2019). Dyad training protocols and the development of a motor sequence representation. Acta Psychol (Amst),201, 102947.
- Peng, L., Zhang, G., Hai-Yan, Y., Ran, Z., & Yu-Qi, G. (2012). Training-dependent cognitive advantage is suppressed at high altitude. Physiol Behav, 106(4), 439-445.
- Poolton, J. M., & Masters, R. S. W. (2010). Leading article: Discovering golf's innermost truths: A new approach to teaching the game: A commentary.Int J Sports Sci Coach, 5(Supplement 2), 119-
- Poolton, J. M., & Zachry, T. (2007). So, you want to learn implicitly? Coaching and learning through implicit motor learning techniques. Int J Sports Sci Coach, 2(1), 67-78.
- Rendell, M. A., Masters, R. S., Farrow, D., & Morris, T. (2010). An implicit basis for the retention benefits of random practice.J Mot Behav, 43(1), 1-13.
- Rimoldi, S. F., Rexhaj, E., Duplain, H., Urben, S., Billieux, J., Allemann, Y., Romero, C., Ayaviri, A., Salinas, C., Villena, M., Scherrer, U., & Sartori, C. (2015). Acute and chronic altitude-induced cognitive dysfunction in children and adolescents. J Pediatr, 169 (N2), 238-243.
- Schaefer, S., & Scornaienchi, D. (2020). Table tennis experts outperform novices in a demanding cognitive-motor dual-task situation. Journal of motor behavior, 52(2), 204-213.
- Schmidt, R. A., Lee, T. D., Winstein, C., Wulf, G., & Zelaznik, H. N. (2018). Motor control and learning: A behavioral emphasis. Human kinetics.
- Schneider, W., & Shiffrin, R. M. (1977). Controlled and automatic human information processing: I. Detection, search, and attention. Psychological review, 84(1), 1-66.
- Shea, C. H., Wulf, G., & Whltacre, C. (1999). Enhancing training efficiency and effectiveness through the use of dyad training. J Mot Behav, 31(2), 119-125.
- Shebilske, W. L., & Regian, J. W. (1992, October). Video games, training, and investigating complex skills. In Proceedings of the Human Factors Society Annual Meeting). Vol. 36, No. 17, pp. 1296-1300). Sage CA: Los Angeles, CA: SAGE Publications.
- Siavashi, E., Zareian, E., Daneshfar, A (2017). The Effect of Exercise Positional Arrangement (Individual, Dyad, Group) on Acquisition and Retention of Rope-Jumping Skills in School Children.Motor Behavior, 9(27), 153-166 In Persian.
- Steenbergen, B., Van Der Kamp, J., Verneau, M., Jongbloed-Pereboom, M., & Masters, R. S. W. (2010). Implicit and explicit learning: Applications from basic research to sports for individuals with impaired movement dynamics. Disability and Rehabilitation, 32(18), 1509-1516.
- Tolsgaard, M. G., Madsen, M. E., Ringsted, C., Oxlund, B. S., Oldenburg, A., Sorensen, J. L., & Tabor, A. (2015). The effect of dyad versus individual simulation‐based ultrasound training on skills transfer. Med Educ, 49(3), 286-295.
- Tomporowski, P. D. (2003). Effects of acute bouts of exercise on cognition Acta Psychol (Amst), 112, 297 – 324
- Yan, X., Zhang, J., Gong, Q., & Weng, X. (2011). Prolonged high-altitude residence impacts verbal working memory: An fMRI study. Exp Brain Res, 208(3), 437-445.
)