Effects of different types of analogy instruction on the performance and inter-joint coordination of novice darts learners.
Effects of different types of analogy instruction on the performance and inter-joint coordination of novice darts learners.
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不同类型的类比教学对飞镖新手表现和关节间协调的影响。
DOI：
10.1016/j.psychsport.2021.102053
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发表时间：
2021
影响因子：
3.4
通讯作者：
Hideyuki Tanaka
中科院分区：
文献类型：
--
作者：
Hatsuho Zeniya;Hideyuki Tanaka
目的类比教学在运动技能学习中具有优势。类比教学类型对运动学，特别是关节间协调的影响，是一个研究极为不足的研究领域。在此背景下，本文通过实验控制教学中包含的待学习信息的质量和数量，并对关节角度的时间序列数据应用主成分分析（PCA），考察不同的教学方法是否会改变关节间的协调结构。方法与设计45名新参与者，每组15人，每组3个独立组，在明确的，基于规则的生物力学隐喻（RBM）或信息集成的生物力学隐喻（IIM）指令下进行飞镖训练。在预测试，保持测试和转移测试中评估性能和运动学，可以增加心理压力。因变量是表现结果、联合变异性和来自PCA的测量结果。结果分析揭示了显著的测试效果的性能结果，联合变异性，和PCA测量。没有发现表现结果和关节变异性的显著组效应或组测试相互作用。腕部PC1负荷存在显著的测试效应和组间交互作用。IIM组意味着在保留和转移测试中显著增加。显式组均值和RBM组均值对检验无显著影响。这些结果表明，IIM学习者在保留测试中显著改变了主成分结构，并在迁移测试中保持了主成分结构，而外显学习者和RBM学习者则没有。结论本研究首次揭示了信息整合生物力学隐喻对初学者关节间协调结构习得的影响。
ObjectivesAnalogy instruction has an advantage on motor skill learning. The effect of analogy instructional type on kinematics, particularly on inter-joint coordination, is an extremely understudied area of research. Against this background, this paper experimentally controlled the quality and quantity of the to-be-learned information included in instruction and applied principal component analysis (PCA) to time-series data of joint angles to examine whether different instruction methods could change inter-joint coordination structure.Methods and designForty-five novice participants, fifteen each for three independent groups, performed dart-throwing training with either explicit, rule-based biomechanical metaphor (RBM), or information-integrated biomechanical metaphor (IIM) instructions. Performance and kinematics were evaluated in pre-test, retention test, and transfer test that can increase psychological pressure. The dependent variables were performance outcome, joint variability, and measurements derived from PCA.ResultsAnalyses revealed a significant test effect for the performance outcome, joint variability, and PCA measurements. No significant group effect or group–test interaction was found for the performance outcome and joint variability. Significant test effect and test–group interaction were found for the wrist PC1 loading. The IIM group means significantly increased in the retention and transfer tests. The explicit and RBM group means showed no significant effects of the test. These results suggest that IIM learners significantly changed the PCA structure in the retention test and maintained it in the transfer test, whereas explicit and RBM learners did not.ConclusionsThe findings provide the first insight into the effects of information-integrated biomechanical metaphors on the acquisition of inter-joint coordination structures for novice learners.