An interaction between movement change and mental transfiguration in motor skill learning

1）在小学篮球课上，通过对第一天和最后一天的球迹分析，发现一名不活跃的女孩在第一天只在球场的中场附近移动，而在最后一天移动了整个球场，这既有设计好的原始规则，也有队友的帮助。一个熟练的男孩减少了运球的次数，增加了传球的次数。因此，他开始带着团队合作意识打篮球比赛2）在大学的体育课上，学习者不仅获得了运动技能，还获得了感知能力，智力好奇心和身体意识，虽然他们花了更多的时间，以获得技能的方法，他们反复尝试和错误，并发现他们的问题和解决办法自己。一个随机的练习时间表不仅对视觉-手动协调技能任务有效，而且对身体运动任务也有效。4）首先，学习模型，而不是专家模型，可能是一个有效的合适模型时，集中练习，而不是替代练习，被用作观察学习的学习时间表。因此，观察学习模型所经历的问题解决过程比观察专家模型在协调学习中反复表现出的优秀性能要有效得多。第二，受试者控制的KR组显著优于100%KR和轭式KR组。因此，受试者对照KR有效，不是因为提供KR的频率较低，而是因为根据受试者的要求提供KR。最后，自我调节学习时间表的效果不如随机练习时间表。

1)In basketball class in the elementary school, analysis of ball trace at both the first and the final days showed that an inactive girl moved only around midfield of a court at the first day and moved all court at the final day because of both a well designed original rule and help by teammates. A skilled boy decreased the number of dribbling a ball and increased the number of passing a ball. Therefore he became to play a basketball game with awareness of teamwork2)In physical education class in the university, learners acquired not only a motor skill but also perceived ability, intellectual curiosity and body awareness although they spent more time in order to acquire the skill by the method that they repeated try-and-error and found their problems and solutions by themselves.3)A random practice schedule for kindergartners was effective for not only visual-manual coordination skill task but also body movement task.4)First, the learning model, rather than the expert model, may be effective as a suitable model when the concentrated practice, rather than the alternative practice, is employed as the learning schedule for observational learning. Therefore the observing the problem-solving processes experienced by the learning model is greatly more effective than observing excellent performance repeatedly presented by the expert model on the coordination learning. Second, The subject-controlled KR group was significantly better than both the 100% KR and the yoked KR groups. Therefore the subject-controlled KR is effective not because KR was provided with less frequency but rather because KR was provided according to subjects' request. Finally, a self-regulated learning schedule was less effective than random practice schedule.