文章基本信息

标题：多様性をもった練習の有効性に関する発達的検討 : 上手投げの正確さの学習に関して
其他标题：A developmental analysis of practice variability : Accuracy learning of overhand throwing
本地全文：下载
作者：森司朗 ; 杉原隆
期刊名称：体育学研究
印刷版ISSN：0484-6710
电子版ISSN：1881-7718
出版年度：1989
卷号：33
期号：4
页码：331-339
DOI：10.5432/jjpehss.KJ00003391684
语种：Japanese
出版社：Japan Society of Physical Education, Health and Sport Sciences
摘要：The purpose of this study was to examine the effects of the practice variability from a developmental point of view. The effects of practice variability were analysed with reference to two factors; (a) throwing distance, and (b) throwing direction. Subjects were 192 males; 64 preschool elementary school children and college students respectively. The task assigned was to throw 100 g beanbags at specified target sat in a fixed chair. All subjects practiced four blocks of 8 trials giving a total of 32 trials. After that, 2 test blocks of 8 trials were given. In the first test block, the target was placed on the standard target (criteria distance and direction). In the second test block, the target was placed on the transfer distance and direction not experienced in practice trials. Subjects in each age group were randomly divided into following four groups according to practice condition: 1) Distance variability 1, Direction variability 1 group (Both target distance and direction were the same with the first test block). 2) Distance variability 1, Direction variability 4 group (Criteria distance, four different directions). 3) Distance variability 4, Direction variability 1 group (Four different distances, criteria direction). 4) Distance variability 4, Direction variability 4 group (Four different distances and directions, no criteria target). The results were as follows: 1) Preschool and school children assigned a variety of practice performed significantly better than specific-practice group. 2) For preschool children, there was significant variability effect in direction factor. 3) For school children, there was significant variability effect in distance factor. 4) For college students, there were no variability effects, both in distance an direction factors. From these results, it is suggested that there is the best period and the best parameter of variability for practice variability to operate effectively.
其他摘要：The purpose of this study was to examine the effects of the practice variability from a developmental point of view. The effects of practice variability were analysed with reference to two factors; (a) throwing distance, and (b) throwing direction. Subjects were 192 males; 64 preschool elementary school children and college students respectively. The task assigned was to throw 100 g beanbags at specified target sat in a fixed chair. All subjects practiced four blocks of 8 trials giving a total of 32 trials. After that, 2 test blocks of 8 trials were given. In the first test block, the target was placed on the standard target (criteria distance and direction). In the second test block, the target was placed on the transfer distance and direction not experienced in practice trials. Subjects in each age group were randomly divided into following four groups according to practice condition: 1) Distance variability 1, Direction variability 1 group (Both target distance and direction were the same with the first test block). 2) Distance variability 1, Direction variability 4 group (Criteria distance, four different directions). 3) Distance variability 4, Direction variability 1 group (Four different distances, criteria direction). 4) Distance variability 4, Direction variability 4 group (Four different distances and directions, no criteria target). The results were as follows: 1) Preschool and school children assigned a variety of practice performed significantly better than specific-practice group. 2) For preschool children, there was significant variability effect in direction factor. 3) For school children, there was significant variability effect in distance factor. 4) For college students, there were no variability effects, both in distance an direction factors. From these results, it is suggested that there is the best period and the best parameter of variability for practice variability to operate effectively.