<abstract xmlns="http://www.w3.org/1999/xhtml">

<italic>Study aim</italic>: The purpose of this study was to investigate the impact of speed-based strategy instruction on motor sequence learning and transfer.
<italic>Material and methods</italic>: Male participants (n = 30, 18 to 24 years old) were assigned to one of the groups based on instruction. Motor sequence learning was examined using the complex dynamic arm movement task. Two sets of speed and control instructions completed ten blocks of 100 trials in the acquisition phase followed by the retention and transfer test after 24 hours.
<italic>Results</italic>: Mixed analysis of variance (2×10 and 2×4) and the independent samples t-test were used to examine the data. The results demonstrated that element response time and error of prediction in both groups were significantly improved in the acquisition phase (P &lt; 0.05), but in the 24-hour retention test, the speed group had a significantly better element response time than the control group (P &lt; 0.05). Furthermore, the findings of the independent samples t-test in the transfer test revealed that element duration and error rate were significantly better in the speed group than the control group (P &lt; 0.05).
<italic>Conclusions</italic>: According to the data, when compared to the conventional technique, in which participants were not given any special instructions, the speed-based instruction resulted in greater acquisition of the acquired motor sequence and better transfer of a new sequence.
</abstract>

Study aim: The purpose of this study was to investigate the impact of speed-based strategy instruction on motor sequence learning and transfer.
Material and methods: Male participants (n = 30, 18 to 24 years old) were assigned to one of the groups based on instruction. Motor sequence learning was examined using the complex dynamic arm movement task. Two sets of speed and control instructions completed ten blocks of 100 trials in the acquisition phase followed by the retention and transfer test after 24 hours.
Results: Mixed analysis of variance (2×10 and 2×4) and the independent samples t-test were used to examine the data. The results demonstrated that element response time and error of prediction in both groups were significantly improved in the acquisition phase (P < 0.05), but in the 24-hour retention test, the speed group had a significantly better element response time than the control group (P < 0.05). Furthermore, the findings of the independent samples t-test in the transfer test revealed that element duration and error rate were significantly better in the speed group than the control group (P < 0.05).
Conclusions: According to the data, when compared to the conventional technique, in which participants were not given any special instructions, the speed-based instruction resulted in greater acquisition of the acquired motor sequence and better transfer of a new sequence.

The role of speed-based strategy instruction on learning and transfer of motor sequences in a complex task

Department of Motor Behavior, Faculty of Sport Sciences

Biomedical Human Kinetics

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Study aim: The purpose of this study was to investigate the impact of speed-based strategy instruction on motor sequence learning and transfer.
Material and...

The role of speed-based strategy instruction on learning and transfer of motor sequences in a complex task

Data publikacji: 21 kwi 2023

Zakres stron: 89 - 98

Otrzymano: 08 sty 2023

Przyjęty: 27 sty 2023

DOI: https://doi.org/10.2478/bhk-2023-0012

Słowa kluczowe
Sequnce learning, Speed, Accuracy, Instruction, Complex task

© 2023 Hesam Iranmanesh et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

The role of speed-based strategy instruction on learning and transfer of motor sequences in a complex task

Data publikacji: 21 kwi 2023

Zakres stron: 89 - 98

Otrzymano: 08 sty 2023

Przyjęty: 27 sty 2023

DOI: https://doi.org/10.2478/bhk-2023-0012

Słowa kluczoweSequnce learning, Speed, Accuracy, Instruction, Complex task

© 2023 Hesam Iranmanesh et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Słowa kluczowe
Sequnce learning, Speed, Accuracy, Instruction, Complex task