Vera Juan Granda, Alvarez José Carlos Barbero, Medina Mariano Montilla
Departamento de Didáctica de la Expresión Musical, Plástica y Corporal, Area de Didáctica de la Expresión Corporal, Facultad de Educación y Humanidades, Universidad de Granada, Campus de Melilla, E-52505 Melilla, Spain.
Percept Mot Skills. 2008 Apr;106(2):447-60. doi: 10.2466/pms.106.2.447-460.
This study was designed to examine effects of three practice models, blocked, variable, and combined, on the acquisition, retention, and transfer of new motor skills. 67 subjects (M age = 9.5 yr., SD = .3) from the fourth year of primary school (31 boys and 26 girls) were assigned at random to three different practice groups (Blocked = 22, Variable = 23, Combined = 22) to study acquisition of two skills, dribbling a soccer ball and kicking a soccer ball at a stationary target using the dominant foot. All participants received a pretest and posttest, a transfer test, and a retention test 2 wk. later. Analysis showed significant improvement after practice of kicking skills by the three groups but not in the dribbling skills, for which only the combined practice group showed any notable improvement. At the end of acquisition, the combined practice group had significantly better performance on the dribbling task than the other two groups. However, the only differences noted in performance of kicking the ball with the dominant foot were by combined practice and blocked groups.
本研究旨在考察三种练习模式，即集中练习、随机练习和混合练习，对新运动技能的习得、保持和迁移的影响。从小学四年级选取了67名受试者（平均年龄 = 9.5岁，标准差 = 0.3）（31名男生和26名女生），随机分配到三个不同的练习组（集中练习组 = 22人，随机练习组 = 23人，混合练习组 = 22人），以研究两项技能的习得情况，即使用优势脚运球和踢向静止目标的足球。所有参与者都接受了前测和后测、一项迁移测试以及两周后的保持测试。分析表明，三组在踢足球技能练习后均有显著提高，但在运球技能方面没有提高，只有混合练习组在运球技能上有显著提高。在习得阶段结束时，混合练习组在运球任务上的表现明显优于其他两组。然而，在用优势脚踢球的表现上，唯一的差异存在于混合练习组和集中练习组之间。
