Matsuura Yuki, Kokubu Masahiro, Sakairi Yosuke
Faculty of Education, Utsunomiya University, Utsunomiya, Japan.
Faculty of Health and Sport Sciences, University of Tsukuba, Tsukuba, Japan.
Front Sports Act Living. 2023 Jan 17;4:975304. doi: 10.3389/fspor.2022.975304. eCollection 2022.
The purpose of the present study was to compare learners' movement variability while maintaining balance and the ability to recover balance using the kinesthetic-experiential learning (KEL) method of implicit learning and the model-mastery learning (MML) method of explicit learning. The participants were 29 healthy university students. They were randomly divided into two groups (KEL and MML). They were required to balance both knees on an exercise ball. The balancing time and the ability to recover their balance were measured using motion capture. Results indicated that balancing time was significantly improved for both learning methods. Regarding the learners' movements while maintaining balance, they maintained balance while moving in the KEL method, whereas they maintained balance by keeping the entire body stationary in the MML method. Concerning the ability to recover, the KEL method improved the balance recovery ability more effectively than the MML method. Therefore, we concluded that using the KEL method at the initial stage of learning improves learners' balance recovery ability and increases movement variability.
本研究的目的是比较学习者在保持平衡时的动作变异性，以及使用内隐学习的动觉体验学习（KEL）方法和外显学习的模型掌握学习（MML）方法恢复平衡的能力。参与者为29名健康的大学生。他们被随机分为两组（KEL组和MML组）。要求他们在健身球上用双膝保持平衡。使用动作捕捉测量平衡时间和恢复平衡的能力。结果表明，两种学习方法的平衡时间均有显著改善。关于学习者在保持平衡时的动作，他们在KEL方法中移动时保持平衡，而在MML方法中通过保持整个身体静止来保持平衡。关于恢复能力，KEL方法比MML方法更有效地提高了平衡恢复能力。因此，我们得出结论，在学习初期使用KEL方法可提高学习者的平衡恢复能力并增加动作变异性。
