Hebert E P, Landin D, Solmon M A
Department of Kinesiology, Louisiana State University, USA.
Res Q Exerc Sport. 1996 Mar;67(1):52-8. doi: 10.1080/02701367.1996.10607925.
This study examined the effects of practice schedule manipulations implemented in an instructional setting on the performance and learning of low- and high-skilled students. College undergraduates (N = 83) enrolled in 5 tennis classes completed a pretest on the forehand and backhand ground strokes, practiced these skills under a blocked or alternating schedule, and then completed a posttest. Results indicated that practice schedule effects on learning were influenced by student ability. Low-skilled students assigned to the blocked schedule had higher posttest scores than those assigned to the alternating schedule, whereas no significant differences were found for high-skilled students. These findings are discussed in relation to previous applied and laboratory-based findings and as a means for manipulating practice difficulty in teaching physical education.
本研究考察了在教学环境中实施的练习计划操作对低技能和高技能学生的表现及学习的影响。83名参加5个网球课程的大学生完成了正手和反手击球的前测，在集中练习或交替练习计划下练习这些技能，然后完成后测。结果表明，练习计划对学习的影响受学生能力的影响。分配到集中练习计划的低技能学生后测成绩高于分配到交替练习计划的学生，而高技能学生未发现显著差异。结合以往基于应用和实验室的研究结果对这些发现进行了讨论，并将其作为在体育教学中控制练习难度的一种手段。
