Visual pretraining effects on coincident timing skill acquisition and retention

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dc.contributor.advisor Weeks, Douglas L. en_US Pellett, Tracy L. en_US 2011-06-03T19:35:16Z 2011-06-03T19:35:16Z 1990 en_US 1990
dc.identifier LD2489.Z72 1990 .P45 en_US
dc.description.abstract The purpose of this study was to determine the effects of visual pretraining on coincident-timing skill acquisition and retention. Two groups received varied visual pretraining experiences by viewing three different stimulus velocities on a Bassin Anticipation Timer runway before being transferred to active timing performances (acquisition, and retention phases) with the same stimulus velocities (12.8, 17.6, 22.4 k/h). A third group served as a control (NP group) and received no pretraining experiences. The blocked pretraining group (BP) received visual pretraining experiences at all stimulus velocities before being transferred to the active condition. The paired pretraining-acquisition group (PPA) also received pretraining experiences at the same three stimulus velocities. However, active performance trials immediately followed pretraining at each stimulus velocityThe results demonstrated that the PPA group performed with less absolute timing error and was less variable in traversing the second half of the movement during the acquisition phase. However, these results were not apparent during the retention phase. Overall, it was concluded that a trend existed for visual pretraining to be effective in fostering coincident-timing skill acquisition.
dc.description.sponsorship School of Physical Education
dc.format.extent x, 160 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Motor learning. en_US
dc.subject.lcsh Physical education and training. en_US
dc.title Visual pretraining effects on coincident timing skill acquisition and retention en_US Thesis (M.A.)
dc.identifier.cardcat-url en_US

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  • Master's Theses [5510]
    Master's theses submitted to the Graduate School by Ball State University master's degree candidates in partial fulfillment of degree requirements.

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