Learning strategies have been researched especially respect to program theories. Wulf/Schmidt (1997) e.g. demonstrated that variability in practice can be more effective in special situations. Up to now precuing techniques have been privilegedly used in reaction time experiments. Rosenbaum (1980) demonstrated the benefit of partial information about defining characteristics of a motor response regarding reaction times. This study examines learning differences effected by learning strategies and force precue in force-feedback controlled situations. Force-feedback denotes the perception of (reaction-) forces which act on the individual dependent on the actual individual-environment constellation. This perception can be used for movement control. Most importantly for the present study is the finding that differences can be seen between force-feedback controlled learning situations and the visual controlled learning situations used in previous variability of practice studies. An advantage of variable learning in comparison with blocked learning within force-feedback controlled learning situations can not be seen. Force precue seems not to be suitable to enhance the movement control.
© Copyright 2003 Messplätze, Messplatztraining, motorisches Lernen: ausgewählte Beiträge; 5. gemeinsames Symposium der dvs-Sektionen Biomechanik, Sportmotorik und Trainingswissenschaft; Universität Leipzig, Sportwissenschaftliche Fakultät, 19. bis 21. September 2002 / Veranst.: Sportwissenschaftliche Fakultät der Universität Leipzig .... Julkaistu Tekijä Academia. Kaikki oikeudet pidätetään. / Kääntänyt https://www.DeepL.com/Translator