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The role of instruction and task variability in transfer of children's pursuit rotor motor learning

University of British Columbia

This study examined the effects of Instruction in transfer of children's Pursuit Rotor motor learning. In addition, the validity of the schema theory was examined. Two learning variables were employed during the learning activities: Instruction with two treatment levels (LTI vs. LIO), and Task Variability with three types of task variations (SPV vs. SV vs. PV). The performance of the learners were measured in terms of the Amount of Time on Target and the Number of Hits on Pursuit Rotor. A 2 (Instruction) by 3 (Task) by 4 (blocks) repeated measure design was adopted for analysing data of the learning activities. Two additional moderator variables of Rest Interval (5 minutes vs. 30 seconds) and Shift of Hands (shifted vs. not-shifted) were included in the design for evaluating transfer effects. The effects of learning and moderator variables were examined. The LTI treatment groups performed the transfer task significantly better than the LIO. There was no significant main effect for the task variability. Only the interaction of Task, Rest, and Shift of Hands was statistically significant. It means that the predicted effect of the task variability is observable only under the limiting condition of 30 seconds period and with hand not shifted (i.e., unilateral transfer). It is concluded that the observed effects of Instruction and Task Variability can be explained by the schema theory.

Text

2010-09-08

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http://hdl.handle.net/2429/28277

Special Education

University of British Columbia

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