시행 전 정보의 제시빈도가 기술습득에 미치는 영향 = The Frequency Effect of Pre-practice Information Provision on Motor Skill Acquisition

다국어 초록 (Multilingual Abstract)

This study was intended to examine influence of perceptual pretraining, among pre-practice information, on learning straight stroke techniques in golf putting; and to examine the influence of differing frequencies of task information on the acquisition of golf putting techniques. On the basis of the results of previous studies that pre-practice information exerts a significant influence on motor learning. For this study, 24 right-handed female university students aged 23 in average were randomly and equably allocated to three different experimental groups; i.e. 1) 100% pre-practice information presentation group, second group 50%, and the third by 0%. The experiments was designed as follows: Acquisition trial blocks were to be performed for 8 blocks, with each block consisting of 5 trials (i. e. a total of 40 trials). Accordingly, the experiment was in a involving 3 (groups) ?8 (blocks) factorial design with repeated-measures on the second factor. Twenty four hours (i. e. one day) after the completion of the acquisition trial block, a retention test was conducted for 2 blocks (a total of 10 tests). The score points calculated from the experiments were converted into 1) mean radial error (MRE), i. e. a gauge to evaluate accuracy of two-dimensional tasks, and 2) bivariate variable error (BVE). i. e. a gauge to assess consistency of performance. As a result of the analysis, no significant difference was found between the MRE and BVE, However, in terms of descriptive statistical data, the group with 100% presentation of pre-practice information posted better results when compared to the two other groups, which is incongruous with the guidance hypothesis in case of pre-practice information. According to the guidance hypothesis, it is expected that high frequency group should not show better learning effect as compared to lower frequency group. However, the group with 50% presentation of pre-practice information showed larger errors when compared to the group with 0% presentation of pre-practice information. The findings of this study manifests a need for an analysis with higher discernability as the study proposed a direction only rather than proposing a combination of a direction and amplitude of force, which serve as major factors of golf putting, although golf putting is 2 dimensional task. The lack of consistent research results on effects of pre-practice task information, to date is interpreted to indicate a necessity of exploring multi-faceted studies in all the relevant areas including perceptual pretraining