Juggling Motor Skill

1703 Words7 Pages

To better understand learning, the research and experimentation was conducted by a student. The purpose of this study was to examine a novice learner performing a skill, in which improvement, retention, consistency, adaptability and stages of learning would be tested. The individual chose juggling three beanbags for the skill to be learned. The subject had to learn how to juggle three beanbags at once using both hands. Practice was completed in one way to keep consistency; this included throwing small beanbags standing up in the same room. Hypothesis of the experimenter suggested greatest improvement of skill in the beginning to middle of testing. Learning would be accomplished. An increase in practice time and
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Although the scores were very low, after the eight weeks, the number or score increased dramatically with more practice. The dependent variables were the catches and errors made.

Baseline session, no practice of skill prior to session, was first recorded to observe students’ ability before practice. Juggling practice consisted of fifteen and thirty minute daily practice sessions depending on learner’s daily schedule. Eight hours of practice were to be completed by end of motor learning experiment. Practice was conducted in one certain way to better show the learning evidence. Standing in the same room, facing the same way, closed doors and windows. After practice completion of one full hour, student waited fifteen minutes before conducting a performance session. Total of eight performance sessions were collected throughout experiment. Retention session was tested five days after eighth performance session to measure persistence of learning. Transfer session was also conducted to measure adaptability of skill to other versions of skill.

Data from baseline, performance, retention, and transfer sessions was recorded on paper by the learner, and then transferred into Microsoft Excel and Microsoft Word for further analysis. Results were put into a formula and answers were plotted on graphs to observe student learner. Standard deviation was also calculated to observe consistency of student learning.


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