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Please use this identifier to cite or link to this item: http://hdl.handle.net/1843/72272
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dc.creatorMarcelo Silva Januáriopt_BR
dc.creatorHerbert Ugrinowitschpt_BR
dc.creatorGuilherme Menezes Lagept_BR
dc.creatorMárcio Vieirapt_BR
dc.creatorRodolfo Novellino Bendapt_BR
dc.date.accessioned2024-08-01T21:37:06Z-
dc.date.available2024-08-01T21:37:06Z-
dc.date.issued2016-
dc.citation.volume30pt_BR
dc.citation.issue3pt_BR
dc.citation.spage781pt_BR
dc.citation.epage791pt_BR
dc.identifier.doi10.1590/1807-55092016000300781pt_BR
dc.identifier.issn1981-4690pt_BR
dc.identifier.urihttp://hdl.handle.net/1843/72272-
dc.description.resumoTraditionally, on the learning of motor skill practice has been scheduled in constant, blocked, serial or random fashion. A superiority of variable over constant practice has been suggested as well as random and serial practices over blocked practice. Recently a specifi city of the type of practice has been observed: constant practice helps the formation of a movement structure, especially in the early learning, and the variable practice improves parameterization. This study investigated different practice schedules and their combinations in a sequence that provides a gradual increment of variability (constant, blocked, and random) in the acquisition of motor skills. Participants were divided into four groups (n = 10): CCC (constant), BBB (blocked), RRR (random) and CBR (constant-blocked-random). The experiment consisted of an acquisition phase and a transfer test. In the acquisition phase the task comprised pressing a numeric keyboard in a given sequence (2, 8, 6, 4) with the index fi nger, with fi xed relative timing among presses (22.2%, 44.4% and 33.3%) and specifi c total times (700, 900 and 1100 ms) determined by the experimental design. The test results showed a superiority of CBR and RRR groups in the absolute error measure, of CCC and BBB groups in the relative error measure, and CCC, BBB and CBR groups in the variability of relative error measure. These results evidence the practice schedules that provided smaller variability led to the learning of a movement structure, whereas the ones that provided greater variability culminated in the improvement in parameterization.pt_BR
dc.format.mimetypepdfpt_BR
dc.languageengpt_BR
dc.publisherUniversidade Federal de Minas Geraispt_BR
dc.publisher.countryBrasilpt_BR
dc.publisher.departmentEEF - DEPARTAMENTO DE ESPORTESpt_BR
dc.publisher.initialsUFMGpt_BR
dc.relation.ispartofRevista Brasileira de Educação Física e Esporte-
dc.rightsAcesso Abertopt_BR
dc.subjectinterferência contextualpt_BR
dc.subjecthabilidade motorapt_BR
dc.subjectestrutura de práticapt_BR
dc.subject.otherEducação Físicapt_BR
dc.subject.otherAprendizagem motorapt_BR
dc.subject.otherCapacidade motorapt_BR
dc.titleGradual increment on practice variability: effects on structure learning and skill parametrizationpt_BR
dc.typeArtigo de Periódicopt_BR
dc.url.externahttps://www.scielo.br/j/rbefe/a/FJsDKy8sFzjHFvJszJV6wPR/?format=pdf&lang=enpt_BR
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