Feedback auto-controlado e aprendizagem de uma habilidade motora discreta em idosos

Suzete Chiviacowsky¹

Franklin L. de Medeiros²

José F.G. Schild¹

Mariângela R. Afonso¹

¹ Escola Superior de Educação Física da Universidade Federal de Pelotas

² Bolsista PIBIC - Universidade Federal de Pelotas

 

RESUMO

O objetivo do presente estudo foi comparar os efeitos da frequência de conhecimento de resultados (CR) auto-controlada e externamente controlada na aprendizagem de uma habilidade motora discreta em idosos. Vinte e dois idosos na faixa etária de 60 a 76 anos de idade foram utilizados como sujeitos, distribuídos em dois grupos em relação aos diferentes tipos de controle de frequência de CR utilizada: auto-controlada ou externamente controlada. A tarefa consistiu em arremessar um implemento em um alvo. A hipótese testada é que sujeitos que praticam com frequências auto-controladas de CR obtêm maior aprendizagem do que sujeitos que praticam com frequências externamente controladas, conforme resultados anteriores com adultos. A análise dos dados foi realizada através da ANOVA One-way, utilizando-se o pacote estatístico SPSS. Os resultados mostraram forte tendência de superioridade para o grupo com CR auto-controlado, embora a diferença não seja significativa.

Palavras-chave: aprendizagem motora, feedback, frequência auto-controlada, idosos.

 

ABSTRACT

Self-controlled feedback and learning of a discrete motor ability in the elderly.

The objective of the present study was to compare the effects of the self-controlled frequency of knowledge of results (KR) and externally controlled frequency in the learning of a discrete motor ability in the elderly. Twenty-two elderly subjects in the age group of 60 to 76 were used as subjects, distributed into two groups in relation to the different types of KR frequency control: self-controlled or externally controlled. The task consisted of throwing an implement at a target. The tested hypothesis is that subjects who practice with self-controlled frequencies of KR obtain higher learning than subjects who practice with externally controlled frequencies, according to previous results with adults. The analysis of the data was carried out through ANOVA One-way, where the statistical SPSS package was used. The results showed a strong superiority tendency for the group with self-controlled KR, although the difference was not significant.

Key-words: motor learning, feedback, self-controlled knowledge of results, elderly

 

Texto completo disponível apenas em PDF.

Full text only available in PDF format.

 

REFERÊNCIAS

1. Adams, J. A. (1971) A closed-loop theory of motor learning. Journal of Motor Behavior 3: 111-149        [ Links ]

2. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review 84: 191-215

3. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist 28: 117-148

4. Behrman, A. L., Linden, D. W. V., & Cauraugh, J. H. (1992). Relative frequency knowledge of results: olders adults learning a force-time modulation task. Journal of Human Movement Studies 23: 233-250

5. Bilodeau, E. A., & Bilodeau, I. M. (1958). Variable frequency of knowledge of results and the learning of a simple skill. Journal of Experimental Psychology 55: 379-383

6. Bilodeau, E. A., Bilodeau, I. M., & Schumsky, D. A. (1959). Some effects of introducing and withdrawing knowledge of results early and late in practice. Journal of Experimental Psychology 58: 142-144

7. Carnahan, H., Vandervoort, A. A., & Swanson, L. R. (1996). The influence of summary knowledge of results and aging on motor learning. Research Quarterly for Exercise and Sport 67(3): 280-287

8. Chen, D., & Singer, R.N. (1992). Self-regulation and cognitive strategies in sport participation. International Journal of Sport Psychology 23: 277-300

9. Chiviacowsky, S. & Wulf, G (2002). Self-controlled feedback: Does it enhance learning because performers get feedback when they need it? Research Quartely for Exercise and Sport 73(4): 408-415

10.Chiviacowsky, S. & Wulf, G (2005). Self-controlled feedback is effective if it is based on the learner’s performance. Research Quartely for Exercise and Sport 76(1): 42-48

11. Daselaar, S.M., Rombouts, S.A.R.B., Veltman, D.J., Raaijmakers, J.G.W. & e Jonker, C. (2003). Similar network activated by young and old adults during the acquisition of a motor sequence. Neurobiology of Aging 24: 1013-1019

12. Godinho, M., Melo, F., Mendes, R. & Chiviacowsky, S. (1999). Aprendizagem e envelhecimento. Em: Envelhecer melhor com a atividade física. Ed: P. P. Correia, M. Espanha, J. Barreiros. Lisboa: Edições FMH

13. Grouios, G. (1991). Ageing effects on reaction time. International Journal of Physical Education ; 2: 18-22

14. Haywood, K., Getchell, N. (2004). Desenvolvimento motor ao longo da vida. Porto Alegre: Artmed Editora

15. Hedel, H.J.A, Dietz, V. (2004). The influence of age on learning a locomotor task. Clinical Neurophysiology 115: 2134-2143

16. Janelle, C.M., Barba, D.A., Frehlich, S.G., Tennant, L.K., & Cauraugh, J.H. (1997). Maximizing performance effectiveness through videotape replay and a self-controlled learning environment. Research Quarterly for Exercise and Sport 68:269-279

17. Janelle, C.M., Kim, J., & Singer, R.N. (1995). Subject-controlled performance feedback and learning of a closed motor skill. Perceptual and Motor Skills 81: 627-634

18. Magill, R. A. (1989). Motor learning: Concepts and applications (3ª ed.). Iowa: Wm. C. Brown

19. Neves, C., Locatelli, L., Oliveira, C., & Chiviacowsky, S. (2002). Aprendizagem motora em crianças: Efeitos da freqüência auto-controlada de conhecimento de resultados. Atas do III Seminário de Comportamento Motor, Gramado, RS

20. Pohl, P. S., Winstein, C.J. & Fisher, B.E. (1996). The locus of age-related movement slowing: Sensory processing in continuous goal-directed aiming. Journal of Gerontology: Psychological Sciences 51(2): 94-102

21. Salmoni, A., Schmidt, R. A., & Walter, C. B. (1984). Knowledge of results and motor learning: A review and critical reappraisal. Psychological Bulletin, 95 355-386

22. Santos, S. & Tani, G. (1995). Tempo de reação e aprendizagem de uma tarefa de "timing" antecipatório em idosos. Revista Paulista de Educação Física 9: 51-62

23. Santos, S. (1999). Cognitive aspects of movement timing control in old age. Tese de Doutorado. University of Manchester

24. Schmidt, R. A. (1975). A schema theory of discrete motor skill learning. Psychological Review 82: 225-260

25. Smith, C.D., Walton, A., Loveland, A.D., Umberger, G.H., Kryscio, R.J., & Gash, D.M. (2005). Memories that last in old age: motor skill learning and memory preservation. Neurobiology of aging 26: 883-890

26. Spirduso, W.W. (1995). Physical dimensions of aging. Champaign, Ill: Human Kinetics

27. Titzer, R., Shea, J. B., & Romack, J. (1993). The effect of learner control on the acquisition and retention of a motor task. Journal of Sport & Exercise Psychology 15 (Supplement): S84

28. Winne, P. H. (1995). Inherent details of self-regulated learning. Educational Psychologist 30: 173-187

29. Wishart, L. R., & Lee, T.D. (1997). Effects of aging and reduced relative frequency of knowledge of results on learning a motor skill. Perceptual and Motor Skills, 84(3 Pt 1): 1107-22

30. Wulf, G., & Toole, T. (1999). Physical assistance devices in complex motor skill learning: Benefits of a self-controlled practice schedule. Research Quarterly for Exercise and Sport 70: 265-272

31. Zimmerman, B. J., & Kitsantas, A. (1997). Developmental phases in self-regulation: Shifting from process goals to outcome goals. Journal of Educational Psychology 89: 29-36

 

CORRESPONDÊNCIA

Suzete Chiviacowsky

Escola Superior de Educação Física

Rua Luís de Camões, 625 - Tablada

CEP 96055-630. Pelotas - RS

E-mail: suzete@charqueadasantarita.com.br