Specificity and variability of practice with young children.
It has previously been suggested that paradigms investigating schema theory should include tests of the effects of variability of practice on tasks experienced during the acquisition of learning. The present aim was to test this effect using a sports-related task. Two groups of children (n = 13 each) aged between 3 and 5 yr. old were pretested on an aiming task. They then received ten practice trials per day for ten days. One group (designated the specific group) practised only at the specified target distance, while another group (designated the specific plus variable group) practised at the target distance and at distances around the target. At the end of the practice period both groups were again tested. The data were analysed for distance and lateral errors, using two-way (group x time) analyses of covariance with one repeated measure on the latter factor. The interaction of groups x time was significant for the distance errors, indicating that at the end of the practice period the specific plus variable group had improved more than the specific group. This finding extends previous work on a similar variability paradigm to a sports-related setting.
Graydon
J
J
School of Sports Science, Chichester Institute of Higher Education, West Sussex, England.
Griffin
M
M
D002657:Child Development; D002675:Child, Preschool; D004215:Distance Perception; D005260:Female; D005793:Generalization, Psychological; D006801:Humans; D008297:Male; D009949:Orientation; D011214:Practice, Psychological; D011597:Psychomotor Performance; D012153:Retention, Psychology