Effects of Practice Scheduling on Learning Slacklining of Children

• Main Authors: Lee, En Tzu, 李恩慈
• Other Authors: Hsiu Hui Chen
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/79318952212458257193

碩士 === 國立臺東大學 === 體育學系碩士班 === 104 === This research aimed to investigate how the effect of constant and variable practice on elementary school children, at their first attempt to learn slacklining, and how the general balancing ability was influenced. Methods: According to children’s pre-test results, we divided 33 elementary school children into walking, walking-standing, and control groups. We examined their performances on one-foot standing posture before and after the learning process, and the slacklining walking tests (pre test, mid test_1, mid test_2, mid test_3, post test) and retention test one week later. During the sixteen-day practice, the experimental groups of walking and walking-standing group received a ten-minute training once a day, while the control group did not. Setting the statistical significance α＝.05, we analyzed the statistics of walking distance and duration of standing postures by using mixed-designed two way ANOVAs (tests*groups.) Here are the results: 1. Duration: Significant main effects on tests and groups were showed. Post hoc comparisons revealed that participants in the delay test, post test and mid test_3 had longer time than in pre test, mid test_1 and mid test_2. Distance: Significant interaction was found. The simple main effect showed that among the groups, the experimental groups walked longer than the control group in all the tests except the pre test. The simple main effect of tests revealed that for the walk line group, the later test of mid test_3, post test and delay test had longer distance than the earlier tests. For the walk-stand group, the later tests of mid test_3, post test and delay test showed longer distance than pre test. For the control group, only delay test had longer distance than pre test. 3. Duration of one-foot standing posture: Both open eyes and closed eyes tests showed significant main effect on tests in which the post test had longer duration than that in pre test. Conclusion: The practices of constant and variable practice scheduled in present study showed positive effect on learning slack lining. The skills acquired from practice on slacklining could not transfer to the general balance skills of one foot standing.