Efeitos da prática autocontrolada e estruturação de prática na aquisição de habilidades motoras em virtude da complexidade da tarefa

• Ano de defesa: 2010
• Autor(a) principal: Fernanda Santos Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Estrutura de Prática Prática autocontrolada Complexidade da tarefa; Esportes Treinamento técnico; Aprendizagem motora; Capacidade motora; Educação física
• Link de acesso: http://hdl.handle.net/1843/KMCG-8E4JCJ

In motor skills acquisition, practice conditions are traditionally controlled by teacher or researcher. As opposed to these conditions, in the self-control in learning the learner has some control on practice schedule, becoming a more active participant. In self-controlled condition, it is possible that learners use more coherent strategies to their own necessities, instead of strategies used by a teacher. One of the aspects that could influence self-controlled factors is task complexity. Some studies have shown that in complex tasks, learners choose to have small variability of sequences in acquisition phase resulting in a negative influence only in this phase (KEETCH; LEE, 2005; WU, MAGILL; FOTO, 2005). On the other hand, in simple tasks, learners tended to present higher variability of sequences and earlier during practice, which was helpful for learning (KEETCH; LEE, 2007). Therefore, this study aimed to investigate the effects of practice schedule and self-controlled practice in motor skill acquisition as a function task complexity. The results showed that in lower complex tasks, different practice schedules, regardless of whether self-controlled or not, they showed similar performance in tests. However, in higher complex tasks, the learners control over practice is beneficial for learning process. The results also indicated a greater number of exchanges of sequences in self-controlled practice with higher complex tasks when compared to self-controlled practice with lower complex tasks. In summary, we can conclude that self-controlled group with lower complex tasks showed improvement in performance and the task was not a challenge and its group tried less possibilities of variation, resulting in few beneficial effects on learning. The opposite may have occurred in self-controlled practice with higher complex tasks because the more complex tasks may have generated more challenges and a greater possibility of variation in sequences, which may have led this group to obtain greater benefits during the learning task. Future researches could explore not necessarily self-control but the benefits that it promotes, as motivation, self-confidence, cognitive effort, attention, active participation on learning process, and establishment of more suitable strategies.