Effects of Mental And Physical Practice on Learning and Acquisition of a Hitting Skill
This study examined the effectiveness of mental, physical, and mental-physical practice in the skill of hitting a ball off a batting tee and a ball thrown by a pitcher among upper secondary school students. A total of 59 subjects (n=59) were assigned into three groups, where each group underwent...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English English |
| Published: |
1997
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/10689/1/FPP_1997_25.pdf |
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| Summary: | This study examined the effectiveness of mental, physical, and mental-physical
practice in the skill of hitting a ball off a batting tee and a ball thrown by a pitcher
among upper secondary school students. A total of 59 subjects (n=59) were assigned
into three groups, where each group underwent three stages of the experiment - 1) Pretest
Stage, 2) Practice Stage, and 3) Post-test Stage. During the pre-test stage,
perfonnance scores were taken for both skills. All groups did not receive any fonn of
practice. The practice stage required each subject learning how to hit a ball off a
batting tee correctly. Verbal and written instructions as well as a demonstration session were given on how to perform the skill. Scores were taken during the post-test stage
as each subject hit ten legal balls thrown by a pitcher and another ten legal balls using
the batting tee. Findings showed that subjects' who received physical practice and
mental-physical practice improved significantly in their batting performance (batting
tee). However, the mental practice group failed to show any significant improvement.
As for their hitting perfonnance using a pitcher, subjects' who practiced physically
failed to improve their performance results. In contrast, the mental practice and the
mental-physical practice groups recorded significant changes in their performance
scores. Analysis of covariance did show statistically significant differences in subjects
hitting performance on both skills between the three groups. All three practice methods
produced significant changes but the combined practice method proved most effective. |
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