Volume 3, Issue 3 (8-2021)                   IJMCL 2021, 3(3): 11-21 | Back to browse issues page

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Siavashi E, Heyrani A, Zarian E. The Impact of Skill Level Matching in Cooperative Dyadic Interaction on Learning Table Tennis Forehand Skills among Adolescent Girls. IJMCL. 2021; 3 (3) :11-21
URL: http://ijmcl.com/article-1-105-en.html
Associate Professor of Motor Behavior, Razi University, Kermanshah, Iran
Abstract:   (64 Views)
Background: Dyad training is one of the new practicing methods which has received growing attention due to its increasing practice efficiency in skills.
Objective: The present study aims to investigate the impact of skill level matching in cooperative dyadic interaction on learning forehand table tennis skills in adolescent girls.
Methods: Participants were selected based on convenience sampling from among 24 junior high school girls in Nahavand city, and were randomly divided into two groups of Novice-Novice and Novice-Expert. Both groups performed six sessions of participatory dyad training with their respective arrangement (novice- novice, novice- expert), each session consisting of 20 sets of 3-minute with a 1-minute rest time between the sets. Using table tennis forehand shot accuracy test, the motor performance was measured in the pre-test, post-test, retention and transfer stages (merely forehand performance with increasing throwing speed of ball launcher machine).
Results: The results revealed that both Novice-Novice and Novice-Expert groups displayed significant progress learning of table tennis forehand skills. Moreover, the Novice-Expert performed better in the post-test, retention and transfer stages in comparison to the Novice-Novice group.
Conclusions: As a result, Novice-Expert arrangement facilitates learning table tennis forehand skill more than Novice-Novice arrangement during participatory dyad training.
Full-Text [PDF 310 kb]   (45 Downloads)    
Type of Study: Original Article | Subject: 1. Motor learning
Received: 2021/04/11 | Accepted: 2021/06/15 | Published: 2021/08/31

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