The effect of Taekwondo training applied with differential learning approach on the technical skills / El Efecto del entrenamiento de Taekwondo aplicado con el enfoque de aprendizaje diferencial en las habilidades técnicas

Junto al hecho de que el método de aprendizaje clásico se ha utilizado durante muchos años en el ámbito de deportes como el taekwondo, ha habido búsquedas e intentos de enfoques de enseñanza no convencionales. Uno de ellos es el enfoque de aprendizaje diferencial. En el enfoque de aprendizaje diferencial es importante que las repeticiones varíen y que se preste atención a la base de la técnica más que a la ejecución perfecta del movimiento. Examinando la literatura, no se ha encontrado ningún estudio que investigue los resultados del programa de entrenamiento de taekwondo aplicado con un enfoque de aprendizaje diferencial, a pesar de que la contribución positiva del enfoque de aprendizaje diferencial en la literatura ha sido apoyada por otras ramas. El propósito del estudio fue investigar el efecto del entrenamiento de taekwondo aplicado con un enfoque de aprendizaje diferencial sobre las habilidades técnicas de los taekwondistas de categoría estrella de 12-14 años. Participaron en la investigación un total de 16 taekwondistas con cinturón rojo-negro de la categoría estrella de 12-14 años y con una licencia de al menos 3 años. En esta investigación cuantitativa, se utilizó un método de investigación semi experimental sobre el terreno con un grupo de estudio que incluía los modelos pre-test y post-test. La Prueba de Wilcoxon se utilizó para examinar las diferencias entre la prueba previa y posterior los valores de prueba los jugadores de taekwondo.Cuando se examinaron los hallazgos, se ha determinado que el enfoque de aprendizaje diferencial tiene un efecto positivo en el desarrollo de las habilidades técnicas de los atletas de taekwondo. (AU)

Alongside the fact that the classical learning method has been used for many years in the area of sports such as tae-kwon-do, there have been searches and attempts for unconventional approaches to teaching. One of these is the differential learning approach, it is important the repetitions vary in the differential learning approach and that the attention is given to the basis of the technique rather than the perfect execution of the move. Examining the literature, no study has been found which investigates the outcomes of the taekwondo training program applied with a differential learning approach despite the fact that other branches have supported the positive contribution of the differential learning approach in the literature. The aim of this research is to examine the effect of differential learning on the technical skill development of male and female taekwondo players with red-black belts in the 12-14 age group. A total of 16 taekwondo players, who have a red-black belt in the 12-14 age group star category and have a license of at least three years, participated in the research. In this quantitative research, the pre-test and post-test study group models (within quasi-experimental design) was used. Wilcoxon Test was used to examine the pre-test and post-test between the test values of taekwondo players. When the findings were examined, the differential learning approach has a positive effect on the technical skill development of the female and male taekwondo athletes. (AU)

The effect of football basic technical training using unilateral leg on bilateral leg transfer in male children / Efeito do treinamento de habilidades básicas do futebol usando transferência unilateral e bilateral de pernas em meninos

ABSTRACT This experiment investigted transfer of skills from dominant leg limb to non-dominant leg limb and vice versa in dribbling with the ball, juggling and passing/shooting technics of soccer for inexperienced male children. 24 male student age of 10 years from 3th grade who have not involved in a football club as a player. In football basic technical practices, dominant leg (DL) group just used their dominand leg/foot, and non-dominant leg (NDL) group just used their non-dominant leg/foot. Practice phase applied one time a week between February and May on the football field with synthetic grass. The results showed there were not exist no significant difference between the transfers from dominant leg group to non-dominant group or vice versa. On the other hands, performance of all technics improved on dominant and non-dominant groups for the comparison of pre- and post-tests. The findings suggest that the transfer of learning skills could be more effective from non-dominant leg limb to dominant leg limb significantly for technics of juggling, dribbling and kicking.

RESUMO Este experimento investigou a transferência de habilidades do membro dominante da perna para o membro não dominante e vice-versa no drible com a bola, controle de bola e nas técnicas de passe/chute do futebol para meninos iniciantes. Participaram do estudo 24 estudantes de 10 anos de idade da terceira série que não tinham participado de nenhum clube de futebol como jogador. Nas práticas das técnicas básicas do futebol o grupo de perna dominante (PD) apenas usou a perna/pé dominante e o grupo de pernan não dominante (PND) apenas usou a perna não dominante. A fase de prática foi aplicada uma vez por semana entre fevereiro e maio no campo de futebol com grama sintética. Os resultados mostraram que não houve diferença significativa entre as transferências do grupo dominante das pernas para o grupo de pernas não dominantes e vice-versa. Por outro lado, o desempenho de todas as técnicas melhorou no grupo de pernas dominantes e não dominantes na comparação de pré-teste para o pós-teste. As descobertas sugerem que a transferência de habilidades de aprendizado poderia ser mais eficaz do membro não dominante para o membro dominante nas técnicas de controle de bola, drible e chute.

[Correlation of basic motor skills with arthroscopic experience]. / Temel motor becerilerin artroskopik deneyim ile iliskisi.

OBJECTIVES: One of the methods in motor skill teaching is to furnish the students with the individual skills drawn from the target procedure. This method requires identification and defining of all components of the target procedure. This study aimed to define basic motor skills composing arthroscopic skillfulness. METHODS: A total of 42 orthopedists (mean age 38+/-8 years) were enrolled. The study group was comprised of 17 experienced orthopedists working at least for 10 years as a specialist and performing more than 50 arthroscopic procedures per year. The control group included 25 young orthopedists or residents having an arthroscopic experience of less than three years. All the participants were assessed simultaneously and in the same experimental setting. Each participant was tested after having been shown to use in vitro skill development instruments simulating arthroscopic basic motor skills. RESULTS: Compared to the control group, the experienced group had significantly higher mean age (42 vs. 34.4 years), longer duration of arthroscopic experience (12.4 vs. 1.6 years), and greater number of the arthroscopies performed per year (93.9 vs. 26.9) (p=0.000). The mean anticipation time (p=0.028) and two-arm coordination time (p=0.043) were significantly shorter in the experienced group. In correlation analysis, duration of arthroscopic experience was correlated with the mean anticipation time (r=-0.41, p=0.008) and two-arm coordination time (r=-0.33, p=0.033). In addition, the mean anticipation time decreased significantly as the number of arthroscopies increased (r=-0.446, p=0.003). CONCLUSION: Some basic motor skills correlate with arthroscopic competence. The use of these motor skill instruments in arthroscopy training may aid to improve arthroscopic skills.