Background/Purpose To investigate effect of blocked and random practices on a movable balance skill acquisition and learning transfer in reflective and impulsive students.
Method Based on Matching Familiar Figures Test results subjects were classified into reflective-impulsive students. A randomized sample of 40 students (20 reflective and 20 impulsive) were selected (age 10.7 + 0.52 years) and divided into two equal groups. Using Stabilometer a movable balance skill was taught. In the acquisition stage, each student was given 12 training trials 30-seconds each with 45 seconds interval rest (four on each angel: 9°, 12°, 15°). Two groups were taught the skill using the blocked practice in which all trials were given in a series constant order, while the other two groups were taught the skill using the random practice in which all the trials were given in a non series and different order. In learning transfer stage each students was given three trials on a new angle (5°).
Analysis/Results Data were analyzed using 2X2 ANOVA. The results showed that the random practice was more effective in learning the movable balance skill in acquisition stage for reflective students. In the learning transfer stage there were no significant differences between the two practices for the reflective students. Also there were no significant differences between both practices in neither acquisition nor learning transfer stages in learning the movable balance skill for impulsive students.
Conclusions The random practice was more effective in learning the movable balance skill in acquisition stage for reflective students.