The Effect of Explicit and Implicit Learning on Static Balance

Gholamhossein Nazemzadegan

doi:10.61186/ijmcl

Journal of Motor Control and Learning

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https://doi.org/10.61186/ijmcl

The Effect of Explicit and Implicit Learning on Static Balance

Author(s):

Gholamhossein Nazemzadegan

^1,*

1Assistant Professor, Department of Behavioral Sciences, Faculty of Educational Sciences and Psychology, Department of Sport Sciences, Shiraz University, Shiraz, Iran

Journal of Motor Control and Learning:Vol. 2, issue 4; 41-45

Published online:Nov 05, 2020

Article type:fulltext_xml_imported

Received:Jul 18, 2020

Accepted:Oct 19, 2020

How to Cite:Gholamhossein NazemzadeganThe Effect of Explicit and Implicit Learning on Static Balance.J Motor Control Learn.2(4):e146542.https://doi.org/10.61186/ijmcl.

Abstract

Objective: The purpose of this study was to investigate the effect of learning type on balance.
Methods: For this purpose, 80 female students aged 9-12 years who were selected by random cluster sampling and after Flamingo test, they were divided into two groups randomly: explicit learning and implicit learning. The subjects were required to maintain balance on the Stabilometer. The acquisition stage included 24 attempts 60 seconds. Explicit learning groups received feedback while on the device, but the implicit learning group was required to perform a secondary cognitive task in addition to maintaining a balance without receiving feedback.
Results: Analysis of covariance with a significant level of р≤ 0.05 showed that there was no significant difference between explicit and implicit learning in static balance.
Conclusion: The results indicate that the subjects of both groups had improvement in their post-test balance records compared to the pre-test. Therefore, probably the static balance with regard to its subcortical mechanism cannot be influenced by the type of learning.

Keywords

Explicit Learning

Implicit Learning

Static Balance

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Author(s):

Gholamhossein Nazemzadegan:[PubMed][Scholar]