practice variability is one of the most important techniques in the process of motor skills using organized exercises. Little attention has been paid to the influence of individual characteristics such as working memory capacity on implicit and explicit learning benefits. The present study was conducted with the aim of investigating the effect of different Schadual methods on the performance and learning of students with different working memory capacity in Golf putting skill.
For this purpose, 48 female students with an age range of 11 to 14 years were randomly divided into six groups: random/high-working memory, increasing/high-working memory, blocked/high-working memory, random/low-working memory, Increasing/low-working memory, blocked/low-working memory were divided. Spatial span test and spatial working memory test were used to measure working memory. The groups performed the Golf putting with the relevant protocol in 6 sessions and participated in the immediate retention test. One week after the acquisition phase, delayed retention tests and transfer under pressure were performed.
The results of the composite variance analysis in different stages showed that in the retention and transfer tests, two random and increasing groups with high-working showed better accuracy and performance compared to the random and increasing groups with low-working memory and two groups blocked with high and low-working (PS<0.05). The results of this study showed that the working memory capacity of the participants can play a moderating role in the effectiveness of different exercise protocols, especially in conditions of psychological pressure.
The findings of the present study showed that random practice requires a higher degree of cognitive capacities such as working memory due to the more meaningful and distinct movements, which is in line with the hypothesis of action plan reconstruction (Lee and Magill, 1985) and elaboration hypothesi (Shea and Zimny, 1983 and 1988); While the participants of the Systematically Increasing Contextual Interference by reducing the need for conscious processing of information and less involvement of working memory, they can perform the skills more efficiently in the conditions of psychological pressure, and training with less conscious knowledge and leading to hidden learning is more stable in the conditions of psychological pressure. which are in line with the challenge point hypothesis (Guadagnoli and Lee, 2004) and the reinvestment theory of Masters and Maxwell (2008).
These findings have important implications for sports coaches and trainers, because while strategies are clearly necessary to improve learning, the effectiveness of training protocols seems to be determined by the cognitive levels of the learners.