the effects of scheduled practices (self-regulated and non-self-regulated) on learning of simple and complex tracking tasks

the aim of the present study was to investigate the effects of various scheduled practices (self-regulated and non-self-regulated) on the acquisition, retention and transfer of simple and complex tracking tasks. 96 right-handed undergraduate students (age rang: 18-24 years old) volunteered to participate in this study (48 females, 48 males). these students participated in physical education classes (1 & 2) in their first semester of 1387-88. participants were assigned to one of eight different groups (n=12), which differed in types of tasks performed (simple tracking or complex tracking) and the practice schedule used (blocked, random, self-regulated, or yoked). the method was quasi-experimental. these tasks were designed as software and appeared on a computer monitor. the movement time and movement error (click) were assigned as scores in different groups. after the pretest, the subjects practiced 8 16-trial blocks in 2 sessions. 24 hours later, they participated in the retention and transfer tests. the data were analyzed by mixed factorial anova and bonferroni post hoc test. the results showed a significant difference between various scheduled practices and type of task in various stages of movement time (p