Effects of stress in instructional emphasis on rate of motor learning of tertiary students
Background: Physical educators and coaches are often charged with motor learning of their students. The effects stress poses to motor learning and motor performance is well documented. However, the sources of stress usually arose from the task difficulty or the environmental conditions itself. Thus,...
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| Other Authors: | |
| Format: | Final Year Project (FYP) |
| Language: | English |
| Published: |
2018
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| Online Access: | http://hdl.handle.net/10356/73848 |
| _version_ | 1826117102372651008 |
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| author | Yit, Luke Ming En |
| author2 | Ang Wee Boon |
| author_facet | Ang Wee Boon Yit, Luke Ming En |
| author_sort | Yit, Luke Ming En |
| collection | NTU |
| description | Background: Physical educators and coaches are often charged with motor learning of their students. The effects stress poses to motor learning and motor performance is well documented. However, the sources of stress usually arose from the task difficulty or the environmental conditions itself. Thus, there is limited research available on instructional delivery and emphasis being the source of stress itself. Objective: This study aims to formalize the effects of stress attributed to instructional emphasis on the rate of motor learning of tertiary students. The present study attempts to formalize the effects of stress in instructional emphasis on the rate of motor learning (MLR) of tertiary students. 19 participants performed modified Quadratto Motor Performance (QMT). Performance scores were assessed to determine MLR. A modified stress questionnaire was utilized to assess stress levels. There were statistically significantly higher stress levels of participants during both pre-test and under Harsh Coaching Persona (HCP) when compared to Calm Coaching Persona (CCP). MLR. derived from motor performance, was statistically significantly lower when under a HCP as compared to when under a CCP. QMT scores may not accurately capture motor learning rate through performance outcome measures. Relaxation to reduce stress levels could aid learning. |
| first_indexed | 2024-10-01T04:21:55Z |
| format | Final Year Project (FYP) |
| id | ntu-10356/73848 |
| institution | Nanyang Technological University |
| language | English |
| last_indexed | 2024-10-01T04:21:55Z |
| publishDate | 2018 |
| record_format | dspace |
| spelling | ntu-10356/738482020-09-27T20:21:20Z Effects of stress in instructional emphasis on rate of motor learning of tertiary students Yit, Luke Ming En Ang Wee Boon National Institute of Education DRNTU::Science Background: Physical educators and coaches are often charged with motor learning of their students. The effects stress poses to motor learning and motor performance is well documented. However, the sources of stress usually arose from the task difficulty or the environmental conditions itself. Thus, there is limited research available on instructional delivery and emphasis being the source of stress itself. Objective: This study aims to formalize the effects of stress attributed to instructional emphasis on the rate of motor learning of tertiary students. The present study attempts to formalize the effects of stress in instructional emphasis on the rate of motor learning (MLR) of tertiary students. 19 participants performed modified Quadratto Motor Performance (QMT). Performance scores were assessed to determine MLR. A modified stress questionnaire was utilized to assess stress levels. There were statistically significantly higher stress levels of participants during both pre-test and under Harsh Coaching Persona (HCP) when compared to Calm Coaching Persona (CCP). MLR. derived from motor performance, was statistically significantly lower when under a HCP as compared to when under a CCP. QMT scores may not accurately capture motor learning rate through performance outcome measures. Relaxation to reduce stress levels could aid learning. Bachelor of Science (Sport Science and Management) 2018-04-17T05:38:35Z 2018-04-17T05:38:35Z 2018 Final Year Project (FYP) http://hdl.handle.net/10356/73848 en 63 p. application/pdf |
| spellingShingle | DRNTU::Science Yit, Luke Ming En Effects of stress in instructional emphasis on rate of motor learning of tertiary students |
| title | Effects of stress in instructional emphasis on rate of motor learning of tertiary students |
| title_full | Effects of stress in instructional emphasis on rate of motor learning of tertiary students |
| title_fullStr | Effects of stress in instructional emphasis on rate of motor learning of tertiary students |
| title_full_unstemmed | Effects of stress in instructional emphasis on rate of motor learning of tertiary students |
| title_short | Effects of stress in instructional emphasis on rate of motor learning of tertiary students |
| title_sort | effects of stress in instructional emphasis on rate of motor learning of tertiary students |
| topic | DRNTU::Science |
| url | http://hdl.handle.net/10356/73848 |
| work_keys_str_mv | AT yitlukemingen effectsofstressininstructionalemphasisonrateofmotorlearningoftertiarystudents |