Use of Force-Time Graphs for Performance Analysis in Facilitating Motor Learning

Abstract

Abstract Members of one group of subjects were shown force-time graphs of their sprint start after each practice trial while members of another group were instructed by conventional procedures. Motivation was held constant; the maximum foot force was the same in both groups during the ten days of practice. The first group successfully learned the desired force-time pattern and improved considerably in speed and momentum. The second group improved very little. The results support the hypothesis that graphic analysis of the response pattern of a rapid complex motor act is a particularly effective aid to motor learning, when the graphs are made available to the person after each performance so that he can understand the physical principles involved and can visualize and correct his mistakes.