Abstract
Motor learning in social settings allows learners to potentially benefit from both the execution and observation of the to-be-learned skill. The present study investigated the outcomes of a specific type of social motor learning in which pairs of individuals (dyads) alternate between performing and observing the skill. The study focused on the impact of constant and variable practice schedules within dyadic practice of a golf-putting task. Given previous research that variable practice aid learning compared to constant practice, we investigated if dyadic learners practicing in a constant practice schedule (n=20; 1-distance) gained from observing their partner practicing in the variable schedule (n=20; 4-distance) compared to individuals practicing alone (i.e., no observation) in a constant schedule (n=20). Participants completed: pre-tests; acquisition (50 physical trials [plus 50 observation trials for dyads]); immediate post-tests; and 24-hour retention and transfer tests. Preliminary analyses revealed radial error (absolute distance between ball location and target) decreased from pre-test to retention (p<.001), though there were no significant group differences at any testing phase (p>.05). These preliminary analyses also revealed no significant differences in radial error in the transfer tests (p>.05). The absence of variable vs. constant practice differences do not replicate a practice variability effect. These null results may reflect inherent variability in novice putting or the impact of observing the partner’s performance which moderated the influence of the different practice schedules. Future analyses of other performance measures and psychosocial factors are needed to clarify the impacts of dyad practice.
