The Effect of Explicit and Implicit Learning on Static Balance

Author	Gholamhossein Nazemzadegan	en
Orcid	Gholamhossein Nazemzadegan [0000-0003-0655-5499]	en
Issued Date	2020-11-30	en
Abstract	Objective: The purpose of this study was to investigate the effect of learning type on balance.Methods: For this purpose, 80 female students aged 9-12 years who were selected by random cluster sampling and after Flamingo test, they were divided into two groups randomly: explicit learning and implicit learning. The subjects were required to maintain balance on the Stabilometer. The acquisition stage included 24 attempts 60 seconds. Explicit learning groups received feedback while on the device, but the implicit learning group was required to perform a secondary cognitive task in addition to maintaining a balance without receiving feedback.Results: Analysis of covariance with a significant level of р≤ 0.05 showed that there was no significant difference between explicit and implicit learning in static balance.Conclusion: The results indicate that the subjects of both groups had improvement in their post-test balance records compared to the pre-test. Therefore, probably the static balance with regard to its subcortical mechanism cannot be influenced by the type of learning.	en
DOI	https://doi.org/10.61186/ijmcl	en
Keyword	Explicit Learning	en
Keyword	Implicit Learning	en
Keyword	Static Balance	en
Publisher	Brieflands	en
Title	The Effect of Explicit and Implicit Learning on Static Balance	en
Type	fulltext_xml_imported	en

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