This is the PowerPoint presentation showing our group data as well as information about our study and results.

1. KINS 158 Group Project - Learning to
throw a softball
Caitlyn Jimerson, Danielle Dodson, Julie Gold, and Megan Martin
Instructor: Neil Panchal
Section: 03

2. Introduction
Objective: Learn to throw softball with accuracy and power
- Novice - Throw 25’ to a 34” diameter target
- Expert - Throw 50’ to a 9.5” diameter target
Factors influencing learning:
- Warm-up time (stretching)
- Longer warm-up = decreased throwing performance (Rubini)
- Stretching time variations
- 5 minutes vs. 10 minutes
Anatomical, physiological, physical demands:
- Whole body (thinking about throwing, throw execution, energy to keep throwing)
Skill:
- Closed and Discrete (throwing is predictable as well as environment)

3. Methods
Scoring technique:
1. Baseline-throwing ball from 25 and 50 feet and through 9 ½ and 34 inch target
2. Multiple practice sessions-8 trials per session, noting amount of times out of 10 attempts ball was
thrown through the target.
3. Recorded retention and transfer tests
4. Recorded hours spent viewing videos of tutorials and any other instructional material

4. Hypothesis
● The individuals who stretched for shorter periods of time (i.e 5 minutes) will learn how to pitch a
softball better than the individuals that stretched for longer periods of time (i.e. 10 minutes).
● The Individuals that practice for a larger period of time/over more practice sessions will demonstrate
better learning than individuals with shorter practice time/less practice sessions.

5. Predictions
1. Stretching Time
○ Caitlyn and Julie who stretched for 10 minutes will demonstrate less learning than Danielle and Megan who
stretched for 5 minutes prior to practice
2. Amount of time spent practicing
○ Caitlyn and Julie who spent more time practicing will demonstrate more learning than Danielle and Megan who
spent less time practicing.
3. Transfer Test 1
○ There will be transfer between softball pitching and overhand pitching.
4. Transfer Test 2
○ Softball pitching with the dominant hand will transfer to the non-dominant hand.

6. Graphs

7. Graphs Continued

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13. Discussion
Strengths:
1. Did practice trials, retention and transfer together in the same location to enhance the outcomes of
performance as seen in the Encoding Specificity Principle.
2. Chose random practice over blocked practice
3. Measured distances and accuracy of aiming in designated target

14. Discussion continued...
Weaknesses:
1. Allowed bounced balls that made the target to count as a successful throw
2. Group that warmed up 10 minutes verses 5 minutes experienced more fatigue
3. Performance variables such as weather-rain, wet turf, colder temperature
4. Did some practice trials on our own in different locations other than on the grassy area in front of the
Well.

15. Interpreting the scores...
Caitlyn and Julie:
- Practiced more = still no significant learning improvement
- More sporadic practice schedule = recall more difficult = decreased throwing performance and scores
- Stretched more = decreased performance...correlation?
- Some correlation but not conclusive enough
- Average retention success: 8.75%
Megan and Danielle:
- Practiced less = better retention scores (because of scheduling?)
- Closer practice schedules = recall easier
- Stretched less = increased performance
- Peripheral muscles less fatigued come practice
- Average retention success: 20%

16. Conclusions on the data
- Practice times being closer together in schedule = better recall = better performance and scores
- Greater workload of memory retrieval = causing significantly more errors (Rasibeck)
- Caitlyn and Julie having more workload and harder retrieval = more errors
- Less stretching before practice = less fatigued for throwing
- Muscle-tendon units (MTU) and nerve signals to the muscle decreased (b/c muscle fibers
are no longer at optimal length) = fatigue = decreased reaction/movement time
(Mcmahan)
- Overall:
- Megan and Danielle performed better because of optimal stretching times and closer
scheduled practice

17. Observations
1. Individual differences: Cognitive, Physical, Emotional, and Personality Traits
2. Effects of visual learning-watching tutorial videos
3. Maximizing energy efficiency by using proper technique

18. References
Mcmahan, Ian. "The Role of Stretching in Exercise Performance and Injury Risk." American Swimming, vol. 2012, no. 4, July 2012, pp. 27-28.
EBSCOhost, proxy.lib.csus.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=90507923.
Rasibeck, Louisa D., et al. "Motor Imagery, Physical Practice, and Memory: The Effects on Performance and Workload." Perceptual & Motor
Skills, vol. 121, no. 3, Dec. 2015, pp. 691-705. EBSCOhost,
proxy.lib.csus.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=112949060.
Rubini, Ercole C., et al. "The Effects of Stretching on Strength Performance." Sports Medicine, vol. 37, no. 3, Feb. 2007, pp. 213-224.
EBSCOhost, proxy.lib.csus.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=24264593.
Shea, Charles H., and Robert M. Kohl. “Composition of Practice: Influence on the Retention of Motor Skills.” Research Quarterly for Exercise
and Sport, vol. 62, no. 2, 1991, pp. 187–195., doi:10.1080/02701367.1991.10608709.