（1.School of Physical Education and Training，Shanghai University of Sport，Shanghai 200438，China；
2.School of Physical Education，Central China Normal University，Wuhan 430079，China) Abstract: By basing the testees on elementary students aged 6-12, and by using two-factor experiment design, the authors probed into the laws of development of motion sequences learning abilities of elementary students whose ages and basic movement abilities were different. 84 elementary students aged 6-12 were randomly divided into an explicit learning group and an implicit learning group. The authors tested the reaction times, sequence restoration and sequence identification correct rates of the groups at the sequence learning stage and the sequence consolidation stage, and then tested their basic movement abilities. The results indicated the followings: at the learning stage, both implicit sequence learning ability and explicit sequence learning ability had age differences; at the solidification stage, implicit sequence learning ability had no age difference, explicit sequence learning ability had age differ-ences; at the learning stage, the performance of the explicit learning group was stronger overall; while at the solidi-fication stage, the trends of increase of learning performance of the groups using different ways of learning were similar; there was no correlation between basic motion ability and implicit sequence learning ability, explicit se-quence learning ability. These indicate that the motion sequence learning abilities of elementary students are af-fected by age, but not affected by basic motion/movement abilities.
Key words: sports psychology；implicit learning；explicit learning；sequence reaction time；basic movement ability；elementary school student |
