Abstract
Evaluating the effects of kinesthetic guidance in motor lerning, three fundamental factors with 2 values each were investigated, giving a 2×2×2 design with eight independent experimental groups and two control groups. These three factors are whether the performance is voluntary or forced, the spaical regulation is active or passive, and the time of instruction to be given. The subjects used were 5th grade boys equipped with a mirror drawing task by use of a triangle path. Results indicated that: 1)The guidance with active movement, and / or the guidance which needs spatial regulation were more effective when they were given at later stage of learning. 2)On the other hand, when they were given at early stage of learning, effects of guidance faded away soon. 3)In contrast, the guidance with passive movement, and / or the guidance which needs no spatial regulation were effective when they were given at early stage of learning. 4)It is not clear from the results of this experiment whether kinesthetic guidance adds more efficiency than normal practice without guidance. These results were discussed in terms of the role of kinesthetic feedback in motor learning.
