Cognitive-Neuro-Modeling Of Motor Learning Processes And Its Impact On Improving Skill Performance In Volleyball

Abstract

This study aimed to investigate effect of a program based on cognitive-neural modeling of motor learning processes on improving skill performance of volleyball players. It also analyzed role of cognitive-neural variables specifically, reaction time, executive control, and working memory as mediating mechanisms explaining this improvement. The researcher used an experimental design with two groups experimental and control and pre- and post-testing. Study sample consisted of 40 players from Faculty of Physical Education and Sports Sciences, who were randomly assigned to two equivalent groups. Experimental group underwent an eight-week cognitive-neural training program, with three training sessions per week, while control group continued its traditional training program. A range of skill and cognitive tests were used, including volleyball skill performance effectiveness test, response time test, Stroop test for executive control, and working memory test 2-back. Data were statistically analyzed using SPSS software through Shapiro-wilk test to verify normality of distribution, mixed ANOVA , and Cohen's effect size calculation, in addition to regression modeling to interpret causal relationships between cognitive-neural variables and skill performance. Results showed statistically significant differences favoring experimental group in all studied variables, with large effect sizes. Regression modeling revealed that cognitive neuropsychological variables explained a large proportion of variance in skill performance effectiveness. Recommend to adopt training programs based on cognitive-neuropsychological principles in volleyball education and training, given their clear impact on improving motor learning efficiency and competitive performance.