The effect of cognitive styles on the level of explicit and implicit learning of motor-cognitive skills of student athletes

The purpose of this research was to investigate the effect of cognitive styles on the amount of explicit and implicit learning, in order to find out whether cognitive style can be effective in the superiority of people's performance. This research was semi-experimental and its design included four pre-test and post-test groups. The participants of the present study were undergraduate physical education students of Tabriz University with an age range of (18-23) years. As a result of classification into four groups (12 people in each group) 1. Filed dependent-explicit learning 2. Filed dependent-implicit learning 3. Field independent-explicit learning 4. Field independent-implicit learning were. Hidden images group test was used to identify cognitive styles, and sequential reaction time was measured to study learning functions. In this study, ANOVA was used to examine the possible differences in pre-tests and learning stages and to investigate the possible differences within the group in the learning stages, analysis of variance with repeated measures at a significance level of 0.05 was used. The results showed that in the filed dependent-implicit learning and filed independent explicit learning groups there was a significant difference between the pre-test stages with other stages and also in filed dependent-explicit learning and field independent-implicit groups there was a significant difference between the pre-test and retention stages. Comparing the results of the pre-test, acquisition, retention and transfer stages, it was observed that all groups performed better in the retention stage. According to the studied variable, individuals needed more time to perform the movement in the pre-test or the speed of movement had improved in the memorization stage, and also the exercise had improved the performance in all groups.