Abstract
The findings of the present study suggest that anxiety, to some extent, influences the learning of focusing, tracking and vergence. Curiosity, on the other hand, did not influence the learning of any of the visual skills under investigation in the present study. Good visual skills are essential components in achieving educational, economic and social success, and independence. A need has been identified to determine whether the visual skills of students can be improved through sports vision exercises, and whether the potential benefits derived from these sports vision exercises could be influenced by emotional states such as anxiety and curiosity. Since little research has been conducted on the relationship between the learning of visual skills and the presence of these two emotional states, one needs to determine the extent to which anxiety and curiosity affect the learning of visual skills. For the purposes of this study, a quantitative research methodology was used. A quasi-experimental approach was employed to collect data on visual skills and the effects of sports vision exercises on these visual skills. The sample consisted of second-year physiology students (n = 204) and included students of genders, various ethnicities, and ages ranging from 18 to 27 years of age. Anxiety and curiosity were measured by using the State-Trait Personality Inventory (STPI), whilst the visual skills of the participants were measured by using a battery of visual skills tests. The results proved that sports vision exercises can improve some visual skills. It should, however, be noted that anxiety levels must be controlled when administering this training. The findings of the present study suggest that anxiety, to some extent, negatively influences the learning of focusing, tracking and vergence. Curiosity on the other hand did not influence the learning of any of the visual skills under investigation in the present study.
Highlights
A need has been identified to determine whether the visual skills of students can be improved through sports vision exercises, and whether the potential benefits derived from these sports vision exercises could be influenced by emotional states such as anxiety and curiosity
Since little research has been conducted on the relationship between the learning of visual skills and the presence of these two emotional states, one needs to determine the extent to which anxiety and curiosity affect the learning of visual skills
Anxiety and curiosity were measured by using the State-Trait Personality Inventory (STPI), whilst the visual skills of the participants were measured by using a battery of visual skills tests
Summary
Een probleem met die opleiding van studente in visuele vaardighede is dat die studente se vermoë om sodanige vaardighede aan te leer, geraak kan word deur verskeie emosionele toestande (Janelle 2002). Voor daar vasgestel kan word of die oefeninge in visuele vaardighede wat aan atlete gebied word, studente se akademiese prestasies kan verbeter deur hul visuele vaardighede te verfyn, moet daar rekening gehou word met faktore soos emosionele toestande wat moontlik ’n uitwerking kan hê op die aanleer van die betrokke vaardighede. Uit verskeie studies (Janelle 2002; Henderson & Wilson 1991) blyk dit dat veral angs en weetgierigheid twee emosionele toestande is wat ’n impak op die aanleer van visuele vaardighede kan hê. Daar sou dan verwag word dat persone wat hoë vlakke van weetgierigheid toon, meer gebruik sal maak van doeltreffende visuele soekstrategieë en ondersoekende visuele gedrag (Daffner et al 1992)
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