نوع مقاله : مقاله پژوهشی
نویسندگان
1 کارشناس‌ارشد رفتار حرکتی دانشگاه بوعلی‌سینا همدان
2 استادیار رفتار حرکتی، دانشگاه بوعلی‌سینا همدان
چکیده
هدف از پژوهش حاضر، بررسی تأثیر ترکیب تمرین مشاهده‌ای، سایه‌زنی و فیزیکی بر یادگیری مهارت پرتاب دارت بود. بدین‌منظور، 72 دانش‌آموز دختر دبیرستانی 17 تا 19سال به‌طور تصادفی در شش گروه 12 نفری (مشاهده‌ای، سایه‌زنی، فیزیکی، ترکیبی یک (مشاهده‌ای ـ فیزیکی)، ترکیبی دو (مشاهده‌ای ـ سایه‌زنی ـ فیزیکی) و کنترل) قرار گرفتند. پس از پیش‌آزمون، در مرحلۀ اکتساب هریک از گروه‌ها مهارت پرتاب دارت را براساس دستورالعمل ویژۀ هر گروه، 60 مرتبه تمرین کردند؛ اما گروه کنترل تمرینی را انجام نداد. 10 دقیقه پس از مرحلۀ اکتساب، آزمون‌های یادداری/ انتقال فوری اجرا شد و پس از 24 ساعت بی‌تمرینی، آزمون‌های یادداری/ انتقال تأخیری انجام گرفت. نتایج تحلیل واریانس با اندازه‌های تکراری نشان می‌دهد (P=0.05) که گروه‌های تمرینی درمقایسه با گروه کنترل به‌طور معناداری عملکرد بهتری داشته‌اند (P=0.000). گروه فیزیکی و ترکیبی یک (مشاهده‌ای ـ فیزیکی) نیز نسبت به گروه‌های مشاهده و سایه‌زنی به‌طور معناداری بهتر عمل کرده‌اند (P<0.05) و گروه ترکیبی دو (مشاهده‌ای ـ سایه‌زنی ـ فیزیکی) درمقایسه با تمام گروه‌ها به‌طور معناداری عملکرد بهتری داشته است (P=0.000). به‌طورکلی، نتایج این پژوهش نشان می‌دهد که ترکیب سه شیوۀ مشاهده‌ای، سایه‌زنی و فیزیکی درمقایسه با سایر روش‌های تمرینی منجر به حداکثر یادگیری می‌گردد.
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
The Effect of Combining Observational, Shadow and Physical Practice on Learning Dart Throwing Skill
نویسندگان [English]
- Narges Abdoli 1
- Nasrin Parsaie 2
- Hasan Rahbanfard 2
1 Msc. of Motor Behavior, Bu-Ali Sina University
2 Assistant Professor of Motor Behavior, Bu-Ali Sina University
چکیده [English]
The purpose of present study is to examine the effect of combining observational, shadow and physical practice on learning dart throwing skill. 72 female high school students with an average of 17 to 19 years were randomly assigned to the six groups of 12 participants: observational, shadow, physical, combination group 1 (observational-physical) combination group 2 (observational-shadow-physical) and the control group. After pretest, during the acquisition phase each of the groups practiced 60 trials, dart throwing skill based on specific instructions for each group, the control group did not practice. Ten minutes after the acquisition phase, immediate retention/transfer tests was performed. After 24 hours without training, delayed retention/transfer tests was performed. Repeated measures ANOVA revealed (P=0.05), training groups compared with the control group have been significantly better (P=0.000), and physical group and combination group (observational-physical) have been significantly better compared with the observational and shadow groups (P<0.05) and combination group (observational-shadow-physical) have been significantly better compared with all groups (P=0.000). Overall, the results of this study indicate that, maximum learning occurs, by the combination of three observational, shadow and physical practice in compared to other training methods.
کلیدواژه‌ها [English]
- observational practice
- Shadow Practice
- Physical Practice
- Combination Practice
- Dart Throwing Skill
- Magill R A, Anderson D. Motor learning and control: Concepts and applications. 9th ed. New York: McGraw-Hill; 2011, P. 297- 311.
- Schmidt R A, Lee T D. Motor control and learning. 4th ed. Champaign. IL: Human Kinetic; 2005. P. 46-53.
- Schmidt R A, Lee T D. Motor control and learning, a behavioral emphasis. 4th ed. Illinois, Champaign: Human Kinetics; 2011. P. 290-3.
- Nezakat Alhosseini M, Bahram A, Frokhi A. The effect of self-determine feedback on generalize motor program and parameter learning through physical and observational practices. J of Sport Management and Action Behavior. 2012; 2(10): 25-40. (In Persian).
- Schmidt R A, Wrisberg C A. Motor learning and performance: A situation baeed learning approach. Sience and Movment. Tehran. 2th ed. 2011.P. 318-22.
- Maslovat D, Hodges N J, Krigolson O E, Handy T C. Observational practice benefits are limited to perceptual improvements in the acquisition of a novel coordination skill. Exp Brain Res. 2010; 204(1): 119-30.
- Blandin Y, Lhuisset L, Proteau L. Cognitive processes underlying observational learning of motor skill. The Quarterly J Exp Psycho Section A. 1999; 52(4): 957-79.
- Ste-Marie D M, Law B, Rymal A M, Jenny O, Hall C, McCullagh P. Observation interventions for motor skill learning and performance: An applied model for the use of observation. Int Rev Sport Exerc Psychol. 2012; (5): 145–76.
- Lago-Rodríguez A, Cheeran B, Koch G. The role of mirror neurons in observational motor learning: An integrative review. Eur J Human Mov. 2014; (32): 82–103.
- Hodges N J, Williams A M, Hayes S J, Breslin G. What is modeled during observational learning? J Sports Sci. 2007; 25: 531–45.
- Andrieux M, Proteau L. Observational learning: Tell beginners what they are about to watch and they will learn better. Movement Science and Sport Psychology. 29 January2016; Volume7, Article51, doi: 10.3389/fpsyg.2016.00051.
- Ossmy O, Mukamel R. Activity in superior parietal cortex during training by observation predicts asymmetric learning levels across hands. Sci Rep. 2016; (6): 321-33.
- Oosterhof N N, Wiggett A J, Diedrichsen J, Tipper S P, Downing P E. Surface-based information mapping reveals crossmodal vision-action representations in human parietal and occipitotemporal cortex. J Neurophysiol. 2010; (104): 1077–89.
- Rizzolatti G, Fogassi L. The mirror mechanism: Recent findings and perspectives. Philos.Trans.R.Soc.Lond.Ser.BBiol.Sci. 369:20130420. doi:10.1098/rstb.2013.0420
- Philos Trans R Soc Lond Ser Biol Sci. 2014; 369: 20130420.
- Rizzolatti G, Cattaneo L, Fabbri-Destro M, Rozzi S. Cortical mechanisms underlying the organization of goal-directed actions and mirror neuron-based action under standing. Physiol Rev. 2014; (94): 655–706.
- Deakin J M, Proteau L. The role of scheduling in learning through observation. J Mot Behav. 2000; 32(3): 268-76.
- Rohbanfard H, Proteau L. Learning through observation: A combination of expert and novice models favors learning. Exp Brain Res. 2011; 215(3-4): 197-83.
- Clark S, Tremblay F, Ste-Marie D. Differential modulation of corticospinal excitability during observation, mental imagery and imitation of hand actions. Neuropsychologia. 2004; 42: 105-12.
- Munzert J, Zentgraf K, Stark R, Vaitl D. Neural activation in cognitive motor processes: Comparing motor imagery and observation of gymnastic movements. Exp Brain Res. 2008; 188(3): 437-44.
- McCullagh P, Meyer K N. Learning versus correct models: Influence of model type on the learning of a free-weight squat lift. Research Quarterly for Exercise and Sport. 1997; 68(1): 56-61.
- Shea Ch, Wright D L, Wulf G, Whitacre C. Physical and observational practice afford unique learning opportunities. J Mot Behav. 2000; 32(1): 27-36.
- Weeks D L, Anderson L P. The interaction of observational learning with overt practice: Effects on motor skill learning. Acta Psychological. 2000; 104(14): 259-71.
- Mokhtari P, Shojaie M, Dana A. The effect of observational practice on learning of high badminton serve with emphasis on self-efficiency mediator. Harekat. 2009; (32): 117-31. (In Persian).
- Ghalkhani M, Heirani A, Tadibi V. The comparison the effect of different combinations of physical, observational and imagery exercise on immediate and delay retention of badminton high serve. Development & Motor Learning. 2012; (8): 99-117. (In persian).
- Abdoli B, Shams A, Farokhi A. The effect of contextual interference and the type of training (observation, physical and combination) on learning short, long and sharp service badminton. Research in Motor Behavior. 2013; (39): 67-80. (In persian).
- Florendo F, Bercades D. The effectiveness of Shadow Practice in learning the standard forehand drive. Int J Table Tennis Federation. 2007; (7): 18-20.
- Flores A M, Bercades D, Florendo F. Effectiveness of Shadow Practice in learning the standard table tennis backhand. International Journal of Table Tennis Sciences. 2010; (6): 105-10.
- Blandin Y, Proteau L, Alain C. On the cognitive processes underlying contextual interference and observational learning. J Mot Behav. 1994; 26(1): 18-26.
- Buchanan J J, Dean N. Consistently modeling the same movement strategy is more important than model skill level in observational learning contexts. Acta Psycho. 2014; (146): 19-27.
- Adams J A. A closed-loop theory of motor learning. J Mot Behav. 1971; 3(2): 111-50.
- Gallese V, Fadiga L, Fogassi L, Rizzolatti G. Action recognition in the premotor cortex. Exp Brain Res. 1996; 119(2): 593-609.
- Frey Sh, Gerry V E. Modulation of neural activity during observational learning of actions and their sequential orders. The Journal of Neuroscience. 2006; 26(51): 13194-201.
- Di Pellegrino G, Fadiga L, Fogassi L, Gallese V, Rizzolatti G. Understanding motor events. Exp Brain Res. 1992; 91(1): 176-80.
- Badets A, Blandin Y, Wright, D L, Shea Ch. Error detection processes during observational learning. Research Quarterly for Exercise and Sport, 2006; 77(2): 177-84.
- Buchanan J J, Wright D L. Generalization of action knowledge following observational learning. 2011; 136(1): 167-78.
- Shea Ch, Wright D L, Wulf G, Whitacre C. Physical and observational practice afford unique learning opportunities. J Mot Behav. 2000; 32(1): 27-36.
)