رفتار حرکتی

اثر تداخل زمینه‏ای بر اکتساب، یادداری و انتقال مهارت‌های پایه ژیمناستیک کودکان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار رفتار حرکتی، دانشگاه شهرکرد

2 کارشناسی ارشد رفتار حرکتی، دانشگاه آزاد اصفهان واحد خوراسگان

چکیده
هدف پژوهش حاضر مقایسة اثر تداخل زمینه‏ای کم با تداخل زمینه‌ای زیاد بر اکتساب، یادداری و انتقال مهارت‌های پایة ژیمناستیک در کودکان سه تا شش سال بود. جامعة آماری شامل52 کودک سه تا شش سال ثبت‌نام‌شده در مدرسة ژیمناستیک بودند که از بین آنها 20 نفر به‌طور تصادفی ساده انتخاب شدند. مربی در آغاز مهارت‌های پرش جک پاباز، جک پاجفت و تپانچه، مهارت‌های تعادلی ساده، لک‏لک، فرشته و مهارت‌های غلت پاجفت، غلت پاباز و غلت یک‌پا را نمایش داد و سپس آزمودنی‏ها در پیش‏‏آزمون این مهارت‌ها شرکت کردند. از اجرای تمام پیش‏آزمون‏ها فیلم‌برداری شد و بر اساس مجموع میانگین امتیاز سه داور رسمی، آزمودنی‏ها به‌ترتیب رتبه‌بندی و در دو گروه ده‌نفرة تداخل زمینه‏ای کم و تداخل زمینه‏ای زیاد قرار گرفتند. گروه تداخل کم درهر جلسه فقط یکی از مهارت‌های را تمرین و در آخر همان جلسه، پس‏آزمون اکتساب و 48 ساعت بعد در شروع جلسة بعد، پس‏آزمون یادداری و انتقال مهارت جلسة قبل را اجرا و تمرین مهارت بعدی را اجرا کردند. گروه تداخل زیاد هر جلسه تمام مهارت‌ها را برای نُه جلسه تمرین و در پایان جلسة نهم پس‏آزمون اکتساب و 48 ساعت بعد، پس‏‏آزمون یادداری و انتقال را اجرا کردند. امتیازات داوران از طریق تحلیل کوواریانس چندمتغیره در سطح 5 0/0 تحلیل شد. نتایج نشان داد در هر سه مهارت تعادل، پرش و غلت، بین دو گروه تمرین مسدود و تصادفی، تفاوت معنادار بود (P<0.05). نتایج، برتری تمرین تصادفی را در دامنة سنی سه تا شش سال در ژیمناستیک تأیید و بر تأثیر نوع مهارت در تداخل زمینه‏ای تأکید داشت.

کلیدواژه‌ها

موضوعات

عنوان مقاله English

The Effect of Contextual Interference on Acquisition, Retention and Transfer of Children’s Basic Gymnastics Skills

نویسندگان English

  • Ali Shafizadeh 1
  • Elnaz Shaban 2
1 Assistant Professor of Motor Behavior, University of Shahrekord
2 M. Sc. of Motor Behavior, Azad University of Isfahan Branch Khorasgan
چکیده English

The aim of this study was to compare the effects of low contextual interference with high contextual interference on acquisition, retention and transfer of basic gymnastics skills in children with three to six years old. The study population included 52 children three to six years old enrolled in gymnastics school from which 20 children were selected randomly. Jumping skills (open-leg jack, closed-leg jack, pistol) balance skills (simple, stork, angel) and Tumbling forward skills (closed leg, open leg, one leg) were displayed by experienced coach and then they participated in the pre-test. Performing all pre-tests were filmed and, based on total average rating of three official refers, the subjects respectively were replaced in two groups of low contextual interference and high contextual interference(n=10). The low contextual interference group practiced only one of the skills in each session and at the end of the session acquisition post-test was taken and 48 hours later at the start of the next session the post-test of retention and transfer of last session were done and then they practiced the next skill. The high contextual interference group, practiced all the skills for the nine session in each session. At the end of the ninth session, they had acquisition post-test and 48 hours later, the retention and transfer post tests were taken. The data was analyzed by MANCOVA with alpha set at 0.05. Results showed that there were significant differences between the two block and random practice groups in all three skills of balance, jumping and tumbling(P<0.05). Results approved superiority of random practice in gymnastic in children with ages three to six years old and emphasized the effect of type of skill in contextual interference.

کلیدواژه‌ها English

  • Gymnastics
  • contextual interference
  • Acquisition
  • Retention
  • Transfer
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رفتار حرکتی
دوره 10، شماره 31
بهار 1397
اردیبهشت 1397
صفحه 161-176

  • تاریخ دریافت 10 آبان 1395
  • تاریخ بازنگری 17 فروردین 1396
  • تاریخ پذیرش 31 اردیبهشت 1396

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