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تاثیر خودکنترلی دشواری تکلیف در ابتدا و انتهای تمرین بر یادگیری حرکتی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری رفتار حرکتی، گروه علوم رفتاری و شناختی ورزشی، دانشکده علوم ورزشی و تندرستی، دانشگاه تهران، تهران، ایران،

2 دانشیار گروه رفتار حرکتی و روان شناسی ورزشی دانشکده تربیت بدنی و علوم ورزشی، دانشگاه تهران

3 استاد گروه رفتار حرکتی دانشکده تربیت بدنی و علوم ورزشی دانشگاه تهران

4 استادیار گروه رفتار حرکتی، دانشکده علوم ورزشی، دانشگاه شهید چمران اهواز، اهواز، ایران

چکیده

به نظر می رسد ترکیب خودکنترلی دشواری تکلیف با دشواری تحمیلی از خارج باعث بهبود بهتر عملکرد نسبت به شرایط کاملا خودکنترل شده می شود(1). هدف تحقیق، تعیین اثر خودکنترلی دشواری تکلیف در ابتدا و انتها تمرین بر یادگیری حرکتی بود. بدین منظور، به‌صورت تصادفی 48 دانش آموزان مبتدی مقطع متوسطه دوم با میانگین سنی (75/1± 5/17) سال، در چهار گروه شامل گروه کاملاخودکنترل، خودکنترل در ابتدا، خودکنترل در انتها و جفت شده به‌صورت تصادفی قرار گرفتند. در مرحله اکتساب که شامل 100کوشش می باشد به شرکت‌کنندگان گروه‌های خودکنترل گفته شد قبل از هر کوشش می‌توانند هر یک از فواصل، (3،5/3،4،5 /4، 5) متری را برای پرتاب بسکتبال انتخاب و تمرین کنند. میانگین نمرات دقت پرتاب بسکتبال در مرحله اکتساب و آزمون‌های یادداری و انتقال با استفاده از روش تحلیل واریانس مرکب با اندازه‌گیری مکرر تحلیل شد. نتایج تحقیق نشان داد که خودکنترلی دشواری تکلیف باعث بهبود دقت نسبت به گروه جفت شده شد (0.001 P=) . همچنین، نتایج گروه خودکنترلی دشواری تکلیف در ابتدا نسبت به گروه انتهای تمرین بهتر بود (0.001 P=) و دقت گروه خودکنترلی دشواری در ابتدا نسبت به گروه خودکنترلی دشواری تکلیف و گروه جفت شده به‌طور معناداری بهتر بود (0.001 P=). به‌طورکلی مزایای خودکنترلی دشواری تکلیف با استفاده از چارچوب نقطه چالش، دیدگاه پردازش اطلاعات و دیدگاه شناختی توجیه شد.

کلیدواژه‌ها

عنوان مقاله [English]

The effect of self-control of task difficulty during the early and late practice on motor learning

نویسندگان [English]

  • masoud zahiri 1
  • Shahzad Tahmasebi Boroujeni 2
  • mehdi shahbazi 3
  • Esmaeel Saemi 4

1 Ph.D. Department of Behavioral and Cognitive Sciences in Sport, Faculty of Sport Sciences and Health, University of Tehran, Tehran, Iran

2 Associate Professor of Motor Behavior and Sport Psychology, Faculty of Physical Education and Sport Sciences, University of Tehran.

3 Professor, Department of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tehran

4 Department of Motor Behavior, Faculty of sport sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran

چکیده [English]

Combining self-controlled and imposed levels of task difficulty during training seems to be better than completely self-controlled conditions. This study aimed at determining whether self-control of task difficulty affects skill learning during the early and late practice stages. For this purpose, 48 novice of high school students with a mean age (17.5 ± 1.75) years were randomly divided into four groups including complete self-controlled, self-controlled at the early, self-controlled at the end and paired. In the acquisition phase, which includes 100 trails,the self-control group was informed that they could choose and practice any of the preset distances from the target (1/5, 3, 3/5, 4, 4/5, 5 m) before each trial during the acquisition phase. The task difficulty was either self-controlled or imposed to the participants in the two phases of the acquisition session. The accuracy score of basketball throwing were analyzed by mixed variance analysis with repeated measures in acquisition and retention and transfer tests. The results showed that self-control of task difficulty improves the compared to the paired group (P=0. 001). Secondly, the performance of self-control of task difficulty in the early practice group was better than self-control of task difficulty in the end practice group (P=0. 001). Third, accuracy in the self-control of task difficulty in the early practice group was significantly better than self-control difficulty group and the paired group (P=0. 001). In general, the benefits of self-control of task difficulty were justified using the challenge point framework, the information processing perspective and cognitive perspective.

کلیدواژه‌ها [English]

  • Performance-Based Adaptive training
  • Task Difficulty
  • Partial self controlld
  • Self-regulation
  • Motor learning
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رفتار حرکتی
دوره 15، شماره 53
مهر 1402
صفحه 49-68
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سابقه مقاله
  • تاریخ دریافت: 17 آبان 1400
  • تاریخ بازنگری: 01 بهمن 1400
  • تاریخ پذیرش: 10 اردیبهشت 1401
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