نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشگاه فرهنگیان- پردیس نسیبه

2 دانشیار دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران

3 دانشگاه فرهنگیان، پردیس نسیبه

10.22089/mbj.2022.12603.2025

چکیده

عوامل روانشناختی از قبیل خودگفتاری در توسعه مهارت نقش دارد. هدف این پژوهش مقایسۀ خودگفتاری آموزشی و انگیزشی بر عملکرد و یادگیری مهارت‌های پایه هندبال در دانش‌آموزان دختر شهر کرج بود. پژوهش حاضر کاربردی با طرح پیش‌آزمون-پس‌آزمون با گروه کنترل بود و از آزمون‌های پاس‌کاری با دیوار و پرتاب پنالتی زین در هندبال استفاده کرد. نمونه‌های پژوهش را 60 دانش‌آموز دختر مدارس متوسطۀ شهر کرج (13 تا 18 سال) تشکیل دادند. آنها به‌صورت در دسترس انتخاب شدند و به-صورت تصادفی در سه گروه خودگفتاری آموزشی، خودگفتاری انگیزشی و کنترل قرار گرفتند. آزمودنی‌ها به مدت شش‌هفته، هر هفته سه‌جلسه و هر جلسه 45 دقیقه، مهارت‌های پایه را در سه بلوک، هر بلوک شامل 10 کوشش اجرا کردند. آزمودنی‌ها قبل از اجرای تکلیف، در گروه خودگفتاری آموزشی از عبارات "بدن صاف"، آرنج صاف" برای پرتاب و "دقت کن و یارت را ببین" برای پاس و در گروه خودگفتاری انگیزشی از عبارات "حالا" برای پاس و "محکم" برای پرتاب استفاده کردند. نتایج تحلیل واریانس درون‌گروهی با اندازه‌گیری تکراری، تحلیل واریانس مرکب و تحلیل واریانس یک‌طرفه نشان داد که در مقایسه با گروه کنترل، خودگفتاری آموزشی و انگیزشی بر عملکرد و یادگیری مهارت‌های پایه هندبال تأثیر معناداری دارد (05/0P≤) ولی بین دو گروه تجربی تفاوت معناداری وجود ندارد (05/0P>). خودگفتاری فارغ از نوع آن با تغییر جنبه‌های شناختی، عاطفی و رفتاری، اثر تسهیل‌کننده‌ای بر انگیزش و به تبع آن، عملکرد دارد. بنابراین خودگفتاری می‌تواند با جلب توجه فراگیر به تکلیف مربوط، عناصرکلیدی الگوی مهارت را تحریک کند و موجب بهبود مهارت‌ها ‌شود.

کلیدواژه‌ها

عنوان مقاله [English]

Comparison the effect of Instructional and Motivational Self-Talk on Performance and Learning of Handball Skills

نویسندگان [English]

  • Maryam Mansouri 1
  • Mohammad javdipour 2
  • sara bagheri 3

1 Farhangian University- Nasibeh Campus

2 Associate Professor of Faculty of Psychology & Education, Tehran University

3 Farhangian University, Nasibeh Campus

چکیده [English]

Psychological factors such as self-talk play a role in skill improvement. The aim of this study was to compare Instructional and motivational self-talk on performance and learning of basic handball skills in Karaj female students. The present study was applied with research design pre-test, post-test and a control group and used the wall-pass and penalty throw tests in handball. The research samples consisted of 60 female high school students in Karaj (13-18 years old). Sampling was availability and samples divided into three groups randomly: Instructional self-talk, motivational self-talk and control. Subjects performed basic skills for six weeks, three sessions per week and 45 minutes per session, in three blocks and each block containing 10 trails. Before performing the task, the subjects in the Instructional self-talk group used "straight body" and "straight elbow" for throwing and "pay attention" and "see your teammate" for pass, and in the motivational self-talk group used "now" for pass and "firm" for throw. The results of intragroup repeated measures analysis variance, MANOVA and one-way ANOVA showed that Instructional and motivational self-talk in compare with the control group, had a significant effect on performance and learning of basic handball skills (P≤05) But there is no significant difference between two experimental groups (P>0.05). Self-talk, regardless of its kinds, has a facilitating effect on motivation and, consequently, performance by changing the cognitive, emotional, and behavioral aspects. Thus, self-talk can motivate key elements of the skill pattern and improve skills by drawing subject attention to the relevant task.

کلیدواژه‌ها [English]

  • Instructional self-talk
  • Motivational self-talk
  • Handball skills
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