نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه رفتار حرکتی دانشگاه اصفهان
2 دانشگاه اصفهان
3 عضو هیات دانشگاه اصفهان
چکیده
بر اساس نظریه اپتیمال، سه عامل، یعنی انتظارات بهبودیافته، حمایت خودمختاری و توجه بیرونی، نقش کلیدی در تسهیل عملکرد حرکتی و یادگیری دارند؛ بنابراین، هدف پژوهش حاضر بررسی اثر بهینه‌سازی عملکرد از طریق ارائه متوالی انتظارات بهبودیافته، حمایت خودمختاری و توجه بیرونی بر یادگیری تکلیف مربع گام برداری در کودکان بود. تعداد 24 کودک (22 دختر، 2 پسر) با میانگین سنی 58/0 ± 16/10 به روش نمونه‌گیری در دسترس انتخاب و به‌طور تصادفی در دو گروه اپتیمال و کنترل جای‌داده شدند. همه شرکت‌کنندگان 36 کوشش (12×3) را در طول مرحله اکتساب انجام دادند. در این مرحله شرکت‌کنندگان گروه اپتیمال در هر یک از سه بلوک، به‌صورت موازنه متقابل یکی از شرایط انتظارات بهبودیافته، حمایت خودمختاری و توجه بیرونی را دریافت کردند. شرکت‌کنندگان در طول مراحل یادداری و انتقال، 12 کوشش را انجام دادند. برای تجزیه‌وتحلیل داده‌های جمع‌آوری‌شده از تحلیل واریانس با اندازه‌گیری‌های مکرر و تحلیل واریانس یک‌طرفه استفاده شد. نتایج تحقیق نشان داد در طول مرحله اکتساب، تفاوت معنی‌داری بین میانگین زمان تکلیف گام برداری در بلوک‌های آزمایشی متوالی در گروه‌های اپتیمال و کنترل وجود نداشت و همچنین عملکرد در شرایط انتظارات بهبودیافته، حمایت خودمختاری و توجه بیرونی در هر دو گروه تفاوت معنی‌داری نداشت. همچنین نتایج آزمون‌های یادداری و انتقال تفاوت معنی‌داری را بین گروه‌ها نشان نداد؛ بنابراین به نظر می‌رسد استفاده از عوامل کلیدی نظریه اپتیمال به‌صورت متوالی در طول تمرین نمی‌تواند مداخله مناسبی برای یادگیری مهارت‌های حرکتی در کودکان باشد.
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
Effect of optimizing performance through enhanced expectancies, autonomy support, and external attentional focus on learning a motor skill in children.
نویسندگان [English]
- fatemeh taghiyan fini 1
- maryam nezakat alhosseini 2
- Shila Safavi Hamami 3
1 department of motor behavior univercity of esfahan
2 Isfahan university
3 Faculty member of University of Isfahan
چکیده [English]
According to Optimal theory, three factors, namely Enhanced Expectancies, Autonomy Support, and External Focus play a key role to facilitate motor performance and learning. Therefore, the purpose of the present study was to investigate the effects of optimizing performance through consecutive providing of enhanced expectancies, autonomy support and external attentional focus on learning the square-stepping task in children. A number of 24 children (22 girls and 2 boys) with a mean age of 10.16 ± 0.58 were selected through convenience sampling and were randomly assigned to optimized and control groups. All participants performed 36 trials (3×12) during the practice phase. Optimized group participants were then provided a different condition for each of three acquisition blocks in a counterbalanced order. During the retention and transfer phases, they performed 12 trails. Analysis of variance (ANOVA) with repeated measures and one-way analysis of variance were used to analyze the collected data. During the practice phase, there was no significant difference between the mean time of the square-stepping task across consecutive trial blocks in the optimal and control groups, and also performance under EE, AS, and EF conditions was not significantly different in both groups. In addition, results of the retention and transfer tests showed no significant difference between groups. Therefore, it seems that using key factors of the Optimal theory in a sequential manner throughout practice cannot be an appropriate intervention for motor skills learning in children.
کلیدواژه‌ها [English]
- Autonomy Support
- Enhanced Expectancies
- External Focus of Attention
- Optimal Theory
- Square-Stepping Exercises
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