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تأثیر انتخاب ترتیب نوع تمرین بر یادگیری و سازوکارهای انگیزشی و پردازش اطلاعات در تکلیف هدف‌گیری

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشکده علوم ورزشی / دانشگاه ارومیه

2 عضو هیئت علمی/ دانشکده علوم ورزشی /دانشگاه ارومیه / ارومیه/ ایران

چکیده

هدف پژوهش حاضر بررسی این موضوع بود که آیا با دادن اختیار انتخاب ترتیب ابزار تمرینی با استفاده از رویکرد خودکنترلی در حین تمرینات گلف، باعث افزایش یادگیری و سازوکارهای انگیزشی و پردازش اطلاعات می‌شود یا خیر. در این تحقیق نیمه‌تجربی که با طرح پیش‌آزمون- پس‌آزمون و دوره پیگیری 24 ساعته انجام گرفت، 24 دانشجو مبتدی به صورت در دسترس و تصادفی در دو گروه انتخاب (12 نفر) یا جفت شده (12 نفر) قرار گرفتند. در مرحلۀ پیش‌آزمون، شرکت‌کنندگان به انجام آزمون ضربۀ گلف پرداختند. در پی پیش‌آزمون، گروه انتخاب، ترتیب ابزارهای تمرینی را انتخاب نمودند، در حالی که گروه جفت شده از ابزارها به ترتیب گروه انتخاب استفاده کردند. میزان یادگیری و سازوکارهای انگیزشی و پردازش اطلاعات در مراحل پیش‌‌آزمون و اکتساب در روز اول و سپس یک روز بعد با آزمون یادداری تأخیری اندازه‌گیری شد. نتایج آزمون تحلیل واریانس مکرر نشان داد که خودکنترلی بر مهارت ضربه گلف و سازوکارهای انگیزشی تأثیر معنادار دارد، اما در پردازش اطلاعات و میزان درگیری فراگیران نسبت به تکلیف تأثیر معناداری یافت نشد. با توجه به خودکنترلی یادگیری حرکتی، انتخاب جزئی مانند ترتیب تمرینات به اجراکنندگان در طول تمرین می‌تواند منجر به افزایش یادگیری ضربه گلف همراه با سازوکارهای انگیزشی در حین اجرای مهارت شود، اما چنین شرایطی در رویکرد خودکنترلی تأثیری بر درگیری و پردازش اطلاعات در آزمون‌های نامرتبط با تکلیف ندارد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The effect of choosing the order of the type of practice on learning and motivational mechanisms and information processing in the task of targeting

نویسندگان [English]

  • Mehdi Babapour 1
  • Jalal Dehghanizade 2

1 Urmia University

2 Assistant Professor in Motor Behavior/ Faculty of sport sciences/ Department of Motor Behavior and Sport Management/ University of Urmia, Urmia, Iran

چکیده [English]

The purpose of the present study was to investigate whether giving the option to choose the order of practice devices using a self-control approach during golf practicum increases learning and motivational mechanisms and information processing or not. This semi-experimental research was conducted with a pre-test-post-test design and delayed retention, 24 beginner students were available and randomly placed in choice groups (n= 12) or yoked groups (n= 12). In the pre-test phase, the participants took the golf putting test. Following the pre-test, the choice group chose the order of the practice devices, while the yoked group used the devices in the order of the choice group. The amount of learning and motivational mechanisms and information processing in the pre-test and acquisition phases were measured on the first day and then one day later with a delayed retention test. The repeated measure analysis test showed that self-control has a significant effect on golf putting skills and motivational mechanisms. However, no significant effect was found on information processing and the level of engagement of learners in the task. According to the self-control of motor learning, a small choice such as the order of the practices to the performers during practice can lead to an increase in learning golf putting along with motivational mechanisms during skill execution. However, such conditions in the self-control approach have an effect on engagement and information processing in the tests. Not related to the task.

کلیدواژه‌ها [English]

  • Practice Choice
  • Self-Control
  • Motivational Mechanisms
  • Information Processing
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رفتار حرکتی
دوره 15، شماره 52
تیر 1402
صفحه 127-152
فایل ها
سابقه مقاله
  • تاریخ دریافت: 04 آذر 1401
  • تاریخ بازنگری: 20 بهمن 1401
  • تاریخ پذیرش: 27 دی 1402
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