رفتار حرکتی

تاثیردو روش خودالگودهی بر یادگیری سرویس تنیس روی میز پسران نوآموز

نوع مقاله : مقاله پژوهشی

نویسندگان

ابراهیم متشرعی 1
المیرا بهشید 2
فرشاد تجاری 3

1 دانشگاه شهید بهشتی

2 دانشگاه غیرانتفاعی ایوانکی

3 دانشگاه ازاد اسلامی

https://doi.org/10.22089/mbj.2024.16749.2154
چکیده
هدف پژوهش حاضر بررسی تاثیر دو روش خودالگودهی (پیشخوراند و مرورگری مثبت) بر یادگیری سرویس تنیس روی میز می باشد. 21 پسر مبتدی با میانگین سنی 10 تا 14 در این پژوهش شرکت کردند که به شکل تصادفی در 3 گروه 7 نفری خودالگودهی پیشخوراند، خودالگودهی مرورگری مثبت و کنترل تقسیم شدند. گروه خودالگودهی پیشخوراند اجرای موفقیت آمیز آینده خود را که تا به حال قادر به انجام آن نبوده را مشاهده می کرد.گروه خودالگودهی مرورگری مثبت، رفتار مطلوب که با حداکثر توانایی انجام داده بود را مشاهده می کرد و گروه سوم گروه کنترل بود که تمرینات را بدون دیدن فیلم انجام می دادند. در ادامه هر کدام از نوآموزان در هر جلسه 50 سرویس پیچ زیر را به مدت 10 جلسه تمرین کردند. در انتهای جلسه دهم آزمون اکتساب گرفته شد و یک هفته پس از آن آزمون انتقال تحت فشار انجام شد. نتایج تحلیل واریانس مختلط در هر دو مرحله اکتساب و انتقال نشان داد که هر سه گروه در عملکرد سرویس تنیس روی میز پیشرفت معنی دار داشتند اما یادگیری گروه های خودالگودهی به شکل معنی داری از گروه کنترل بهتر بود. نتایج به طور کلی بیانگر اثربخشی روش خودالگودهی در بهبود یادگیری می باشد.

کلیدواژه‌ها

نظریه خودتنظیمی
یادگیری مشاهده ای
آزمون انتقال

موضوعات

عنوان مقاله English

The effect of two self-modeling methods on the learning of table tennis serve for novice boys

نویسندگان English

ebrahim moteshareie 1
elmira behshid 2
farshad behshid 3
1 shahid beheshti univeristy
2 University Of Eyvanakey
3 islamic azad university
چکیده English

The purpose of this research is to investigate the effect of two self-modeling methods (Feed forward self-modeling and Positive self review self-modeling) on learning the table tennis serve. 21 beginner boys with an average age of 10 to 14 participated in this research and were randomly divided into 3 groups of 7 people: Feed forward self-modeling, positive self review self-modeling and control. The anticipatory Feed forward self-modeling group observed their future successful performance, which they had not been able to do until now. The self review self-modeling group observed the desired behavior that they performed with maximum ability, and the third group was the control group that performed the exercises without watching the video. They did it without watching the movie. In the following, each of the novices practiced 50 servings of the following screws for 10 sessions in each session. At the end of the 10th session, the acquisition test was taken, and a week after that, the transfer test was performed under pressure. The results of mixed variance analysis in both acquisition and transfer stages showed that all three groups had a significant improvement in table tennis service performance, but the learning of self-modeling groups was significantly better than the control group. The results generally show the effectiveness of the self-modeling method in improving learning.

کلیدواژه‌ها English

Self-regulatory theory
Observation learning
Transfer test
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  • تاریخ دریافت 17 اردیبهشت 1403
  • تاریخ بازنگری 12 آبان 1403
  • تاریخ پذیرش 18 آذر 1403

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