تاثیر خودگفتاری و بازخورد بر اکتساب و یادداری مهارت پاس سینه بسکتبال

نوع مقاله: مقاله پژوهشی

نویسندگان

1 کارشناس‌ارشد رفتار حرکتی، دانشکدۀ تربیت بدنی و علوم ورزشی، دانشگاه تهران، تهران، ایران

2 استادیار، دانشکدۀ تربیت بدنی و علوم ورزشی، بخش یادگیری و کنترل حرکتی دانشگاه تهران، تهران، ایران

3 دانشیار، گروه رفتار حرکتی، دانشکدۀ تربیت بدنی و علوم ورزشی، دانشگاه تهران، تهران، ایران

چکیده

هدف از پژوهش حاضر مقایسۀ تأثیر خودگفتاری، بازخورد و تعامل آن دو بر اکتساب و یادداری مهارت پاس سینۀ بسکتبال بود. 120 دانش‌آموز دختر نوجوان انتخاب شدند و به شکل جایگزینی تصادفی در چهار گروه بازخورد، خودگفتاری، خودگفتاری توأم با بازخورد و کنترل جای گرفتند. روش تحقیق از نوع نیمه‌تجربی و طرح پژوهشی از نوع پیش‌آزمون- پس‌آزمون با گروه کنترل بود. نوع خودگفتاری به‌کاررفته آموزشی و بازخورد از نوع آگاهی از اجرا بود. هر گروه پس از پیش‌آزمون، طی چهار جلسۀ تمرینی مرحلۀ اکتساب را گذراندند، تحت پس‌آزمون و 72 ساعت بعد تحت آزمون یادداری قرار گرفتند. برای تجزیه‌وتحلیل داده‌ها از آزمون تحلیل واریانس یکراهه و آزمون توکی استفاده شد. نتایج نشان داد آزمودنی‌هایی که از خودگفتاری استفاده کرده بودند، نمره‌های اکتساب و یادداری بالاتری نسبت به گروه‌های دیگر داشتند (05/0 P<). براساس نتایج این تحقیق خودگفتاری در اکتساب مهارت پاس سینه مؤثرتر از بازخورد است و استفاده از بازخورد در کنار خودگفتاری می‌تواند به پیشرفت بهتر یا سریع‌تر در مراحل ابتدایی یادگیری منجر شود.

کلیدواژه‌ها


عنوان مقاله [English]

The Effect of Self-Talk and Feedback on Acquisition and Retention of Basketball Chest Pass

نویسندگان [English]

  • Mina Emami Arandi 1
  • Ali Akbar Jaberi Moghaddam 2
  • Ahmad Farokhi 3
1 M.sc in Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran
2 . Assistant Professor, Department of Motor Learning and Control, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran
3 Associate Professor, Department of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran
چکیده [English]

The aim of this study was to compare the effect of self-talk (ST), feedback (KP) and their interaction (STF) on acquisition and retention of basketball chest pass. 120 adolescent girls were selected and randomly assigned to 4 groups: KP, ST, ST + KP and control. This study was semi-experimental and pretest-posttest design with a control group. Instructional self-talk and knowledge of performance feedback were used in this study. After the pretest, each group had 4 practice sessions in the acquisition phase; then, they had posttest and 72 hours later they had retention test. One-way ANOVA and Tukey post hoc test were used to analyze data. Results indicated those subjects who used ST achieved better acquisition and retention scores than the other groups (P<0.05). ST was more effective than KP in the acquisition of chest pass skill. ST and KP can lead to a better and faster development of learning in the early phases

کلیدواژه‌ها [English]

  • Chest pass
  • fine skill
  • instructional self-talk
  • knowledge of performance feedback
  • self-talk and feedback
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