تعداد نشریات | 8 |
تعداد شمارهها | 308 |
تعداد مقالات | 3,860 |
تعداد مشاهده مقاله | 7,559,541 |
تعداد دریافت فایل اصل مقاله | 2,731,123 |
نقش اضطراب صفتی در اثربخشی بازخورد به کوششهای موفق و ناموفق بر یادگیری تکلیف کنترل نیرو | ||
مطالعات روانشناسی ورزشی | ||
مقاله 8، دوره 5، شماره 18، دی 1395، صفحه 115-130 اصل مقاله (986.64 K) | ||
نوع مقاله: مطالعه پژوهشی اصیل | ||
شناسه دیجیتال (DOI): 10.22089/spsyj.2016.832 | ||
نویسندگان | ||
مریم فاضلیشعار1؛ رسول زیدآبادی* 2؛ زهرا استیری3 | ||
1دانشجوی کارشناسی ارشد رفتار حرکتی دانشگاه حکیم سبزواری | ||
2دانشکده تربیت بدنی دانشگاه حکیم سبزواری | ||
3عضو هیات علمی دانشگاه حکیم سبزواری | ||
چکیده | ||
هدف از پژوهش حاضر بررسی اثر اضطراب صفتی و بازخورد بر یادگیری تکلیف کنترل نیرو بود. 48 شرکتکننده بر اساس نمرۀ اضطراب صفتی و بازخورد ارائه شده به چهار گروه تقسیم و در مرحلة اکتساب به تولید نیروی ملاک پرداختند. 24ساعت بعد آزمونهای یادداری و انتقال گرفته شد. یافتههای مرحله اکتساب نشان داد، اثر بلوکهای تمرینی معنادار بود اما بین گروهها در این مرحله تفاوت معناداری مشاهده نشد. نتایج آزمونهای یادداری و انتقال نیز نشان داد، برای افراد با اضطراب صفتی بالا، ارائۀ بازخورد به کوششهای موفق و برای افراد با اضطراب صفتی پایین، ارائۀ بازخورد به کوششهای ناموفق منجر به یادگیری بیشتری شد. یافتههای پژوهش حاضر روشن ساخت هنگام ارائة بازخورد، توجه به سطح اضطراب فراگیران به منظور دستیابی به یادگیری بیشتر ضروری میباشد. | ||
کلیدواژهها | ||
ویژگیهای شخصیتی؛ اضطراب صفتی؛ بازخورد به کوششهای موفق و ناموفق؛ فرضیة چارچوب نقطۀ چالش | ||
مراجع | ||
1. Adams, J. A. (1971). A closed-loop theory of motor learning. Journal of motor behavior, 3(2), 111-150. 2. Ávila, L. T., Chiviacowsky, S., Wulf, G., & Lewthwaite, R. (2012). Positive social-comparative feedback enhances motor learning in children. Psychology of Sport and Exercise, 13(6), 849-853. 3. Badami, R., VaezMousavi, M., Wulf, G., & Namazizadeh, M. (2011). Feedback after good versus poor trials affects intrinsic motivation. Research quarterly for exercise and sport, 82(2), 360-364. 4. Badami, R., VaezMousavi, M., Wulf, G., & Namazizadeh, M. (2012). Feedback about more accurate versus less accurate trials: Differential effects on self-confidence and activation. Research quarterly for exercise and sport, 83(2), 196-203. 5. Barney, J. G., & Lee, T. D. (2007). Learning effects of self-controlled, best-trial, and worst-trial feedback schedules on an interception task. Journal of Sport & Exercise Psychology, 29. 6. Bokums, R. M., Meira Jr, C. M., Neiva, J. F., Oliveira, T., & Maia, J. F. (2012). Self-controlled feedback and trait anxiety in motor skill acquisition. Psychology, 3(5), 406. 7. Brady, F. (2008). The contextual interference effect and sport skills. Perceptual and motor skills, 106(2), 461-472. 8. Calvo, M. G., Alamo, L., & Ramos, P. M. (1990). Test anxiety, motor performance and learning: Attentional and somatic interference. Personality and individual Differences, 11(1), 29-38. 9. Calvo, M. G., & Ramos, P. M. (1989). Effects of test anxiety on motor learning: The processing efficiency hypothesis. Anxiety Research, 2(1), 45-55. 10. Chiviacowsky, S., & Wulf, G. (2007). Feedback After Good Trials Enhances Learning. Research Quarterly for Exercise & Sport, 78(2), 40-47. 11. Coombes, S. A., Higgins, T., Gamble, K. M., Cauraugh, J. H., & Janelle, C. M. (2009). Attentional control theory: Anxiety, emotion, and motor planning. Journal of Anxiety Disorders, 23(8), 1072-1079. 12. Corrêa, U. C., & de Souza, O. (2009). Effects of goal difficulty and temporality in motor skill acquisition using the Bachman ladder. Perceptual and motor skills, 109(3), 817-823. 13. Cristancho, S. M., Moussa, F., & Dubrowski, A. (2011). A framework-based approach to designing simulation-augmented surgical education and training programs. The American Journal of Surgery, 202(3), 344-351. 14. de Oliveira, D. L., Corrêa, U. C., Gimenez, R., Basso, L., & Tani, G. (2009). Relative frequency of knowledge of results and task complexity in the motor skill acquisition. Perceptual and motor skills, 109(3), 831-840.
15. Descarreaux, M., Passmore, S. R., & Cantin, V. (2010). Head movement kinematics during rapid aiming task performance in healthy and neck-pain participants: the importance of optimal task difficulty. Manual therapy, 15(5), 445-450. 16. Estiri, Z., Arab Ameri, E., Hamayat Talab, R., Shiekh, M., Hejazi, E., Rahavi, R., & Chashmi, A. (2013). The Effect of Feedback on Successful and Unsuccessful Trials on Learning Simple and Complex Tracking Tasks. Journal of Motor Learning and Movement, 5(3 (13)), 5-25. [in persian]. 17. Eysenck, M. W., & Calvo, M. G. (1992). Anxiety and performance: The processing efficiency theory. Cognition & Emotion, 6(6), 409-434. 18. Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: attentional control theory. Emotion, 7(2), 336. 19. Guadagnoli, M., & Lindquist, K. (2007). Challenge point framework and efficient learning of golf. International journal of Sports Science & Coaching, 2(1 suppl), 185-197. 20. Guadagnoli, M. A., & Lee, T. D. (2004). Challenge point: a framework for conceptualizing the effects of various practice conditions in motor learning. Journal of motor behavior, 36(2), 212-224. 21. Hodges, B. D., & Kuper, A. (2012). Theory and practice in the design and conduct of graduate medical education. Academic Medicine, 87(1), 25-33. 22. Jones, G., & Swain, A. (1995). Predispositions to experience debilitative and facilitative anxiety in elite and nonelite performers. Sport psychologist, 9, 201-201. 23. Kaefer, A., Chiviacowsky, S., Meira Jr, C. d. M., & Tani, G. (2014). Self-controlled practice enhances motor learning in introverts and extroverts. Research quarterly for exercise and sport, 85(2), 226-233. 24. Kelley, C. M., & McLaughlin, A. C. (2012). Individual differences in the benefits of feedback for learning. Human Factors: The Journal of the Human Factors and Ergonomics Society, 54(1), 26-35. 25. Landers, D. M., & Arent, S. M. (2001). Physical activity and mental health. Handbook of sport psychology, 2, 740-765. 26. Maas, E., Robin, D. A., Hula, S. N. A., Freedman, S. E., Wulf, G., Ballard, K. J., & Schmidt, R. A. (2008). Principles of motor learning in treatment of motor speech disorders. American Journal of Speech-Language Pathology, 17(3), 277-298. 27. Mahram, B. (1993). Normalization of persian version Spielberger state and trait anxiety test [Thesis]. Mashhad.Ferdowsi University of Mashhad 28. Mahzoon, M., Farokhi, A., & Mokhtari, H. (2012). The Comparison Between the Effect of Feedback after the Good and Weak Trails to Acquisition and Retention of the Football Dribble Skill. pnh. journals, 9(1), 123-144. [in persian]. 29. Moradi, m., bahrami, a., & khalaji, h. (2014). Relationship between Trait and State Anxiety and Kinesthesia in Male Athlete and Non-athlete College Students. Sport Psychology Studies, 3(7), 120-107. [in persian]. 30. Neiva, J. F., Massa, M., Barros, J. A., & Meira, C. M. (2014). Trait Anxiety and Goal Difficulty on Learning to Climb the Bachman Ladder. Perceptual and motor skills, 118(2), 375-383. 31. rezaee, f., zeidabadi, r., & Jourabloo, s. (2015). The Effect of augmented feedback to successful and unsuccessful trials depends on the type of focus of attention. Motor Behavior, 7(20), 127-146.[in persian]. 32. Saemi, E., Porter, J. M., Ghotbi-Varzaneh, A., Zarghami, M., & Maleki, F. (2012). Knowledge of results after relatively good trials enhances self-efficacy and motor learning. Psychology of Sport and Exercise, 13(4), 378-382. 33. Saemi, E., Wulf, G., Varzaneh, A. G., & Zarghami, M. (2011). Feedback after good versus poor trials enhances motor learning in children. Revista Brasileira de Educação Física e Esporte, 25(4), 673-681. 34. Salmoni, A. W., Schmidt, R. A., & Walter, C. B. (1984). Knowledge of results and motor learning: a review and critical reappraisal. Psychological bulletin, 95(3), 355. 35. Schmidt, R. A. (1975). A schema theory of discrete motor skill learning. Psychological review, 82(4), 225. 36. Schmidt, R. A. (1991). Frequent augmented feedback can degrade learning: Evidence and interpretations Tutorials in Motor Neuroscience (pp. 59-75): Springer. 37. Schmidt, R. A., & Lee, T. D. (2005). Motor control and learning: A behavioral emphasis. 38. Schmidt, R. A., & Wrisberg, C. A. (2008). Motor learning and performance: A situation-based learning approach: Human Kinetics. 39. Shewokis, P., Krane, V., Snow, J., & Greenleaf, C. (1995). A preliminary investigation of the influence of anxiety on learning in a contextual interference paradigm. Journal of Sport and Exercise Psychology, 94. 40. Velikić, D., Knežević, J., & Rodić, N. (2014). Relations of some personality traits and characteristics of sportsmen with the level of sports anxiety: SportLogia. 41. Weinberg, R. S., & Gould, D. (2011). Foundations of Sport and Exercise Psychology, 5E: Human Kinetics.[translate by vaez mosavi & et al]. 42. Wright, D. L., Smith-Munyon, V. L., & Sidaway, B. (1997). How close is too close for precise knowledge of results? Research quarterly for exercise and sport, 68(2), 172-176. 43. Wrisberg, C. A. (2007). Sport skill instruction for coaches: Human Kinetics. 44. Wulf, G., & Shea, C. H. (2004). Understanding the role of augmented feedback. Skill acquisition in sport: Research, theory and practice, 121-144. 45. Zeidabady, R., Amery, E. A., Sheikh, M., & Motesharreyi, M. E. (2010). Comparison Feedback after Good and Poor Trials in Self-Control and Instructor-Control Condition in Acquisition and learning of Force-Production Task. Paper presented at the Journal of Sport & Exercise Psychology. | ||
آمار تعداد مشاهده مقاله: 1,413 تعداد دریافت فایل اصل مقاله: 923 |