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امامی آرندی, مینا, جابری مقدم, علی اکبر, فرخی, احمد. (1397). تاثیر خودگفتاری و بازخورد بر اکتساب و یادداری مهارت پاس سینه بسکتبال. , 10(1), 37-59. doi: 10.22059/jmlm.2018.103986.823
مینا امامی آرندی; علی اکبر جابری مقدم; احمد فرخی. "تاثیر خودگفتاری و بازخورد بر اکتساب و یادداری مهارت پاس سینه بسکتبال". , 10, 1, 1397, 37-59. doi: 10.22059/jmlm.2018.103986.823
امامی آرندی, مینا, جابری مقدم, علی اکبر, فرخی, احمد. (1397). 'تاثیر خودگفتاری و بازخورد بر اکتساب و یادداری مهارت پاس سینه بسکتبال', , 10(1), pp. 37-59. doi: 10.22059/jmlm.2018.103986.823
امامی آرندی, مینا, جابری مقدم, علی اکبر, فرخی, احمد. تاثیر خودگفتاری و بازخورد بر اکتساب و یادداری مهارت پاس سینه بسکتبال. , 1397; 10(1): 37-59. doi: 10.22059/jmlm.2018.103986.823

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

رشد و یادگیری حرکتی ورزشی
مقاله 3، دوره 10، شماره 1، خرداد 1397، صفحه 37-59    اصل مقاله (800.04 K)
نوع مقاله: مقاله پژوهشی Released under CC BY-NC 4.0 license I Open Access I
شناسه دیجیتال (DOI): 10.22059/jmlm.2018.103986.823
نویسندگان
مینا امامی آرندی* 1؛ علی اکبر جابری مقدم2؛ احمد فرخی3
1کارشناس‌ارشد رفتار حرکتی، دانشکدۀ تربیت بدنی و علوم ورزشی، دانشگاه تهران، تهران، ایران
2استادیار، دانشکدۀ تربیت بدنی و علوم ورزشی، بخش یادگیری و کنترل حرکتی دانشگاه تهران، تهران، ایران
3دانشیار، 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
بازخورد KP؛ پاس سینه؛ خودگفتاری آموزشی؛ خودگفتاری همراه بازخورد؛ مهارت ظریف
عنوان مقاله [English]
The Effect of Self-Talk and Feedback on Acquisition and Retention of Basketball Chest Pass
نویسندگان [English]
Mina Emami Arandi1؛ Ali Akbar Jaberi Moghaddam2؛ Ahmad Farokhi3
1M.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
3Associate 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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