نوع مقاله : مطالعه پژوهشی اصیل
نویسندگان
1 کارشناس‌ارشد رفتار حرکتی، واحد بین‌الملل دانشگاه شیراز
2 دانشیار رفتار حرکتی، دانشگاه شیراز
3 استادیار رفتار حرکتی، دانشگاه شیراز
چکیده
هدف از پژوهش حاضر، بررسی اثر بازخورد خودکنترلی و اضطراب صفتی بر یادگیری مهارت حرکتی پرتاب دارت در دانش‌آموزان پسر دبیرستانی بود. بدین‌منظور، 80 آزمودنی به روش دردسترس انتخاب شدند. برای جمع‌آوری اطلاعات از "پرسش‌نامۀ اضطراب صفتی ـ حالتی اشپیل برگر" (1983) استفاده شد. آزمودنی‌ها براساس نتایج پرسش‌نامه به دو گروه اضطراب (کم یا زیاد) و براساس نوع بازخورد به دو گروه (خودکنترل یا جفت‌شده) تقسیم شدند. اطلاعات با استفاده از آزمون تحلیل کوواریانس موردبررسی قرار گرفت. یافته‌های مرحلۀ یادگیری در عامل اضطراب و بازخورد متفاوت می‌باشد و آزمودنی‌های گروه بازخورد خودکنترلی با اضطراب صفتی کم نسبت به سایر گروه‌ها اجرای بهتری را از خود نشان داده‌اند. به‌نظر می‌رسد که هنگام ارائۀ بازخورد خودکنترلی، توجه به سطح اضطراب صفتی از اهمیت خاصی برخوردار است؛ بنابراین، اجرای پژوهش‌های بیشتر در‌این‌زمینه توصیه می‌شود.
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
A Study on the Effect of Self-Control Feedback and Trait Anxiety on Learning the Motor Skill of Throwing Dart
نویسندگان [English]
- Ali Nemati 1
- Robabeh Rostami 2
- Majid ChahardahCherik 3
1 M.Sc. of Motor Behavior, Shiraz University
2 Associate Professor of Motor Behavior, Shiraz University
3 Assistant Professor of Motor Behavior, Shiraz University
چکیده [English]
The present paper aims to examine the effect of self-control feedback and trait anxiety on learning the motor skill of throwing dart in high school boy students. Accordingly, 80 subjects were selected by convenience sampling method. Spielberger state-trait Anxiety Inventory (1983) was used to collect data. The subjects were divided into two anxiety groups (low-high) based on the questionnaire results and two groups (self-control; paired) based on type of feedback. Data were analyzed using covariance analysis test. The findings of learning stage were different in terms of anxiety and feedback. The subjects of self-control feedback group with low trait anxiety exhibited better performance than other groups. It seems that consideration of trait anxiety level bears special importance at the time of providing self-control feedback. Therefore, it is recommended to conduct further studies in this area.
کلیدواژه‌ها [English]
- Trait Anxiety
- Self-Control Feedback
- Paired Feedback
- Throwing Dart
- Learning
2. Anshel, M. H. (2011). Sport psychology: From theory to practice. Pearson Higher Ed. 4, 112.
3. Ashcraft, M. H., & Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology: General, 130(2), 224.
4. Bilodeau, E. A., & Bilodeau, I. M. (1958). Variable frequency of knowledge of results and the learning of a simple skill. Journal of Experimental Psychology, 55(4), 379.
5. 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(05), 406.
6. Bund, A. (2006). The ambivalence of self-controlled (motor) learning: A model-guided psychological analysis. Paper presented at the European workshop on movement science. Sportverlag Strau, 88-9.
7. Bund, A., & Wiemeyer, J. (2004). Self-controlled learning of a complex motor skill: Effects of the learners' preferences on performance and self-efficacy. Journal of Human Movement Studies, 47(3), 215-36.
8. Cheraghi, F., Moradi, A., & Farahani, M. N. (2008). The effect of trait anxiety and stressful conditions on the processing efficiency and working memory performance. Journal of Behavioral Sciences, 2(1), 5-6. (In Persian).
9. Ehsani Nouri, S., Arab Amerie, E., Farokhi, A., & Zeydabadi, R. (2009). The effect of self-controlled and instructor-controlled feedbacks on acquisition, retention and transfer of a motor skill using videotape feedback. Journal of Development and Motor Learning, 1(2), 65-85. (In Persian).
10. Eysenck, M., & Payne, S. (2006). Effects of anxiety on performance effectiveness and processing efficiency. (Unpublished manuscript). Royal Holloway University of London, Egham, Surrey, UK.
11. Fazeli Shoar, M., Zeidabadi, R., & Stiri, Z. (2016). The role of trait anxiety on the effectiveness of feedback to successful and unsuccessful trial on learning, of force control task. Sport Psychology Studies, 5(18), 165-82. (In Persian).
12. 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), 212-24.
13. Haim, S. (1363). The larger English -Persian dictionary. Tehran: Farhang Moaser Publishers. (In Persian).
14. Hainaut, J. P., Monfort, V., & Bolmont, B. (2006). Trait-anxiety dependence of movement time performance in a bimodal choice task in subjects exposed to moderate anxiogenic conditions. Neuroscience Letters, 409(3), 196-9.
15. Hartman, J. M. (2005). An investigation of learning advantages associated with self-control: Theoretical explanation and practical application. University of Virginia.
16. Humphreys, M. S., & Revelle, W. (1984). Personality, motivation, and performance: A theory of the relationship between individual differences and information processing. Psychological Review, 91(2), 153.
17. Janelle, C. M., Barba, D. A., Frehlich, S. G., Tennant, L. K., & Cauraugh, J. H. (1997). Maximizing performance feedback effectiveness through videotape replay and a self-controlled learning environment. Research Quarterly for Exercise and Sport, 68(4), 269-79.
18. Lai, Q., Shea, Ch., Wulf, G., & Wright, D. L. (2000). Optimizing generalized motor program and parameter learning. Research Quarterly for Exercise and Sport, 71(1), 10-24.
19. Martens, R., & Landers, D. M. (1970). Motor performance under stress: A test of the inverted-U hypothesis. Journal of Personality and Social Psychology, 16(1), 29.
20. McNevin, N. H., Wulf, G., & Carlson, C. (2000). Effects of attentional focus, self-control, and dyad training on motor learning: Implications for physical rehabilitation. Physical Therapy, 80(4), 373-85.
21. Nezakat Alhosseini, M., Bahram, A., Shafizadeh, M., Farokhi, A., & Wulf, G. (2009). The effects of feedback schedules on relative and absolute timing learning. Journal of Movement Science & Sports, 7(13), 43-56. (In Persian).
22. Panahi Shahri, M. (1993). Preliminary study of reliability, validity and normalization of Spielberger State-Trait Anxiety Inventory Survey. (Unpublished master dissertation). Tarbiat Modares University, Tehran. (In Persian).
23. Pijpers, J., Oudejans, R. R., & Bakker, F. C. (2005). Anxiety-induced changes in movement behaviour during the execution of a complex whole-body task. The Quarterly Journal of Experimental Psychology Section A, 58(3), 421-45.
24. Safavi Hamami, S., Abdoli, B., Aslankhani, M., & Farrokhi, A. (2011). Comparison of self-controlled feedback and error estimation on acquisition and retention balance task. Motor Behavior and Sport Psychology, (9), 67-82. (In Persian).
25. Salmoni, A. W., Schmidt, R. A., & Walter, C. B. (1984). Knowledge of results and motor learning. A review and critical reappraisal. Psychological Bulletin, 95, 355-86.
26. Schmidt, R. A., & Lee, T. (2005). Motor control and learning (R. Hemayat-Talab & A. Ghasemi, Trans). (1st ed). Tehran: Elm va Harkat. (In Persian).
27. Shahbazi, M., Pashabadi, A., & Abedini Parizi, H. (2011). Relationship between state and trait anxiety, reaction time and IQ in elite, sub-elite athletes and non-athletes. Journal of Development and Motor Learning, 3(2), 65-80. (In Persian).
28. Smith, N. C., Bellamy, M., Collins, D. J., & Newell, D. (2001). A test of processing efficiency theory in a team sport context. Journal of Sports Sciences, 19(5), 321-32.
29. Sonstroem, R. J., & Bernardo, P. (1982). Intraindividual pregame state anxiety and basketball performance: A re-examination of the Inverted-U Curve. Journal of Sport Psychology, 4(3), 235-245.
30. Spielberger, C. D. (1972). Conceptual and methodological issues in anxiety research. Anxiety: Current Trends in Theory and Research, 2, 481-93.
31. Spielberger, C. D., Krasner, S. S., & Solomon, E. P. (1983). The experience, expression, and control of anger Individual differences, stress, and health psychology (pp. 89-108): Springer.
32. Weinberg, R. S., & Gould, D. (2011). Foundations of sport and exercise psychology (2en ed). Human Kinetics.
33. Wulf, G. (2007). Self-controlled practice enhances motor learning: Implications for Physiotherapy. Physiotherapy, 93(2), 96-101.
34. Zamani, A., & Moradi, A. (2009). The comparison of the trait anxiety, state anxiety, and confidence in three sport teams and three idvidual sports. Knowledge & Research in Applied Psychology, (40), 63-73. (In Persian).
35. Zanganeh, A. (2004). Compared the effects of four kinds of feedback, self-controlled, trainner controlled, and relative frequency of 50% on learning of pass skill in basketball. (Unpublished master dissertation). Tehran: Tarbiat Modarres University. (In Persian).
)