نوع مقاله : مطالعه پژوهشی اصیل
نویسندگان
1 عضو گروه رفتار حرکتی دانشکده تربیت بدنی دانشگاه الزهرا
2 دانشگاه شهید بهشتی تهران رفتار حرکتی
3 دانشگاه آزاد اسلامی
چکیده
هدف پژوهش بررسی تأثیر خودگویی بر قدرت عضلانی، خودپندارۀ جسمانی و خودکارآمدی درورزشکار مبتدی بود. 50 دختر با میانگین سنی5/2 ± 15 سال، شرکتکنندگان پژوهش حاضر را تشکیل دادند. آزمودنی‌ها به صورت تصادفی به 5 گروه خودگویی آموزشی آشکار و پنهان، خودگویی انگیزشی آشکار و پنهان و کنترل تقسیم شدند. نتایج در آزمون پیگیری، برای متغیرهای قدرت عضلانی جلو ران، دو قلو و لانچ پا راست نشان داد گروه خودگویی آموزشی پنهان دارای قدرت عضلانی بالاتری نسبت به سایر گروه ها بودند (05/0P<). برای متغیر قدرت لانچ پا چپ و قدرت عضلانی پشت ران گروه‌های خودگویی آموزشی و انگیزشی پنهان قدرت عضلانی بالاتری داشتند (05/0P<). گروه خودگویی انگیزشی آشکار دارای بالاترین میانگین خودکارآمدی تکلیف و خودپندارۀ جسمانی بود. در نتیجه مربیان جهت ارتقأ قدرت عضلانی پایین تنه، خودکار آمدی تکلیف و خودپنداره از تکنیک‌هایی خودگویی آموزشی و انگیزشی پنهان استفاده کنند.
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
The Effect of Instruction and Motivational Self-Talk in Covert and Overt Levels on Muscular Strength, Physical Self-Concept and Task Self-Efficacy of Adolescents
نویسندگان [English]
- mahtab heidari 2
- soheila karimi 3
2 motor behavior
3 azad university
چکیده [English]
The purpose of this study was effect of instruction and motivational self-talk in covert and overt levels on muscular strength, physical self-concept and task of adolescent. The participants of this study were 50 girls with an average age of 15 ± 2.5. Participants were randomly divided into five groups (covert and overt instruction self-talk, covert and overt motivational self-talk and control group). Results for the muscular strength of front the thigh, twin, and right leg lunch showed that in fallow up test, covert instruction self-talk group had higher muscle strength than the other groups (P <0.05). For muscular strength of behind the thigh and left leg lunch variables, covert and overt motivational self-talk groups had higher muscle strength than the other groups (P <0.05). Overt motivational self-talk group had higher physical self-concept and task self-efficacy. Educators use instruction and motivational self-talk techniques on covert and overt to promote lower muscle strength, physical self-concept and task self-efficacy
کلیدواژه‌ها [English]
- Self-Talk
- Physical Self-Concept
- Task Self-Efficacy
- Muscle Power
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