مطالعات روان‌شناسی ورزشی

مطالعات روان‌شناسی ورزشی

اثر راهبردهای فراشناخت بر شبکه‌های توجه دانش‌آموزان فعال در شوت فوتسال

نوع مقاله : مطالعه پژوهشی اصیل

نویسندگان
1 کارشناس ارشد رفتار حرکتی، گروه آموزش تربیت بدنی، دانشگاه فرهنگیان، صندوق پستی 889-14665 تهران، ایران
2 استادیار، گروه آموزش تربیت بدنی، دانشگاه فرهنگیان، صندوق پستی 889-14665 تهران، ایران
3 استادیار،گروه علوم ورزشى، دانشکده علوم انسانى و اجتماعى، دانشگاه اردکان، اردکان،ایران
چکیده
هدف: پژوهش حاضر با هدف بررسی تأثیر راهبردهای فراشناخت بر شبکه‌های توجه در دانش‌آموزان فعال هنگام یادگیری شوت فوتسال انجام شد.
مواد و روش‌ها: ۴۵ دانش‌آموز دختر پایه یازدهم به صورت تصادفی انتسابی در سه گروه (کنترل، تجربی الف و تجربی ب) قرار گرفتند. گروه‌های تجربی در چهار جلسه تمرینی (هر جلسه۶۰ دقیقه‌) شرکت کردند. گروه تجربی الف تمرینات شوت بغل پا را همراه با تمرین دقت در مقابل بنر تعیین‌شده اجرا کرد، درحالی‌که گروه تجربی ب همان تمرینات را همراه با راهبردهای فراشناخت انجام داد. برای ارزیابی شبکه‌های هشداردهنده، جهت‌دهی و کنترل اجرایی تمام شرکت‌کننده‌ها پیش و پس از مداخله، آزمون شبکه‌های توجه را اجرا کردند. برای بررسی فرضیه‌های پژوهش تحلیل واریانس آمیخته انجام شد.
یافته‌ها: نتایج نشان داد برای شبکه کنترل اجرایی، اثر تعاملی زمان × گروه معنی‌دار بود (24/0= η2p ،003/0=P ،67/6=(88و2)F)، و نمرات پس‌آزمون تحت تأثیر نوع گروه قرار گرفت. همچنین اثر اصلی زمان (14/0= η2p ،012/0= P ،83/6= (42و1)F) و اثر اصلی گروه (16/0=η2p ، 026/0= P ،01/4= (42و2)F) نیز معنی‌دار بود. آزمون تعقیبی بونفرونی نشان داد که گروه تجربی ب عملکرد بهتری نسبت به گروه کنترل داشت (026/0P=)، اما بین گروه تجربی الف و گروه کنترل و نیز بین دو گروه تجربی تفاوت معنی‌داری مشاهده نشد (05/0P>). برای شبکه‌های هشداردهنده و جهت‌دهی، هیچ‌یک از اثرهای اصلی و تعاملی معنی‌دار نبودند (05/0P>).
نتیجه‌گیری: یافته‌ها نشان می‌دهد که راهبردهای فراشناخت می‌توانند عملکرد شبکه کنترل اجرایی را بهبود بخشند، اما تأثیر قابل‌توجهی بر شبکه‌های هشداردهنده و جهت‌دهی ندارند. این عدم تأثیر احتمالاً به‌دلیل ساختار نسبتاً خودکار شبکه‌های هشداردهنده و جهت‌یابی است؛ برخلاف شبکه کنترل اجرایی که متکی بر نظارت درونی و انعطاف‌پذیری شناختی است و آموزش‌های فراشناختی عمدتاً هدف آن را تشکیل می‌دهند. این نتایج می‌تواند در طراحی برنامه‌های آموزشی و تمرینی مفید باشد و بر پتانسیل فراشناخت برای بهینه‌سازی برنامه‌های تمرینی تأکید می‌کنند.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

The effect of metacognitive strategies on the attention networks of students physically active in futsal shooting

نویسندگان English

Talayeh khadem 1
Sara Bagheri 2
Najmeh Parhizmeymandi 3
1 Master’s Graduate in Motor Behavior, Department of Physical Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran
2 Assistant professor, Department of Physical Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran
3 Assistant Professor, Department of Sports Sciences, Faculty of Humanities and Social Sciences, Ardakan University, Ardakan, Iran.
چکیده English

Objective: This study aimed to investigate the effect of metacognitive strategies on attentional networks in active students during the learning of futsal shooting.

Methods: 45 female 11th-grade students were randomly assigned to three groups: control, experimental A, and experimental B. The experimental A group practiced instep shooting with accuracy training in front of a designated banner, while the experimental B group performed the same training combined with metacognitive strategies. All participants completed the attentional network test before and after the intervention to assess alerting, orienting, and executive control networks. A mixed ANOVA was conducted to test the study hypotheses.

Results: A significant time × group interaction effect was found for the executive control network (p = 0.003), indicating that post-test scores were influenced by group type. Additionally, significant main effects of time (p = 0.012) and group (p = 0.026) were observed. Bonferroni post-hoc analysis revealed that the experimental B group outperformed the control group (p = 0.026), whereas no significant differences were found between the experimental A and control groups or between the two experimental groups (p > 0.05). No significant main or interaction effects were observed for the alerting and orienting networks (p > 0.05).

Conclusion: The findings suggest that metacognitive strategies can enhance executive control network function but have no substantial impact on alerting and orienting networks. These results highlight the potential of metacognition in optimizing training programs and designing effective educational interventions.

کلیدواژه‌ها English

Metacognitive strategies
Cognitive processing
Executive function
Cognitive control
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دوره 14، شماره 54
زمستان 1404
صفحه 70-90

  • تاریخ دریافت 20 فروردین 1404
  • تاریخ بازنگری 05 شهریور 1404
  • تاریخ پذیرش 11 شهریور 1404