نوع مقاله : مطالعه پژوهشی اصیل
نویسندگان
1 کارشناس ارشد رفتار حرکتی، دانشگاه خوارزمی
2 استادیار دانشگاه خوارزمی
3 استاد دانشگاه خوارزمی
چکیده
پژوهش حاضر باهدفتعیین اثر بازخورد ژنریک و غیر ژنریک بر انگیزش درونی و یادگیری حرکتی کودکان انجام گرفت. 30 کودک 10 سال به‌طور تصادفی به سه گروه بازخورد ژنریک، بازخورد غیر ژنریک و شاهد تقسیم شدند. مرحلۀ اکتساب شامل 40 کوشش در مدت سه روز بود. پس از آخرین جلسه تمرینی، آزمون اکتساب و یک روز بعد از آزمون اکتساب، آزمون یادداری و انتقال اول (افزایش فاصله تا هدف) انجام شد. آزمون یادداری و انتقال دوم پس از یک جمله منفی انجام شد. نتایج نشان داد بین گروه‌ها در آزمون اکتساب، یادداری، انتقال اول و یادداری، انتقال دوم تفاوت معناداری وجود دارد، به طوری که انگیزش درونی گروه بازخورد غیر ژنریک به‌طور معناداری بالاتر از گروه بازخورد ژنریک و شاهد بود. در نتیجه انگیزش درونی و یادگیری حرکتی توسط بازخورد غیر ژنریک در مقایسه با بازخورد ژنریک افزایش می‌یابد.
کلیدواژه‌ها
عنوان مقاله [English]
Effect of Generic and Non-Generic Feedback on Intrinsic Motivation and Motor Learning in Children
نویسندگان [English]
- Behnam Afshari 1
- Farhad Ghadiri 2
- Abbas Bahram 3
1
2
3
چکیده [English]
The purpose of this study was to determine the effect of generic and non-generic feedback on intrinsic motivation and motor learning in children. Thirty children in 10-year were randomly divided into generic and non-generic Feedback and control groups. Acquisition phase consisted of 40 trials (4 bloks of 10 attepmts) throughout 3 days. An acquisition test was conducted after the last training session. The first retention and transfer (greater target distance) tests were conducted one day later acquisition test. The second retention and transfer tests after one negative statement were conducted. Results showed that there are significance differences between groups in acquisition, first retention and transfer, second retention and transfer tests. Also, results showed that intrinsic motivation scores of non-generic feedback group were significantly better than generic feedback and control groups. In conclusion, intrinsic motivation, and learning were further enhanced by non- generic feedback in comparison with generic feedback and non feedback.
کلیدواژه‌ها [English]
- Generic Feedback
- Non- Generic Feedback
- Intrinsic motivation
- Motor Learning
- Children
- Avila, L., Chiviacowsky, S., Wulf, G., & Lewthwaite, R. (2012). Positive social comparative feedback enhances motor learning in children. journal of Sport Psychology studies, 13; Pp: 849–853.
- Badami, R., VaezMousavi, M., Wulf, G., & Namazizadeh, M. (2011). Feedback after good versus poor trials affects intrinsic motivation. journal of Research Quarterly for Exercise and Sport, 8; Pp: 360-364.
- Chiviacowsky, S., Wulf, G., & Drews, R. (2007). Feedback after good trials enhances learning. journal of Research Quarterly for Exercise and Sport, 78; Pp: 40-47.
- Chiviacowsky, S., Wulf, G., & Drews, R. (2014). The influence of generic versus non-generic feedback on motor performance in children. journal of Sport & Exercise Psychology, 34; Pp: 77-82.
- Cimpian, A., Arce ,H.M., Markman, E.M., & Dweck,C.S. (2008). Subtle linguistic cues affect children’s motivation. journal of Psychology Science, 18; Pp: 314-316.
- Deci, E. L., Ryan, R.M. (2008). Self-determination theory: a macrotheory of human motivation, development, and health. journal of Canadian Psychology, 49; Pp: 18-25.
- Drews, R., Chiviacowsky, S., & Wulf, G. (2013). Children’s motor skill learning is influenced by their conceptions of ability. journal of Motor Learning and Development, 1; Pp: 38–44.
- Dweck, C. S. (1999). Their role in motivation, personality, and development. Philadelphia: Psychology Press.
- Kasimatis, M., Miller, M., & Marcussen, L. (2002). The effects of implicit theories on exercise motivation. Journal of Research in Personality, 30; Pp: 511-516.
- Lewthwaite, R., Wulf, G. (2010). Social-comparative feedback affects motor skill learning. journal of Sport & Exercise Psychology, 34; Pp: 77-82.
- Li, W., Lee, A. M., & Solmon, M. A. (2005). Examining the relationship among dispositional ability conceptions, intrinsic motivation, perceived competence, experience, and performance. Journal of Teaching in Physical Education, 24; Pp: 51–65.
- Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice and performance. Journal of Psychological Review, 91; Pp: 328–346.
- Saemi, E., Wulf, G., Varzaneh, AG., & Zarghami, M. (2011). Feedback after good versus poor trials enhances learning in children. Journal of Rev Bras Educ Fı´s Esporte, 25; Pp: 671–679.
- Schmidt, R., Lee, TD. (2011). Motor control and learning: A behavioral emphasis. Champaign, IL: Human Kinetics.
- Vallerand, R. j. (2001). Intrinsic and extrinsic motivation in sport and exercise. A review using the hierarchical model of intrinsic and extrinsic motivayion. 54; Pp: 46–60.
- Weinberg, R. S. (2003). Foundation of sport and exercise psychology. (3rd ed). IL: Human kinetics.
- Wulf, G., Lewthwaite, R. (2010). Conceptions of ability affect motor learning. Journal of Motor Behavior, 41; Pp: 461–467.
)