سامانه مدیریت نشریات علمی دانشگاه شهید بهشتی

اقدسی, محمد تقی, اقدم, فاطمه, خلیل پور, زهره. (1402). تأثیر تعدیل‌کنندگی تیپ شخصیتی افراد بر یادگیری مهارت‌های سرویس بلند و کوتاه بدمینتون به روش‌های مسدود و تصادفی. , 15(1), 126-141. doi: 10.48308/mbsp.2022.225023.1074
محمد تقی اقدسی; فاطمه اقدم; زهره خلیل پور. "تأثیر تعدیل‌کنندگی تیپ شخصیتی افراد بر یادگیری مهارت‌های سرویس بلند و کوتاه بدمینتون به روش‌های مسدود و تصادفی". , 15, 1, 1402, 126-141. doi: 10.48308/mbsp.2022.225023.1074
اقدسی, محمد تقی, اقدم, فاطمه, خلیل پور, زهره. (1402). 'تأثیر تعدیل‌کنندگی تیپ شخصیتی افراد بر یادگیری مهارت‌های سرویس بلند و کوتاه بدمینتون به روش‌های مسدود و تصادفی', , 15(1), pp. 126-141. doi: 10.48308/mbsp.2022.225023.1074
اقدسی, محمد تقی, اقدم, فاطمه, خلیل پور, زهره. تأثیر تعدیل‌کنندگی تیپ شخصیتی افراد بر یادگیری مهارت‌های سرویس بلند و کوتاه بدمینتون به روش‌های مسدود و تصادفی. , 1402; 15(1): 126-141. doi: 10.48308/mbsp.2022.225023.1074

تأثیر تعدیل‌کنندگی تیپ شخصیتی افراد بر یادگیری مهارت‌های سرویس بلند و کوتاه بدمینتون به روش‌های مسدود و تصادفی

روانشناسی ورزش
مقاله 9، دوره 15، شماره 1، 1402، صفحه 126-141    اصل مقاله (886.14 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.48308/mbsp.2022.225023.1074
نویسندگان
محمد تقی اقدسی1؛ فاطمه اقدم2؛ زهره خلیل پور* 3
1استاد گروه رفتار حرکتی، دانشکده تربیت بدنی و علوم ورزشی، دانشگاه تبریز، تبریز، ایران.
2کارشناس ارشد رفتار حرکتی، دانشکده تربیت بدنی و علوم ورزشی، دانشگاه تبریز، تبریز، ایران.
3دانشجوی دکتری رفتار حرکتی، دانشکده تربیت بدنی و علوم ورزشی، دانشگاه تبریز، تبریز، ایران.
چکیده
هدف: پژوهش حاضر به منظور بررسی اثر تعدیل‌کنندگی تیپ شخصیتی افراد بر یادگیری مهارت‌های بدمینتون به روش‌های تصادفی و مسدود انجام گرفت.

روش: این مطالعه از نوع نیمه‌تجربی و با طرح پیش‌آزمون پس‌آزمون 4 گروهی است. جامعه آماری دانشجویان دانشگاه تبریز بودند که با استفاده از پرسشنامه فریدمن و روزنمن (1964)، 30 نفر دارای تیپ شخصیت آ و 30 نفر دارای تیپ شخصیتی ب انتخاب شده و هر تیپ شخصیتی به 2 گروه تمرینی مسدود و تصادفی تقسیم شدند. آزمون اکتساب به مدت 10 جلسه و هر جلسه 3 بسته 20 کوششی بود و آزمون یادداری و انتقال 48 ساعت بعد از اکتساب انجام شد. داده‌ها از روش تحلیل واریانس با اندازه‌گیری‌های مکرر تحلیل شدند.

یافته‌ها: نتایج نشان داد که در اکتساب روش مسدود بر تصادفی برتری معنا‌داری دارد و تیپ شخصیتی فراگیران نقشی در آن ایفا نمی‌کند، در یادداری تفاوت معناداری بین 4 گروه مشاهده نشد و فقط در سرویس کوتاه فراگیران با تیپ شخصیتی آ که به روش تصادفی تمرین کرده بودند بر سایر گروه‌ها برتری داشتند (021/0p=) و در مرحله انتقال نیز تمرین تصادفی در هر دو گروه تیپ شخصیتی آ و ب از نظر آماری بر سایرین برتری داشتند (0001/0p=).

نتیجه‌گیری: به نظر می‌رسد تیپ شخصیتی در تمرین تصادفی و مسدود نقش تعدیل‌کنندگی معنا‌داری ندارد و همچنان تمرین مسدود در اکتساب و تمرین تصادفی در انتقال از اولویت برخوردار می‌باشد.
کلیدواژه‌ها
تداخل زمینه‌ای؛ تیپ شخصیتی؛ یادگیری؛ بدمینتون
عنوان مقاله [English]
Effect of Moderating Individuals' Personality Type on the Learning of Long and Short Badminton Serve Techniques in Blocked and Random Methods
نویسندگان [English]
Mohammad Taghi Aghdasi1؛ Fatemeh Aghdam2؛ Zohreh Khalilpour3
1Professor of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tabriz, Tabriz, Iran.
2MS Student of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tabriz, Tabriz, Iran.
3Ph.D Student of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tabriz, Tabriz, Iran
چکیده [English]
Purpose: The present study was conducted to investigate the moderating effect of personality type on badminton skill learning in the random and blocked methods.
Methods: This study was a quasi-experimental study with a four-group post-test-pre-test design. The statistical population was the students of Tabriz University who used Friedman and Rosenman questionnaires to select individuals with personality types A and B, and each personality type was divided into two groups with blocked and random training. The acquisition test was conducted in ten sessions, and in each session three packages of twenty trials were administered, as well as a retention and transfer test 48 hours after acquisition. Data were analysed by repeated measures analysis of variance.
Results: The blocked method had a significant advantage over the random method in the acquisition of the learning material and the personality type of the learners did not play a role. There was no significant difference in retention performance between the 4 groups (P=0/021). In the transfer phase, random training was statistically superior to the other groups in both the personality type A group and the personality type B group (P=0/0001).
Conclusion: It appears that personality type does not play a significant moderating role in random training and blocked training, and that blocked training in the acquisition phase and random training in the transfer phase also take precedence.
کلیدواژه‌ها [English]
Contextual interference, personality, learning, badminton
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