سامانه مدیریت نشریات علمی دانشگاه شهید بهشتی

ولایتی, فاطمه, موسوی, سید محمدرضا, احمدی نژاد, عادله, عابدان زاده, رسول. (1403). بهینه سازی یادگیری حرکتی دختران نوجوان از طریق حمایت خودمختاری، امیدواری تقویت شده و توجه بیرونی: آزمون نظریه یادگیری حرکتی بهینه. , 16(1), 114-131. doi: 10.48308/mbsp.2022.227052.1113
فاطمه ولایتی; سید محمدرضا موسوی; عادله احمدی نژاد; رسول عابدان زاده. "بهینه سازی یادگیری حرکتی دختران نوجوان از طریق حمایت خودمختاری، امیدواری تقویت شده و توجه بیرونی: آزمون نظریه یادگیری حرکتی بهینه". , 16, 1, 1403, 114-131. doi: 10.48308/mbsp.2022.227052.1113
ولایتی, فاطمه, موسوی, سید محمدرضا, احمدی نژاد, عادله, عابدان زاده, رسول. (1403). 'بهینه سازی یادگیری حرکتی دختران نوجوان از طریق حمایت خودمختاری، امیدواری تقویت شده و توجه بیرونی: آزمون نظریه یادگیری حرکتی بهینه', , 16(1), pp. 114-131. doi: 10.48308/mbsp.2022.227052.1113
ولایتی, فاطمه, موسوی, سید محمدرضا, احمدی نژاد, عادله, عابدان زاده, رسول. بهینه سازی یادگیری حرکتی دختران نوجوان از طریق حمایت خودمختاری، امیدواری تقویت شده و توجه بیرونی: آزمون نظریه یادگیری حرکتی بهینه. , 1403; 16(1): 114-131. doi: 10.48308/mbsp.2022.227052.1113

بهینه سازی یادگیری حرکتی دختران نوجوان از طریق حمایت خودمختاری، امیدواری تقویت شده و توجه بیرونی: آزمون نظریه یادگیری حرکتی بهینه

روانشناسی ورزش
مقاله 7، دوره 16، شماره 1، 1403، صفحه 114-131    اصل مقاله (1.19 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.48308/mbsp.2022.227052.1113
نویسندگان
فاطمه ولایتی1؛ سید محمدرضا موسوی2؛ عادله احمدی نژاد3؛ رسول عابدان زاده* 4
1گروه رفتار حرکتی، دانشکده علوم ورزشی، دانشگاه اصفهان، اصفهان، ایرن
2گروه رفتار حرکتی، دانشکده تربیت بدنی و علوم ورزشی، دانشگاه اصفهان، اصفهان، ایران
3گروه رفتار حرکتی، دانشگاه نسیبه، تهران، ایران
4گروه رفتار حرکتی، دانشکده علوم ورزشی، دانشگاه شهید چمران اهواز، اهواز، ایران
چکیده
این پژوهش با هدف آزمون نظریه یادگیری حرکتی بهینه (بکارگیری حمایت خودمختاری، امیدواری تقویت‏شده و توجه بیرونی) در میان دختران نوجوان انجام شد. روش: از بین دختران شهر نجف‏آباد، 32 دختر با دامنه سنی 15-13 به روش نمونه‏گیری در دسترس برای فراگیری تکلیف شوت به توپ در حال حرکت انتخاب شدند. شرکت‏کنندگان پس از پیش‏آزمون به طور تصادفی به دو گروه یادگیری حرکتی بهینه و کنترل تقسیم شدند. قبل از مرحله اکتساب (5 بلوک 10 کوششی)، به دختران در گروه نخست اجازه داده شد تا قبل از هر بلوک، توپ دلخواه خود را انتخاب کنند (حمایت خودمختاری)، قبل از کوشش ششم در هر بلوک نیز از آنها خواسته ‏شد تا به مسیر حرکت توپ توجه کنند (توجه بیرونی) و پیش از بلوک اول و سوم نیز معیارهای نسبتا آسانی برای موفقیت دریافت کردند (امیدواری تقویت شده). یادگیرندگان دو روز بعد در آزمون یادداری و انتقال شرکت کردند. برای تحلیل داده‏ها از آزمون تی مستقل و تحلیل‏های واریانس مرکب در مراحل مختلف تحقیق استفاده شد. نتایج: نتایج نشان داد عملکرد و یادگیری گروه یادگیری حرکتی بهینه موثرتر از گروه کنترل بود. نتیجه‏گیری: این پژوهش نشان داد نظریه یادگیری حرکتی بهینه (استفاده ترکیبی از حمایت خودمختاری، امیدواری تقویت‏شده و توجه بیرونی) در میان دختران نوجوان کاربردی است.
کلیدواژه‌ها
یادگیری بهینه؛ اکتساب؛ دختران؛ نوجوان
عنوان مقاله [English]
Optimizing Motor Learning in Teenage Girls through Autonomy Support, Enhanced Expectations, and External Focus of Attention: Testing the OPTIMAL Theory of Motor Learning
نویسندگان [English]
Fatemeh Velayati1؛ Seyyed Mohammadreza Mousavi2؛ Adeleh Ahmadinejad3؛ Rasool Abedanzadeh4
1Department of Motor Behavior, Sport Sciences Faculty, University of Isfahan, Iran.
2Department of Motor Behavior, Faculty of sports science, Isfahan University, Isfahan, Iran
3Department of Motor Behavior, Nasibe University, Tehran, Iran
4Department of Motor Behavior, Faculty of Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran
چکیده [English]
Purpose: This study aimed to test the optimal theory of motor learning (triple use of autonomy support, enhanced expectancies, and external focus of attention) among teenage girls.
Methods: Among all adolescent girls in Najafabad, 32 girls aged 13-15 years were selected using a convenient method. Participants were randomly divided into optimal learning (OL) and control groups. Prior to the acquisition phase (5 blocks of 10 trials), participants in the OL group were allowed to choose their favorite balls (autonomy support). They also received instruction regarding maintaining focus on the path of the ball (external focus) before the sixth trial of every training block. Additionally, before the first and third blocks, the children in the OL group received relatively easy criteria for success (enhanced expectancies). The participants were asked to participate in retention and transfer tests two days after the acquisition phase. Independent T-test and mixed ANOVA were used to analyze the data.
Results: The results revealed that the motor performance and learning of the OL group were higher than the control group.
Conclusion: The findings showed that the theory of optimal motor learning (using autonomy support, enhanced expectancies, and external focus of attention) is relatively acceptable and applicable among girls aged 13-15 years.
 
 
کلیدواژه‌ها [English]
Optimal Learning, Acquisition, Girls, Adolescent
مراجع
  1. Wulf G, Lewthwaite R. Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning. Psychonomic bulletin & review. 2016;23(5):1382-414. https://doi.org/10.3758/s13423-015-0999-9
  2. Schmidt RA, Lee TD, Winstein C, Wulf G, Zelaznik HN. Motor control and learning: A behavioral emphasis: Human Kinetics; 2018.
  3. Wulf G, Lewthwaite R, Cardozo P, Chiviacowsky S. Triple play: Additive contributions of enhanced expectancies, autonomy support, and external attentional focus to motor learning. Quarterly Journal of Experimental Psychology. 2018;71(4):824-31. https://doi.org/10.1080/17470218.2016.1276204
  4. Deci EL, Ryan RM. Self-determination theory: A macrotheory of human motivation, development, and health. Canadian psychology/Psychologie canadienne. 2008;49(3):182. https://psycnet.apa.org/doi/10.1037/a0012801
  5. Sanli EA, Patterson JT, Bray SR, Lee TD. Understanding self-controlled motor learning protocols through the self-determination theory. Frontiers in Psychology. 2013;3:611. https://doi.org/10.3389/fpsyg.2012.00611
  6. Emond Pelletier J, Joussemet M. The benefits of supporting the autonomy of individuals with mild intellectual disabilities: An experimental study. Journal of Applied Research in Intellectual Disabilities. 2017;30(5):830-46. https://doi.org/10.1111/jar.12274
  7. Zahiri M, Tahmasebi Boroujeni S, Shahbazi M, Saemi E. The effect of self-control of task difficulty during the early and late practice on motor learning. Motor Behavior. 2023, 49-68. In Persian https://doi.org/10.22089/mbj.2022.11137.1999
  8. Janelle CM, Kim J, Singer RN. Subject-controlled performance feedback and learning of a closed motor skill. Perceptual and Motor Skills. 1995;81(2):627-34. https://doi.org/10.1177/003151259508100253
  9. Chiviacowsky S, Wulf G, de Medeiros FL, Kaefer A, Tani G. Learning benefits of self-controlled knowledge of results in 10-year-old children. Research quarterly for exercise and sport. 2008;79:405-10. https://doi.org/10.1080/02701367.2008.10599505
  10. Chiviacowsky S, Wulf G, Lewthwaite R, Campos T. Motor learning benefits of self-controlled practice in persons with Parkinson's disease. Gait & Posture. 2012;35(4):601-5. https://doi.org/10.1016/j.gaitpost.2011.12.003
  11. Post PG, Fairbrother JT, Barros JA. Self-controlled amount of practice benefits learning of a motor skill. Research quarterly for exercise and sport. 2011;82(3):474-81. http://dx.doi.org/10.1080/02701367.2011.10599780
  12. Aiken CA, Post PG, Hout MC, Fairbrother JT. Self-controlled amount and pacing of practice facilitate learning of a sequential timing task. Journal of Sports Sciences. 2020;38(4):405-15. http://dx.doi.org/10.1080/02640414.2019.1704498
  13. Wulf G, Raupach M, Pfeiffer F. Self-controlled observational practice enhances Research quarterly for exercise and sport. 2005;76(1):107-11. http://dx.doi.org/10.1080/02701367.2005.10599266
  14. Lewthwaite R, Chiviacowsky S, Drews R, Wulf G. Choose to move: The motivational impact of autonomy support on motor learning. Psychonomic bulletin & review. 2015;22(5):1383-8. http://dx.doi.org/10.3758/s13423-015-0814-7
  15. Chiviacowsky S, Wulf G. Self-controlled feedback is effective if it is based on the learner's performance. Research quarterly for exercise and sport. 2005;76(1):42-8. http://dx.doi.org/10.1080/02701367.2005.10599260
  16. McCombs BL. Self-regulated learning and academic achievement: A phenomenological view.  Self-regulated learning and academic achievement: Springer; 1989, 51-82. https://doi.org/10.1007/978-1-4612-3618-4_3
  17. Chen D, Singer RN. Self-regulation and cognitive strategies in sport participation. International Journal of Sport Psychology. 1992, 23(4), 277–300.
  18. Chiviacowsky S, Harter NM, Gonçalves GS, Cardozo PL. Temporal-comparative feedback facilitates golf putting. Frontiers in Psychology. 2019:2691. https://doi.org/10.3389%2Ffpsyg.2018.02691
  19. Ávila LT, Chiviacowsky S, Wulf G, Lewthwaite R. Positive social-comparative feedback enhances motor learning in children. Psychology of Sport and Exercise. 2012;13(6):849-53. https://psycnet.apa.org/doi/10.1016/j.psychsport.2012.07.001
  20. Wulf G, Lewthwaite R. Conceptions of ability affect motor learning. Journal of Motor Behavior. 2009;41(5):461-7. http://dx.doi.org/10.3200/35-08-083
  21. Palmer K, Chiviacowsky S, Wulf G. Enhanced expectancies facilitate golf putting. Psychology of Sport and Exercise. 2016;22:229-32. http://dx.doi.org/10.1016/j.psychsport.2015.08.009
  22. Iwatsuki T, Regis CJ. Relatively easy criteria for success enhances motor learning by altering perceived competence. Perceptual and motor skills. 2021;128(2):900-11. http://dx.doi.org/10.1177/0031512520981237
  23. Wulf G, Chiviacowsky S, Lewthwaite R. Altering mindset can enhance motor learning in older adults. Psychology and aging. 2012;27(1):14. http://dx.doi.org/10.1037/a0025718
  24. Wulf G. Attentional focus and motor learning: a review of 15 years. International Review of sport and Exercise psychology. 2013;6(1):77-104. http://dx.doi.org/10.1080/1750984x.2012.723728
  25. Waite L, Stewart M, Sackiriyas KSB, Jayawickrema J, Almonroeder TG. Female Athletes Exhibit Greater Trial-to-Trial Coordination Variability When Provided with Instructions Promoting an External Focus. Journal of Motor Behavior. 2022:1-8. http://dx.doi.org/10.1080/00222895.2022.2067517
  26. Schücker L, Anheier W, Hagemann N, Strauss B, Völker K. On the optimal focus of attention for efficient running at high intensity. Sport, Exercise, and Performance Psychology. 2013;2(3):207-219. https://psycnet.apa.org/doi/10.1037/a0031959
  27. Neumann DL, Brown J. The effect of attentional focus strategy on physiological and motor performance during a sit-up exercise. Journal of Psychophysiology. 2013, 27(1): 7-15. https://psycnet.apa.org/doi/10.1027/0269-8803/a000081
  28. Wulf G, Dufek JS, Lozano L, Pettigrew C. Increased jump height and reduced EMG activity with an external focus. Human Movement Science. 2010;29(3):440-8. https://doi.org/10.1016/j.humov.2009.11.008
  29. Wulf G, McNevin N, Shea CH. The automaticity of complex motor skill learning as a function of attentional focus. The Quarterly Journal of Experimental Psychology Section A. 2001;54(4):1143-54. https://doi.org/10.1080/713756012
  30. Kal E, Van der Kamp J, Houdijk H. External attentional focus enhances movement automatization: A comprehensive test of the constrained action hypothesis. Human movement science. 2013;32(4):527-39. http://dx.doi.org/10.1016/j.humov.2013.04.001
  31. Mousavi SM, Iwatsuki T. Easy Task and Choice: Motivational Interventions Facilitate Motor Skill Learning in Children. Journal of Motor Learning and Development. 2021;1(aop):1-15. http://dx.doi.org/10.1123/jmld.2021-0023
  32. Wulf G, Chiviacowsky S, Cardozo PL. Additive benefits of autonomy support and enhanced expectancies for motor learning. Human movement science. 2014;37:12-20. http://dx.doi.org/10.1016/j.humov.2014.06.004
  33. Dana A, Baniasadi T, Salehian MH, Sarvari Effects of Enhanced Expectancies and Autonomy Support on Learning Medical Motor Skills. Annals of Military and Health Sciences Research. 2022; 20(1):e120109. http://dx.doi.org/10.5812/amh.120109
  34. Wulf G, Chiviacowsky S, Drews R. External focus and autonomy support: Two important factors in motor learning have additive benefits. Human Movement Science. 2015;40:176-84. http://dx.doi.org/10.1016/j.humov.2014.11.015
  35. Pascua LA, Wulf G, Lewthwaite R. Additive benefits of external focus and enhanced performance expectancy for motor learning. Journal of sports sciences. 2015;33(1):58-66. http://dx.doi.org/10.1016/j.humov.2014.06.004
  36. Sertic JV, Avedesian JM, Navalta JW. Skilled Throwing Performance: A Test of the OPTIMAL Theory. International Journal of Exercise Science. 2021;14(5):358.
  37. Cameron CE, Cottone EA, Murrah WM, Grissmer DW. How are motor skills linked to children's school performance and academic achievement? Child Development Perspectives. 2016;10(2):93-8. https://doi.org/10.1111/cdep.12168
  38. Barbieri FA, Gobbi LT, Santiago PR, Cunha SA. Performance comparisons of the kicking of stationary and rolling balls in a futsal context. Sports Biomechanics. 2010, 9 (1):1-15. http://dx.doi.org/10.1080/14763141003690211
  39. Abdollahipour R, Nieto MP, Psotta R, Wulf G. External focus of attention and autonomy support have additive benefits for motor performance in children. Psychology of Sport and Exercise. 2017;32:17-24. http://dx.doi.org/10.1016/j.psychsport.2017.05.004
  40. Bell JJ, Hardy J. Effects of attentional focus on skilled performance in golf. Journal of applied sport psychology. 2009;21(2):163-77. http://dx.doi.org/10.1080/10413200902795323
  41. Abdollahipour R, Land WM, Bizovská L, Klein T, Valtr L, Janura M. Steady, aim, fire! Optimized instructions enhance performance and reduce intra-trial variability in a shooting task. 2022, 84: 1-11.
http://dx.doi.org/10.2478/hukin-2022-000077

  1. Wulf G, Iwatsuki T, Machin B, Kellogg J, Copeland C, Lewthwaite R. Lassoing skill through learner choice. Journal of motor behavior. 2018;50(3):285-92. http://dx.doi.org/10.1080/00222895.2017.1341378
  2. Siltanen S, Bottas R. Instructions for External Focus of Attention Improved Taekwondo Kicking Performance Only Among Less Skilled Youth. Perceptual and Motor Skills. 2022, http://dx.doi.org/10.1080/00222895.2017.1341378
آمار
تعداد مشاهده مقاله: 1,614
تعداد دریافت فایل اصل مقاله: 461