نوع مقاله : مقاله پژوهشی Released under CC BY-NC 4.0 license I Open Access I

نویسندگان

1 . دانشجوی کارشناس ارشد رفتار حرکتی، دانشکدۀ علوم ورزشی، دانشگاه حکیم سبزواری، سبزوار، ایران

2 استادیار، دانشکدۀ علوم ورزشی، دانشگاه حکیم سبزواری، سبزوار، ایران

چکیده

خستگی ذهنی، حالتی روان‌شناختی است که به‌واسطۀ فعالیت مداوم شناختی ایجاد شده و سبب کاهش عملکرد جسمانی می‌شود، اما تأثیر آن بر یادگیری حرکتی کمتر بررسی شده است. هدف از پژوهش حاضر بررسی تأثیر بازخورد خودکنترلی بر یادگیری تولید نیروهای کم، متوسط و بیشینه در شرایط خستگی ذهنی بود. نمونۀ پژوهش 28 نفر از داوطلبان واجد شرایط بودند که به‌صورت تصادفی به دو گروه بازخورد خودکنترل و جفت‌شده تقسیم شدند. ابزار اندازه‌گیری شامل دینامومترالکتریکی، آزمون استروپ، پرسشنامۀ چند بعدی خستگی ذهنی و مقیاس VAS بود. هر دو گروه ابتدا تحت پروتکل خستگی ذهنی به مدت یک ساعت آزمون استروپ را انجام دادند و پس از اطمینان از ایجاد خستگی ذهنی، وارد مرحلۀ اکتساب تکلیف تولید نیرو شدند. آزمون یادداری فوری با تأخیر 10 دقیقه و یادداری تأخیری 48 ساعت بعد از پایان مرحلۀ اکتساب اجرا شد. یافته‌های پژوهش نشان داد که در شرایط خستگی ذهنی تفاوت معناداری بین گروه‌های بازخورد خودکنترل و جفت‌شده در اکتساب و یادداری نیروهای مختلف وجود ندارد. همچنین در شرایط خستگی ذهنی خطای تولیدشده در یادگیری نیروی متوسط نسبت به نیروی کم و بیشینه کمتر است،‌ به‌طوری‌که یادگیری نیروی متوسط به‌طور معناداری نسبت به نیروی کم بهتر بود. نتایج پژوهش حاضر حاکی از آن است که خستگی ذهنی سبب کاهش اثربخشی بازخورد خودکنترل می‌شود و یادگیری تولید نیروهای کم و بیشینه را بیشتر از متوسط تخریب می‌کند.

کلیدواژه‌ها

عنوان مقاله [English]

The Effect of Self-Controlled Feedback on Learning to Produce Low, Medium and Maximum Forces in Mental Fatigue Condition

نویسندگان [English]

  • Jalil Mirzaee 1
  • Rasool Zeidabadi 2
  • Mohammad Reza Shahabi Kaseb 2

1 . MSc Student of Motor Behavior, Faculty of Sport Sciences, Hakim Sabzevari University, Sabzevar, Iran

2 Assistant Professor, Faculty of Sport Sciences, Hakim Sabzevari University, Sabzevar, Iran

چکیده [English]

Mental fatigue is a psychological state caused by prolonged periods of cognitive activity and decreases physical performance, but its impact on motor learning has been less studied. The aim of this study was to investigate the effect of self-controlled feedback on learning to produce low, medium and maximum forces in mental fatigue condition. Participants consisted of 28 eligible volunteers who were randomly divided into two groups of self-controlled feedback and yoked. Electrical dynamometer, Stroop test, multidimensional fatigue inventory and the VAS scale were used in this study. Both groups firstly performed the Stroop test for one hour under mental fatigue protocol and they entered the acquisition phase of force production task after making sure that mental fatigue was created. Immediate and delayed retention tests were performed 10 minutes and 48 hours after the end of the acquisition phase respectively. Findings showed that in mental fatigue condition, there was no significant difference between self-controlled feedback and yoked groups in acquisition and retention of different forces. Also, the error produced in learning the medium force was less than those in learning the low and maximum forces in the mental fatigue condition, that is to say the learning of the medium force was significantly better than the low force. The results showed that mental fatigue reduces the effectiveness of self-controlled feedback and destroys learning to produce low and maximum forces more than medium force.

کلیدواژه‌ها [English]

  • force control
  • mental fatigue
  • motor learning
  • self-controlled feedback
  • Stroop test
1.Barros JA, Yantha ZD, Carter MJ, Hussien J, Ste-Marie DM. Examining the impact of error estimation on the effects of self-controlled feedback. Human movement science. 2019;63:182-98.
2. Lessa HT, Chiviacowsky S. Self-controlled practice benefits motor learning in older adults. Human movement science. 2015;40:372-80.
3.Chiviacowsky S, de Medeiros FL, Kaefer A, Wally R, Wulf G. Self-controlled feedback in 10-year-old children: higher feedback frequencies enhance learning. Research quarterly for exercise and sport. 2008;79(1):122-7.
4.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.
5. Chiviacowsky S, Lessa HT. Choices over feedback enhance motor learning in older adults. Journal of Motor Learning and Development. 2017;5(2):304-18.
6.Januário M, Figueiredo L, Portes L, Benda R. Effects of Self-Controlled Knowledge of Results on Learning a Taekwondo Serial Skill. Perceptual and Motor Skills. 2019;126(6):1178-94.
7.Zeidabady R, Amery EA, Sheikh M, Motesharreyi ME. Comparison Feedback after Good and Poor Trials in Self-Control and Instructor-Control Condition in Acquisition and learning of Force-Production Task. journal of sport & exercise psychology 2010;32:S138-S.
8.Jalalvand M, Bahram A, Daneshfar A, Arsham S. The Effect of Gradual Self-Control of Task Difficulty and Feedback on Learning Golf Putting. Research Quarterly for Exercise and Sport. 2019;90(4):429-39.
9.Van Maarseveen MJ, Oudejans RR, Savelsbergh GJ. Self-controlled video feedback on tactical skills for soccer teams results in more active involvement of players. Human Movement Science. 2018;57:194-204.
10.Hemayattalab R. Effects of self-control and instructor-control feedback on motor learning in individuals with cerebral palsy. Research in developmental disabilities. 2014;35(11):2766-72.
11.Hemayattalab R, Arabameri E, Pourazar M, Ardakani MD, Kashefi M. Effects of self-controlled feedback on learning of a throwing task in children with spastic hemiplegic cerebral palsy. Research in developmental disabilities. 2013;34(9):2884-9.
12.Razaghi S, Saemi E, Abedanzadeh R. The Effect of Self-Control FeedBack on Motor Learning, Balance Confidence and Elderly’s Self-Efficacy in a Balancing Task. Sport Psychology Studies. 2019;8(28):207-20.
13.Khojasteh Moghani M, Zeidabadi R, Shahbi kaseb M, Bahreini Broojeni I. Representation of the effect of self-control feedback on performance and learning of force control task in mental fatigue conditions [Master of Scince]: Hakim sabzevari university; 2019 (in persian).
14.Sadeghi F, Zeidabadi R, Shahabi KM. The effect of attentional focus and self-control feedback on acquisition and learning of throwing skill in 10-12 year old children [Master of Scince]: Hakim sabzevari university; 2019. (in persian).
15.Boksem MA, Tops M. Mental fatigue: costs and benefits. Brain research reviews. 2008;59(1):125-39.
16.Marcora SM, Staiano W, Manning V. Mental fatigue impairs physical performance in humans. Journal of applied physiology. 2009;106(3):857-64.
17.Wright RA, Stewart CC, Barnett BR. Mental fatigue influence on effort-related cardiovascular response: Extension across the regulatory (inhibitory)/non-regulatory performance dimension. International Journal of Psychophysiology. 2008;69(2):127-33.
18.Chuckravanen D, Bulut S, Kürklü G, Yapali G. Review of exercise-induced physiological control models to explain the development of fatigue to improve sports performance and future trend. Science & Sports. 2019;34(3):131-40.
19.Russell S, Jenkins D, Smith M, Halson S, Kelly V. The application of mental fatigue research to elite team sport performance: New perspectives. Journal of Science and Medicine in Sport. 2019;22(6):723-8.
20.Moore TM, Key AP, Thelen A, Hornsby BW. Neural mechanisms of mental fatigue elicited by sustained auditory processing. Neuropsychologia. 2017;106:371-82.
21.Cook DB, O’Connor PJ, Lange G, Steffener J. Functional neuroimaging correlates of mental fatigue induced by cognition among chronic fatigue syndrome patients and controls. Neuroimage. 2007;36(1):108-22.
22.Coutinho D, Gonçalves B, Wong DP, Travassos B, Coutts AJ, Sampaio J. Exploring the effects of mental and muscular fatigue in soccer players’ performance. Human movement science. 2018;58:287-96.
23.Pageaux B, Lepers R. The effects of mental fatigue on sport-related performance. Progress in Brain Research. 240: Elsevier; 2018. p. 291-315.
24.Wulf G, Shea CH. Principles derived from the study of simple skills do not generalize to complex skill learning. Psychonomic bulletin & review. 2002;9(2):185-211.
25.Van der Linden D, Frese M, Meijman TF. Mental fatigue and the control of cognitive processes: effects on perseveration and planning. Acta psychologica. 2003;113(1):45-65.
26. Rosker J, Sarabon N. Kinaesthesia and methods for its assessment: literature review. Sport Science Review. 2010;19(5-6):165.
27.Schneider MR, Landers DM, Phillips WT, Arent SM, Yarrow JF. Effects of psyching on peak force production in adolescent athletes. Medicine & Science in Sports & Exercise. 2003;35(5):S140.
28.Bray SR, Graham JD, Ginis KAM, Hicks AL. Cognitive task performance causes impaired maximum force production in human hand flexor muscles. Biological psychology. 2012;89(1):195-200.
29.Martin K, Thompson KG, Keegan R, Ball N, Rattray B. Mental fatigue does not affect maximal anaerobic exercise performance. European journal of applied physiology. 2015;115(4):715-25.
30.Van Cutsem J, Marcora S, De Pauw K, Bailey S, Meeusen R, Roelands B. The effects of mental fatigue on physical performance: a systematic review. Sports medicine. 2017;47(8):1569-88.
31. Van Cutsem J, De Pauw K, Vandervaeren C, Marcora S, Meeusen R, Roelands B. Mental fatigue impairs visuomotor response time in badminton players and controls. Psychology of Sport and Exercise. 2019;45:101579.
32. Smith MR, Zeuwts L, Lenoir M, Hens N, De Jong LM, Coutts AJ. Mental fatigue impairs soccer-specific decision-making skill. Journal of sports sciences. 2016;34(14):1297-304.
33.Tanaka M, Ishii A, Watanabe Y. Effects of mental fatigue on brain activity and cognitive performance: a magnetoencephalography study. Anat Physiol. 2015;4:1-5.
34.Lorist MM, Boksem MA, Ridderinkhof KR. Impaired cognitive control and reduced cingulate activity during mental fatigue. Cognitive Brain Research. 2005;24(2):199-205.
35.Boksem MA, Meijman TF, Lorist MM. Effects of mental fatigue on attention: an ERP study. Cognitive brain research. 2005;25(1):107-16.
36.Schmidt RA, Lee TD, Winstein C, Wulf G, Zelaznik HN. Motor control and learning: A behavioral emphasis: Human kinetics; 2018.
37.Faul F, Erdfelder E, Lang A-G, Buchner A. G* Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior research methods. 2007;39(2):175-91.
38.Smith MR, Coutts AJ, Merlini M, Deprez D, Lenoir M, Marcora SM. Mental fatigue impairs soccer-specific physical and technical performance. Medicine and science in sports and exercise. 2016.
39.Khojasteh MM, Zeidabadi R, Shahabi KM, Bahreini BI. Mental fatigue impair the effect of feedback to successful trials in motor learning. Motor Behavior. 2019;11(37):135-50. (in persian).
40.Lorist MM, Klein M, Nieuwenhuis S, De Jong R, Mulder G, Meijman TF. Mental fatigue and task control: planning and preparation. Psychophysiology. 2000;37(5):614-25.
41.Jongman L, Meijman T, De-Jong R. The working memory hypothesis of mental fatigue. Department of Experimental and Work Psychology University of Gronigen, Netherlands. 1999.
42.Graham JD, Martin Ginis KA, Bray SR. Exertion of self-control increases fatigue, reduces task self-efficacy, and impairs performance of resistance exercise. Sport, Exercise, and Performance Psychology. 2017;6(1):70.