نوع مقاله : مقاله پژوهشی Released under CC BY-NC 4.0 license I Open Access I
نویسندگان
1 دانشجوی دکتری، گروه تربیت بدنی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
2 دانشیار، گروه تربیت بدنی، واحد تهران شمال، دانشگاه آزاد اسلامی، تهران، ایران
چکیده
هدف از تحقیق حاضر بررسی اثر خودگویی آموزشی و انگیزشی بر عملکرد پرتاب دارت با دشواری‌های متفاوت بود. تعداد 60 نفر از افراد مبتدی و راست دست با دامنه سنی 22 تا 28 سال به صورت دردسترس از دانشجویان دانشگاه آزاد تبریز انتخاب و به صورت تصادفی به سه گروه خودگویی آموزشی، انگیزشی و کنترل تقسیم شدند. گروه‌های مورد مطالعه براساس دستورالعمل خود ۵ دسته ۱۲ کوششی را انجام دادند. تمام پرتاب‌ها در در سطح دشواری کم در فاصله 1/80 متری، در سطح دشواری متوسط از فاصله 2/37 متری و در سطح دشواری زیاد در فاصله 2/87 از تخته دارت انجام شدند. شاخص اندازه‌گیری عملکرد براساس میزان خطای شعاعی (فاصله محل برخورد دارت از مرکز) مورد ارزیابی قرار گرفت. از روش آماری تحلیل واریانس ترکیبی 2 عاملی با اندازه‌گیری مکرر در عامل سطح دشواری برای آزمون فرضیه‌ها استفاده شد. نتایج نشان داد خودگویی آموزشی و انگیزشی منجر به بهبود معنی‌دار عملکرد پرتاب دارت شد. همچنین، اثر دشواری معنی‌دار بود، و در نهایت، اثر تعاملی خودگویی و دشواری بر عملکرد پرتاب دارت معنی‌دار بود. درنهایت، به نظر می‌رسد در تکالیف ساده، به دلیل ماهیت مهارت، خودگویی آموزشی با تکیه بر نشانه های مرتبط به خوبی منجر به بهبود مهارت شده است، اما در سطح دشواری متوسط به نظر می‌رسد، نقش خودگویی انگیزشی پررنگ‌تر می‌شود زیرا شرایط نیازمند تلاش بیشتری برای موفقیت است، و این موضوع با رابطه بین دشواری تکلیف و عملکرد همخوانی دارد.
کلیدواژه‌ها
عنوان مقاله [English]
The Effect of Motivational and Educational Self-Talk on the Dart Throwing Performance with Different Difficulties
نویسندگان [English]
- Pouya Biabani 1
- Amir Dana 2
1 Department of Physical Education, Tabriz Branch, Islamic Azad University, Tabriz, Iran
2 Department of Physical Education, North Tehran Branch, Islamic Azad University, Tehran, Iran
چکیده [English]
The aim of the present study was to investigate the effect of educational and motivational self-talk on dart throwing performance with different difficulties. A total of 60 beginners and right-handers with an age range of 22 to 28 years were randomly selected and randomly divided into three groups of educational self-talk, motivation and control. The study groups performed 5 groups of 12 attempts according to their instructions. All throws were performed at low difficulty level at a distance of 1.80 m, at medium difficulty level at a distance of 2.37 m and at high difficulty level at a distance of 2.87 m from the dartboard. The performance measurement index was evaluated based on the amount of radial error (distance of the dart from the center). The statistical method of two factor analysis of variance analysis was used with repeated measurements in the difficulty level factor for testing hypotheses. The results showed that educational and motivational self-talk led to significant improvement in the dart throw performance. Also, the effect of difficulty was significant, and finally, the interactive effect of self-talk and difficulty on the performance of the dart throwing was significant. In simple tasks, due to the nature of the skill, educational self-talk based on related cues seems to improve the skill well, but at a moderate difficulty level, the role of motivational self-talk seems to become more prominent because the situation requires more effort for success, and this is consistent with the relationship between task difficulty and performance.
کلیدواژه‌ها [English]
- Self talk
- Students
- Motor Tasks
- Dart Throwing
- Difficulty
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