نوع مقاله : مقاله پژوهشی Released under CC BY-NC 4.0 license I Open Access I
نویسندگان
1 گروه تربیت بدنی و علوم ورزشی، دانشگاه پیام نور، ایران.
2 گروه رفتار حرکتی و روانشناسی ورزشی، دانشکدة علوم ورزشی و تندرستی، دانشگاه تهران، تهران، ایران.
3 گروه رفتار حرکتی و روانشناسی ورزشی، دانشکدة علوم ورزشی و تندرستی، دانشگاه تهران، تهران، ایران .
4 گروه رفتار حرکتی و روانشناسی ورزشی ، دانشکدة علوم ورزشی و تندرستی، دانشگاه تهران، تهران، ایران.
چکیده
مقدمه: هدف از پژوهش حاضر بررسی تأثیر تمرین بدنی و الگوی مشاهده‌ای انتخابی و اجباری بر میزان انگیزۀ درونی و یادگیری شناختی مهارت شوت جفت بسکتبال با رویکرد نیازهای روانشناختی پایه بود.
روش پژوهش: 80 دانشجوی پسر (۱۸-22 سال) به‌صورت داوطلبانه انتخاب و براساس نمرات پیش‌آزمون به‌صورت تصادفی در چهار گروه (20 نفر) خودکنترل، جفت‌شده، آزمونگر کنترل و کنترل قرار گرفتند. برای بررسی میزان انگیزه، از پرسشنامۀ انگیزۀ درونی ((IMI وبرای بررسی میزان یادگیری شناختی از پرسشنامۀ فراخوانی (اقتباس از نودسون، 1993) استفاده شد. ویدئوی آموزشی از مدل ماهر اجزای حرکت را نمایش داد و به آزمودنی‌ها ارائه شد. آزمون یادداری24ساعت بعد انجام گرفت. برای بررسی نتایج از تحلیل واریانس یکراهه (آنوا) استفاده شد (0/05≥P).
یافته‌ها: نتایج نشان داد در مرحلۀ اکتساب میزان انگیزۀ درونی برای یادگیری مهارت شوت جفت بسکتبال آزمودنی‌ها در شرایط مشاهدۀ خودکنترل به‌طور معنا‌داری بالاتر از آزمودنی‌ها در شرایط جفت‌شده و کنترل بود. همچنین در مرحلۀ یادداری میزان انگیزۀ درونی در شرایط مشاهده خودکنترل به‌طور معنا‌داری بالاتر از دیگر شرایط آزمایشی بود. علاوه‌بر این در مراحل اکتساب و یادداری یادگیری شناختی (موفقیت فراخوانی) آزمودنی‌ها در شرایط مشاهدۀ خودکنترل به‌طور معنا‌داری بالاتر از آزمودنی‌های در شرایط جفت‌شده و کنترل بود.
نتیجه‌گیری: به‌طور کلی نتایج این پژوهش نشان داد که انگیزه بر یادگیری تأثیر دارد، همچنین نمایش تکلیف به‌صورت کل- بخش- کل روشی مؤثر و کارامدی در مرحلۀ شناختی یادگیری مهارت است.
کلیدواژه‌ها
عنوان مقاله [English]
The Effect of Physical Practice and Selective and Compulsive 0bservational Pattern on Inner Motivation and Cognitive Learning of Basketball Jump Shot: with regard to the basic Psychological Needs
نویسندگان [English]
- Farzad Maleki 1
- Mahmood Sheikh 2
- Fazlallah Bagherzadeh 3
- Rasoul Hemayattalab 4
1 Department of Physical Education, University of Payam Noor, Iran.
2 Department of Motor Behavior and Sports Psychology, Faculty of Sport Sciences and Health, University of Tehran, Tehran, Iran.
3 Department of Motor Behavior and Sports Psychology , Faculty of Sport Sciences and Health, University of Tehran, Tehran, Iran .
4 Department of Motor Behavior and Sports Psychology, Faculty of Sport Sciences and Health, University of Tehran, Tehran , Iran.
چکیده [English]
Introduction: This research aimed to investigate the effect of physical training and selective and compulsory observational pattern on the intrinsic motivation and cognitive learning of basketball jump shot skill with the approach of basic psychological demands.
Methods: Eighty male students (18-22 years old) were selected voluntarily and based on their pre-test scores, were randomly divided into four Self-Control, Paired, Experimenter-Control, and Control groups (20 people in each group). To examine the motivation level, the Intrinsic Motivation Inventory (IMI), and to examine the cognitive learning level, Recall Questionnaire (adapted from Knudson, 1993) was used. An educational video of the expert model that showed the movement components was presented to the participants. A retention test was conducted 24 hours later. One-way analysis of variance (ANOVA) was used to examine the data (p≥0.05).
Results: The results showed that in the acquisition phase, the level of intrinsic motivation of the participants to learn the basketball jump shot skill in the Self-Control observation condition was significantly higher than the participants in the Paired and Control conditions. Also, in the retention phase, the level of intrinsic motivation in the Self-Control observation condition was significantly higher than in other experimental conditions. In addition, in the acquisition and retention phases of cognitive learning (recall success), the participants in the Self-Control observation condition scored significantly higher than the participants in the Paired and Control conditions.
Conclusion: In general, the results of this study show that motivation affects learning. Also, task demonstration as a whole-part-whole is an effective and efficient method in the cognitive phase.
کلیدواژه‌ها [English]
- Demonstration
- Model
- Motivation
- Physical Practice
- Recall
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