تأثیر شیوه های مختلف تداخل زمینه‌ای و خود تنظیمی بر نمرات انتقال مهارت سرویس والیبال

فردوسی, سپهر; شهبازی, مهدی; عرب عامری, الهه

doi:10.22059/jsmdl.2023.358985.1719

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

نویسندگان

¹ گروه علوم رفتاری و شناختی ورزشی ، دانشکدۀ علوم ورزشی و تندرستی، دانشگاه تهران، تهران، ایران.

² گروه علوم رفتاری و شناختی ورزشی، دانشکدۀ علوم ورزشی و تندرستی، دانشگاه تهران، تهران، ایران .

³ گروه علوم رفتاری و شناختی ورزشی، دانشکدۀ علوم ورزشی و تندرستی، دانشگاه تهران، تهران ، ایران.

https://doi.org/10.22059/jsmdl.2023.358985.1719

چکیده

مقدمه: هدف از تحقیق حاضر بررسی تأثیر تداخل زمینه ای و خود تنظیمی در نمرات انتقال سرویس ساده و چکشی والیبال است.
روش پژوهش: بدین منظور 39 دانشجوی پسر (20-25 سال) به‌طور تصادفی، به سه گروه تمرینات قالبی، تمرینات تصادفی و تمرینات خود تنظیمی تقسیم شدند. هر سه گروه در شش جلسه تمرینی که هر جلسه شامل 40 ضربه سرویس ساده و چکشی والیبال بود، شرکت کردند. گروه تمرینات قالبی به‌طور متناوب، یک جلسه به تمرین سرویس ساده و جلسه بعد به تمرین سرویس چکشی پرداختند، درحالی‌که گروه تمرینات تصادفی در هر جلسه به‌صورت تصادفی هر دو سرویس را تمرین کردند. در گروه تمرینات خود تنظیمی، در هر جلسه نوع تمرینات با مشارکت فعال آزمودنی‌ها تعیین شد. پس از پایان جلسات تمرینی، آزمون انتقال پس از یک هفته در پنج تکرار برای هر آزمودنی برگزار شد. به‌منظور تحلیل داده‌ها از تحلیل واریانس یک‌راهه و آزمون تعقیبی توکی استفاده شد.
یافته‌ها: نتایج نشان داد که تفاوت معنیداری بین نمرات پیش‌آزمون و آزمون انتقال در گروه های تمرین قالبی و تصادفی وجود ندارد، اما تفاوت بین نمرات پیش‌آزمون و آزمون انتقال در گروه خود تنظیمی معنی دار بود. مقایسۀ نمرات انتقال سه گروه نشان داد که عملکرد گروه خودتنظیم نسبت به دو گروه دیگر بهتر است.
نتیجه‌گیری: با توجه به نتایج مطالعه، تمرینات خودتنظیم باعث درگیر شدن آزمودنی در فرایندهای یادگیری می‌شود. با این روش شاگردان به‌طرز فعال‌تری در تعیین ویژگی‌های تمرین مشارکت دارند که مجموع این عوامل منجر به ارتقای یادگیری و عملکرد بهتر شاگردان در درازمدت می‌شود.

کلیدواژه‌ها

عنوان مقاله [English]

The Effect of Contextual Interference and Self-Regulation on Transfer of Volleyball Services

نویسندگان [English]

Sepehr Ferdousi ¹
Mahdi Shahbazi ²
Elahe Arabameri ³

¹ Department of Behavioral and Cognitive Sports Sciences, Faculty of Sport Sciences and Health, University of Tehran, Tehran , Iran.

² Department of Behavioral and Cognitive Sports Sciences, Faculty of Sport Sciences and Health, University of Tehran , Tehran, Iran.

³ Department of Behavioral and Cognitive Sports Sciences, Faculty of Sport Sciences and Health , University of Tehran, Tehran, Iran.

چکیده [English]

Introduction: The purpose of present study was to test the effect of contextual interference and self-regulation on the transfer of volleyball services (underhand and windmill service).
Methods: Participants were 39 male students (20-25 years old) were randomly assigned to one of three groups (blocked, random and self-regulation) and performed total of 40 trials of volleyball service each session (6 sessions). The blocked group practiced 40 trials of one service each session but the random group randomly practiced both services. In self-regulated group, the type of services in each session was determined by subjects. The transfer test was conducted one week after practice period in 5 trials. In order to analyze the data, the one-way analysis of variance and the Tukey’s post hoc tests were used.
Results: The comparison between the pre-test and transfer test showed that the difference between blocked and random groups was not statically significant. The self-regulation group had higher transfer scores compared to blocked and random groups.
Conclusion: The results of present work support the contexuual interference affect but it’s not significant. Self-regulated practices involve the subjects in learning processes. Also, with his method, they participate more activity in determining the characteristics of the exercise. These factors lead to the improvement of learning and better performance.

کلیدواژه‌ها [English]

Contextual interference
Self-regulation
Blocked Practice
Random Practice

مراجع

Abdoli, B., Farsi, A., Ramezanzadeh, M., Zamani, H., & Fathi, Z. (2010). Comparison the effect of increasing and decreasing contextual interference with the change of parameter on the anticipation timing coincidence task learning. Sport Psychology Studies, 5(2), 43-56. (In Persian)

Amraei, A. (2012). Investigation the relationship between descriptive evaluation and self-regulation and academic achievement among female and fifth grade elementaly school students in Kohdasht city Allameh Tabatabaei Univercity]. (In Persian)

Aslankhani, M. a., Farsi, A., Zamani, H., & Fathi, Z. (2010). The Effect of Practice Arrangement (Contextual Interference) on Acquisition, Retention and Transfer of Coincidence Anticipation Tasks with Constant, Increasing and Decreasing Speeds. Sport and Motor Development and Learning, 2. (In Persian)

Baker, J., & Young, B. (2014). 20 years later: deliberate practice and the development of expertise in sport. International Review of Sport and Exercise Psychology, 7(1), 135-157. https://doi.org/10.1080/1750984X.2014.896024

Bannert, M., Hildebrand, M., & Mengelkamp, C. (2009). Effects of a metacognitive support device in learning environments. Computers in human behavior, 25(4), 829-835. https://doi.org/10.1016/j.chb.2008.07.002

Barani, F. H., Abdoli, B., & Modaberi, S. (2015). The Effect of Contextual Interference and Practice Specificity on Learning a Throwing Skill: A Study of Effortless Process. Development & Motor Learning, 7(1), 41-55 (In Persian).

Buszard, T., Reid, M., Krause, L., Kovalchik, S., & Farrow, D. (2017). Quantifying contextual interference and its effect on skill transfer in skilled youth tennis players. Frontiers in psychology, 8, 1931. https://doi.org/10.3389/fpsyg.2017.01931

Chharbaghi, Z., Abdoli, B., & Vaez, M. (2010). The effect of contextual interference and peractive and retoactive in hibition on learning the cross-over skate skill. Journal of Motor Behavior. (In Persian)

Dail, T. K., & Christina, R. W. (2004). Distribution of practice and metacognition in learning and long-term retention of a discrete motor task. Research quarterly for exercise and sport, 75(2), 148-155. https://doi.org/10.1080/02701367.2004.10609146

Edwards, W. H. (2010). Motor learning and control: From theory to practice. Cengage Learning, 556-560.

Farsi, A., Abdoli, B., & Basiri, F. (2015). Sports Psychology, 6(2). (In Persian)

Grineski, S. (1996). Cooperative Learning in Physical Education. Human Kinetics.

Hamilton, K., Warner, L. M., & Schwarzer, R. (2017). The role of self-efficacy and friend support on adolescent vigorous physical activity. Health Education & Behavior, 44(1), 175-181. https://doi.org/10.1177/1090198116648266

Karimi, S. G., & Hoseini, H. M. F. (2013). Effect of transitional practice scheduale on contextual interference in badminton skills learning (long service, forehand toss and backhand toss). Development & Motor Learning, 5(1), 5-21. (In Persian)

Kheyrandish, A., Abdoli, B., & Namazizadeh, M. (2009). The effect of contextual interference in implicit and explicit situations in tracking skill. Olympic, 47(17), 75-86. (In Persian)

Lin, C.-H., Fisher, B. E., Wu, A. D., Ko, Y.-A., Lee, L.-Y., & Winstein, C. J. (2009). Neural correlate of the contextual interference effect in motor learning: a kinematic analysis. Journal of Motor Behavior, 41(3), 232-242. https://doi.org/10.3200/JMBR.41.3.232-242

Magill, R., & Anderson, D. I. (2010). Motor learning and control : concepts and applications. McGraw-Hill Publishing New York, 467-77.

Massey, W. V., Meyer, B. B., & Naylor, A. H. (2013). Toward a grounded theory of self-regulation in mixed martial arts. Psychology of Sport and Exercise, 14(1), 12-20.https://doi.org/10.1016/j.psychsport.2012.06.008

McCardle, L. (2015). Similarities and differences in self-regulated learning processes in sport and academics: a case study. Journal for the Study of Sports and Athletes in Education, 9(3), 190-213. https://doi.org/10.1080/19357397.2015.1123002

Meira, C., & Tani, G. (2003). Contextual interference effects assessed by extended transfer trials in the acquisition of the volleyball serve. Journal of Human movement studies, 45(5), 449-468.

Menayo, R., Sabido, R., Fuentes, J., Moreno, F., & Garcia, J. (2010). Simultaneous treatment effects in learning four tennis shots in contextual interference conditions. Perceptual and motor skills, 110(2), 661-673. https://doi.org/10.2466/pms.110.2.661-673

Moliterno, A. H., Bezerra, F. V., Pires, L. A., Roncolato, S. S., da Silva, T. D., Massetti, T., Fernani, D. C. G. L., Magalhães, F. H., de Mello Monteiro, C. B., & Dantas, M. T. A. P. (2020). Effect of Contextual Interference in the Practicing of a Computer Task in Individuals Poststroke. BioMed Research International, 2020, 2937285.

Moshiri, R. R. a. P. (2014). The effect of metacognitive training on learning discrete skills The 2th National conference of New Achivements on Physical Education and Sports, (In Persian)

Nazarpouri, s., khalaji, & mardane. (2016). Between intelligence, emotion and movement, the connection between intelligence and claw skills and volleyball serve. motor behavior, 12(0), 141-161. (In Persian)

Rahavi, R., & Estiri, Z. (2013). The Effect of Individuals’ Perception of Type of Task on Determination of Contextual Interference Levels. Sport Managenent and Motor Behavior, 5(1), 139-154. (In Persian)

Ren, Z., Hu, L., Yu, J. J., Yu, Q., Chen, S., Ma, Y., Lin, J., Yang, L., Li, X., & Zou, L. (2020). The influence of social support on physical activity in Chinese adolescents: The mediating role of exercise self-efficacy. Children, 7(3), 23.

Rostami, R., Nejati, F., Alborzi, M., & Pasand, F. (2018). Effect of systematically increasing intersession contextual interference and systematically increasing the percentage of contextual interference on learning of Throwing Skill Accuracy in children. Sport Psychology Studies, 2(1), 49-60. (In Persian)

Salehi, H., Khajeh, F., & Zade, m. N. (2010). The effect of systematic increasing contextual interference on learning basketball pass. Motor Behavior, 5. (In Persian)

Shewokis, P. A. (1997). Is the contextual interference effect generalizable to computer games? Perceptual and motor skills, 84(1), 3-15.

Takazono, P. S., Ribeiro de Souza, C., Ávila de Oliveira, J., Coelho, D. B., & Teixeira, L. A. (2020). High contextual interference in perturbation-based balance training leads to persistent and generalizable stability gains of compensatory limb movements. Experimental brain research, 238(5), 1249-1263. https://doi.org/10.1007/s00221-020-05806-x

Tedesqui, R. A., & Young, B. W. (2015). Perspectives on active and inhibitive self-regulation relating to the deliberate practice activities of sport experts. Talent Development & Excellence, 7(1), 29-39.

Verwey, W. B., Wright, D. L., & Immink, M. A. (2022). A multi-representation approach to the contextual interference effect: effects of sequence length and practice. Psychological research, 86(4), 1310-1331.

Wulf, G., & Shea, C. H. (2002). Principles derived from the study of simple skills do not generalize to complex skill learning. Psychonomic bulletin & review, 9(2), 185-211. https://doi.org/10.3758/BF03196276

رشد و یادگیری حرکتی ورزشی

تأثیر شیوه های مختلف تداخل زمینه‌ای و خود تنظیمی بر نمرات انتقال مهارت سرویس والیبال

مراجع

مراجع

دوره 15، شماره 4
دی 1402
صفحه 71-86

تأثیر شیوه های مختلف تداخل زمینه‌ای و خود تنظیمی بر نمرات انتقال مهارت سرویس والیبال

مراجع

مراجع

دوره 15، شماره 4دی 1402صفحه 71-86

دوره 15، شماره 4
دی 1402
صفحه 71-86