روانشناسی ورزش

روانشناسی ورزش

یادگیری حرکتی در محیط خودکنترلیِ حامی نیازهای روان شناختی پایه: میانجی گری انگیزش درونی

نوع مقاله : علمی- پژوهشی

نویسندگان
روبیتا کمیلی
عباس بهرام
شهاب پروین پور
رسول یاعلی
دانشکده تربیت بدنی دانشگاه خوارزمی تهران
10.29252/mbsp.5.1.27
چکیده
چکیدههدف: هدف از پژوهش حاضر، تعیین تأثیر محیط خودکنترلی حامی نیازهای روان­شناختی پایه بر یادگیری حرکتی، و بررسی نقش میانجی­ گری انگیزش درونی بود.روش­ها: 80 دانشجوی داوطلب و راست دست، پس از تقسیم تصادفی به 5 گروهِ 16 نفری (حامی نیاز استقلال؛ حامی نیازهای استقلال و ­شایستگی؛ حامی نیازهای استقلال و ­ارتباط؛ حامی نیازهای استقلال و ­شایستگی و ارتباط؛ و کنترل)، در پیش­آزمون 5 کوششیِ تکلیف پرتابی با دست غیربرتر و چشم بسته شرکت کردند. مرحلة اکتساب شامل 10 بلوک 6 کوششی بود. سیاهة انگیزش درونی، بعد از تمرین تکمیل شد. روز بعد، آزمون­ یادداری 10 کوششی اجرا شد.نتایج: نتایج نشان داد در اکتساب، گروه استقلال­/شایستگی برتر بود ولی در یادداری، گروه­ استقلال/­شایستگی/­ارتباط برتر و مشابه با گروه استقلال­/ارتباط بود. در انگیزش درونی و خرده­ مقیاس­ های علاقه/لذت و ادراک شایستگی، گروه استقلال­/شایستگی/­ارتباط برتر بود ولی در خرده­ مقیاس تلاش/اهمیت، گروه­ استقلال­/شایستگی­/ارتباط برتر و مشابه با گروه­ های استقلال/­شایستگی، و استقلال/­ارتباط بود. نقش میانجی­ گری انگیزش درونی تأیید شد (05/0>p). نتیجه­ گیری: توجه به نیازهای روان­شناختی پایه، یادگیری حرکتی خودکنترلی و انگیزش درونی را بهبود می­ بخشد. بنابراین حمایت همزمان از هر سه نیاز پایه، به مربیان ورزش و تمرین، و درمانگران توصیه می­ شود.واژه ­های کلیدی: یادگیری حرکتی خودکنترلی، نظریة خودمختاری، انگیزش، حمایت از نیاز
کلیدواژه‌ها
یادگیری حرکتی کنترل شده
خود
تئوری تعیین
انگیزه
نیاز به پشتیبانی دارند

عنوان مقاله English

Motor learning in a self-controlled environment supporting basic psychological needs: Mediating of intrinsic motivation

نویسندگان English

robita komeili
Abbas Bahram
Shahab Parvinpour
Rasoul Yaali
Faculty of Physical Education, Kharazmi University of Tehran
چکیده English

Abstract
Purpose: The aim of this study was to determine the effect of self-controlled environment, supporting basic psychological needs on motor learning, and to investigate the mediating role of intrinsic motivation.
Methods: 80 right-handed volunteer students, randomly divided into 5 groups of 16 (Autonomy need support; Autonomy & Competence needs support; Autonomy & Relatedness needs support; Autonomy & Competence & Relatedness needs support; Control), blindfolded participated with non-dominant hand in 5 pre-test trials of a throwing task. Acquisition phase consisted of 10 blocks of 6 trials. Intrinsic Motivation Inventory was completed after exercise. The following day, 10 retention trials were accomplished.
Results: The results showed that in acquisition, Autonomy/Competence group was superior, but in the retention, Autonomy/Competence/Relatedness group was superior and similar to Autonomy/Relatedness group. In Intrinsic Motivation and subscales of Interest/Enjoyment and Perceived Competence, Autonomy/Competence/Relatedness group was superior, though in the Effort/Importance subscale, Autonomy/Competence/Relatedness group was superior and similar to Autonomy/Competence and Autonomy/Relatedness groups. The mediating role of Intrinsic Motivation was confirmed (p

کلیدواژه‌ها English

controlled motor learning
self
determination theory
motivation
need support
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  • تاریخ دریافت 12 آذر 1398
  • تاریخ بازنگری 22 بهمن 1399
  • تاریخ پذیرش 11 دی 1399