تأثیر روتین‌ها‌ی ذهنی- حرکتی پیش از اجرا بر یادگیری مهارت‌های حرکتی ظریف و درشت

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناس ارشد رفتار حرکتی، دانشکده علوم ورزشی، دانشگاه اراک، اراک، ایران

2 دانشیار گروه رفتار حرکتی و روان شناسی ورزشی، دانشکدۀ علوم ورزشی، دانشگاه اراک، اراک، ایران

چکیده

هدف: هدف از پژوهش حاضر بررسی تأثیر روتین‌های پیش از اجرا بر یادگیری مهارت‌های حرکتی ظریف (سرویس تنیس روی میز) و درشت (سرویس ساده والیبال) بود.

روش‌ها: روش تحقیق نیمه تجربی با طرح پیش‌آزمون - پس‌آزمون و گروه کنترل بود. شرکت‌کنندگان 45 دانش‌آموز پسر مبتدی (میانگین سنی 69/0±22/17سال) در مهارت‌های حرکتی مورد‌نظر بودند که به روش نمونه‌گیری در دسترس انتخاب و بر‌اساس نمرات پیش‌آزمون به دو گروه آزمایشی همراه با روتین‌های پیش از اجرا و دو گروه کنترل بدون روتین‌های پیش از اجرا تقسیم شدند. مراحل پژوهش شامل پیش‌آزمون، 12 جلسه اکتساب (تمرین مهارت‌های سرویس فورهند تنیس روی میز و سرویس ساده والیبال )، پس‌آزمون (پس از آخرین جلسۀ تمرین) و آزمون‌های یادداری و انتقال (یک هفته بعد) بود.

نتایج: نتایج با استفاده از آزمون تحلیل واریانس مرکب نشان داد که اثر اصلی تمرین معنادار است (p=0. 01). اما تفاوت معناداری بین گروه‌های آزمایشی و کنترل در اکتساب و یادگیری مهارت وجود نداشت. با این وجود در مرحله اکتساب و به-ویژه در آزمون‌های یادداری و انتقال، گروه‌های آزمایشی بهتر از گروه‌های کنترل عمل کردند.

نتیجه‌گیری: بر اساس نتایج می‌توان عنوان کرد که روتین‌های پیش از اجرا به دلیل افزایش تمرکز و استفاده از تصویرسازی ذهنی می‌توانند هنگام یادگیری مهارت‌های حرکتی مفید باشند، اما در این زمینه پژوهش‌های بیشتری نیاز است.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Effect of Motor-Mental Pre-performance Routines on Learning Fine and Gross Motor Skills

نویسندگان [English]

  • Zhaleh Mandomi 1
  • Jalil Moradi 2
  • Alireza Bahrami 2
1 MSc of Motor Behavior, Faculty of Sport Sciences, Arak University, Arak, Iran.
2 Associate Professor, Department of Motor Behavior and Sport Psychology, Faculty of Sport Sciences, Arak University, Arak, Iran
چکیده [English]

Purpose: This study aimed to investigate the impact of pre-performance routines on the learning of fine motor skills (specifically, the table tennis serve) and gross motor skills (simple volleyball serve).
Methods The research utilized a quasi-experimental design with a pretest-posttest structure and a control group. Forty-five beginner male students (mean age: 17.22±0.69 years) in motor skills were selected using an availability sampling method. They were divided into two experimental groups with pre-performance routines and two control groups without pre-performance routines based on their pre-test scores. The research involved pre-tests, 12 acquisition sessions (practicing forehand table tennis serve and simple volleyball serve skills), post-tests (after the final practice session), and retention and transfer tests (one week later). Data were analyzed with the mixed ANOVA.
Results: The mixed design analysis of variance revealed a significant main effect of training (P=0.01). However, there was no significant difference between the experimental and control groups in acquiring and learning skills. Nonetheless, during the acquisition phase, and particularly in the retention and transfer tests, the experimental groups outperformed the control groups.
Conclusion: The results suggest that pre-performance routines can enhance learning motor skills by improving concentration and utilizing mental imagery. Further research is necessary to explore this area.
 
 

کلیدواژه‌ها [English]

  • Pre-Performance Routine
  • Service Skill
  • Table Tennis
  • Volleyball
  • Motor Learning

مراجع

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روانشناسی ورزش
دوره 16، شماره 1
1403
صفحه 132-149

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سابقه مقاله

  • تاریخ دریافت: 09 خرداد 1401
  • تاریخ بازنگری: 20 مرداد 1401
  • تاریخ پذیرش: 23 مهر 1401

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