بررسی اثر تمرینات کم‌خطا و پرخطا بر یادگیری مهارت حرکتی در کودکان: نقش بازپردازش آگاهانه

همایون نیا فیروزجاه, مرتضی; نظری کاکوندی, سعید; رمضانی, شهین; بیک, میثم; برمکی, فرزانه

doi:10.22059/japr.2022.321251.643802

بررسی اثر تمرینات کم‌خطا و پرخطا بر یادگیری مهارت حرکتی در کودکان: نقش بازپردازش آگاهانه

نوع مقاله : مقاله پژوهشی

نویسندگان

¹ استادیار گروه آموزش تربیت بدنی، دانشگاه فرهنگیان، تهران، ایران

² دکتری رفتار حرکتی، دانشکده علوم ورزشی، دانشگاه فردوسی مشهد، مشهد، ایران

³ کارشناسی ارشد، گروه رفتار حرکتی، دانشکده تربیت‌بدنی و علوم ورزشی، دانشگاه تهران، تهران، ایران

⁴ دانشجوی کارشناسی ارشد رفتارحرکتی.دانشکده علوم ورزشی.دانشگاه فردوسی .مشهد ایران

10.22059/japr.2022.321251.643802

چکیده

هدف از مطالعۀ حاضر، بررسی اثر تمرینات کم‌خطا و پرخطا بر یادگیری مهارت حرکتی در کودکان و نقش بازپردازش آگاهانه بود. جامعۀ آماری پژوهش حاضر را کلیۀ دانش‌آموزان مقطع ابتدایی پسر در بازۀ سنی 10-7 سال شهر مشهد در سال تحصیلی 1398-1397 تشکیل دادند. بدین‌منظور، 48 دانش‌آموز به روش نمونه‌گیری در دسترس انتخاب شدند و به‌صورت تصادفی براساس سطوح بازپردازش و نوع پروتکل تمرینی در چهار گروه کم‌خطا با بازپردازش آگاهانۀ پایین، کم‌خطا با بازپردازش آگاهانۀ بالا، پرخطا با بازپردازش آگاهانۀ پایین و پرخطا با بازپردازش آگاهانۀ بالا تقسیم شدند. این پژوهش کاربردی است و در پنج مرحلۀ پیش‌آزمون، اکتساب، یادداری، انتقال و تکلیف ثانویه انجام شد. پس از مرحلۀ اکتساب با فاصلۀ 24 ساعت، آزمون‌های یادداری، انتقال و تکلیف ثانویه اجرا شدند. برای تحلیل داده‌ها در مراحل اکتساب، یادداری، انتقال و تکلیف ثانویه از آزمون تحلیل واریانس مرکب 2 (سطوح بازپردازش: بالا و پایین) × 2 (پروتکل تمرین: کم‌خطا و پرخطا) و آزمون تعقیبی LSD استفاده شد و با استفاده از نرم‌افزار spss24 تحلیل شد. نتایج آزمون اکتساب نشان داد همۀ گروه‌ها پیشرفت داشته‌اند، اما دو گروه پرخطا با بازپردازش آگاهانۀ بالا و کم‌خطا با بازپردازش آگاهانۀ پایین عملکرد بهتری در مهارت پرتابی داشتند. همچنین در آزمون‌های یادداری و انتقال مشخص شد گروه‌های پرخطا با بازپردازش آگاهانۀ بالا و کم‌خطا با بازپردازش آگاهانۀ پایین به‌طور معناداری عملکرد بهتری از سایر گروه‌ها داشتند؛ بنابراین توصیه می‌شود مربیان، روان‌شناسان و معلمان تربیت‌بدنی هنگام طراحی تمرینات و برنامه‌های آموزشی مهارت‌های حرکتی برای کودکان به این متغیرهای روان‌شناختی (بازپردازش آگاهانه) توجه ویژه‌ای داشته باشند.

کلیدواژه‌ها

20.1001.1.22518126.1401.13.2.12.2

عنوان مقاله [English]

The Effect of Errorless and Errorful on Practice Children's Learning of Motor Skills: The Role of Reinvestment

نویسندگان [English]

Morteza Homayounnia Firoozjah ¹
Saeed Nazari Kakvandi ²
Shahin Ramezani ³
Meysam Beyk ²
farzaneh barmaki ⁴

¹ Department of Physical Education, Farhangian University, Tehran, Iran

² Ph.D. in Motor Behavior, Department Motor Behavior, Faculty of Sport Sciences, University of Ferdowsi, Mashhad, Iran

³ 3. M.Sc. Motor Behavior, Department Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran

⁴ msc student, Department Motor Behavior, Faculty of Sport Sciences, University of Ferdowsi, Mashhad, Iran

چکیده [English]

The purpose of the present study was to investigate the effects of errorless and errorful practice on children’s learning of motor skills: The Role of Reinvestment. The statistical population of the present study consisted of all the male elementary school students in the age range of 7-10 in Mashhad in the academic year of 2017-2018. For this purpose, 48 male students in the city of Mashhad, , were selected through an available sample and randomly based on the levels of reinvestment. This study is an applied research and the type of practice protocol in four groups: errorless with high reinvestment tendency, errorful with low reinvestment tendency, errorful with high reinvestment tendency. Retention, transfer, and dual-task tests were conducted after the acquisition phase at 24-hour intervals. To analyze the data in the acquisition, retention, transfer, and dual-task phases, a mixed model variance analysis (ANOVA) 2 (reinvestment levels: high and low) × 2 (practice protocol: errorless and errorful) and LSD post-hoc test were used, and the data were analyzed using SPSS 24 software. The results of the acquisition test showed that all groups had made progress, but two groups, the errorful with high reinvestment tendency and the errorless with low reinvestment tendency, performed significantly better than the other groups on the retention and transfer tests. The two groups of the defectless with low reinvestment tendency and the defectless with high reinvestment tendency performed significantly better than the other groups under pressure conditions. Therefore, it is recommended that physical educators pay special attention to these psychological variables (reinvestment) when designing exercises and training programs for children’s motor skills.

کلیدواژه‌ها [English]

Error-Free Practices
Errored Practices
Reinvestment Theory
Implicit Learning
Explicit Learning

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