تاثير نوع هدف‌گزيني به صورت خودگفتاري بر يادگيري و خودكارآمدي مهارت پرتاب دارت

The Effect of Goal Setting in the Form of Self- Talk on Acquisition, Retention and Self-Efficacy of a Dart-Throwing Skill

مقدمه و هدف: تمرين بدني تنها راه كسب و يادگيري يك مهارت جديد نيست بلكه استفاده از استراتژي­هاي شناختي نيز مي­تواند يادگيري يك مهارت را تسهيل كند. بنابر­اين، هدف از اين پژوهش بررسي تاثير نوع هدف­گزيني به صورت خودگفتاري آموزشي بر يادگيري و خودكارآمدي مهارت پرتاب دارت بود. روش­ شناسي: 30 دانشجوي دختر دانشگاه اروميه به طور داوطلبانه انتخاب شدند و بر اساس نمره پيش آزمون به 3 گروه تقسيم شدند. مرحله اكتساب 3 روز شامل 150 كوشش به صورت 5 بلوك 10 كوششي در هر روز بود. شركت كنندگان 48 ساعت پس از آخرين جلسه تمرين در آزمون يادداري شركت كردند.بـراي تحليـل داده هـا از تحليـل واريانـس بـا انـدازه گيـري مكـرر و تحليـل واريانـس يكراهــه اســتفاده شــد نتايح: نتايج تحليل واريانس عاملي نشان داد كه در مرحله اكتساب اثر اصلي گروه و اثر متقابل گروه (F=1.08, P=0.35) و اثـر متقابـل گـروه در عامل (جلسات تمرين) F=1.03, P=0.422 معنا‌دار نبود اما اثر اصلي جلسات تمرين F=6.8, P=0.001 معنادار بود. در آزمون يادداري نتايج تحليل واريانس يك راهه نشان داد كه بين دوگروه هدف گزيني با گروه كنترل تفاوت معناداري وجود دارد P≤0.05 اما تفاوت بين دو گروه هدف گزيني معنادار نيست P>0.05 همچنين نتايج آزمون تحليل واريانس يك راهه براي خودكارآمدي نشان داد كه در آزمون يادداري بين دو گروه تجربـي بـا گـروه كنتـرل تفـاوت معنـاداري وجـود نداشـت P≤0.05 امـا تفـاوت بيـن دو گـروه تجربـي معنـادار نبـودP>0.05 نتيجـه گيـري: نتايـج نشـان ميدهـد كـه دسـتكاري نـوع هدف گزينـي بـه صـورت خودگفتـاري در افزايـش يادگيـري و خودكارآمـدي مؤثـر اسـت. بنابرايـن، بـه مربيـان پيشـنهاد ميشـود هنـگام آمـوزش مهـارت از هـدف گزينـي بـه همـراه خودگفتـاري آموزشـي اسـتفاده كننـد

Purpose: physical training is not the only a way to learn a new skill. Cognitive strategies such as selftalk and goal-setting can facilitate learning of a skill. The purpose of this study was to determine the effects of goal setting in the form of self- talk on learning and self-efficacy of dart- throwing skill. Methods: Thirty female students from Urmia University were voluntary selected and assigned into three groups based on pre-test scores. The control group without self-talk, self-talk group with performance goal and self-talk group with process trained dart throwing skill in three days. The acquisition stage was three days; each day consisted of five sets of 10 repetitions. The retention test conducted 48 hours later. Repeated measure and one-way ANOVA were used for data analysis. Results: results of factorial ANOVA showed no significant main effect for groups (F=1.08, P=0.35) and also the interaction between groups and factor (training sessions) (F=1.03, P=0.422) was not significant in acquisition stage but the main effect for factor was significant (F=6.8, P=0.001). The results of ONE WAY ANOVA in retention test showed a significant difference between two groups of goal-setting with the control group (P≤0.05), but the difference between two groups of goalsetting was not significant (P>0.05). Also, the results of ONE WAY ANOVA for self-efficacy showed a significant difference between two groups of goal-setting with the control group (P≤0.05), but the difference between two groups of goal-setting was not significant (P>0.05). Conclusion: results showed that self- talk was effective in enhancing learning and self-efficacy. Therefore, coaches are recommended to use instructional self-talk and goal-setting while teaching the skills