تاثير خودگفتاري آموزشي همراه با بازخورد خودكنترل بر اكتساب و يادداري شوت فوتبال

The effects of instructional self-talk with self-control feedback on acquisition and learning of soccer shoot

ﻫﺪف از اﺟﺮاي اﯾﻦ ﺗﺤﻘﯿﻖ، ﺑﺮرﺳﯽ ﻣﯿﺰان ﺗﺄﺛﯿﺮ ﺧﻮدﮔﻔﺘﺎري آﻣﻮزﺷﯽ ﻫﻤﺮاه ﺑﺎ ﺑﺎزﺧﻮرد ﺧﻮدﮐﻨﺘﺮل ﺑﺮ ﯾﺎدﮔﯿﺮي ﺷﻮت ﻓﻮﺗﺒﺎل ﺑﻮد. روش ﺷﻨﺎﺳﯽ: 60داﻧﺶ آﻣﻮز ﭘﺴﺮ ﻏﯿﺮورزﺷﮑﺎر ﺑﺎ داﻣﻨﻪ ﺳﻨﯽ 12-10ﺳﺎل ﺑﻪ ﺻﻮرت داوﻃﻠﺒﺎﻧﻪ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. اﺑﺘﺪا ﭘﯿﺶ آزﻣﻮن ﻋﻤﻠﮑﺮد ﺷﻮت ﻓﻮﺗﺒﺎل ﮔﺮﻓﺘﻪ ﺷﺪ. ﺳﭙﺲ آزﻣﻮدﻧﯽ ﻫﺎ در 5ﮔﺮوه 12ﻧﻔﺮه ﻗﺮار ﮔﺮﻓﺘﻨﺪ. ﮔﺮوه ﺧﻮدﮔﻔﺘﺎري آﻣﻮزﺷﯽ ،ﮔﺮوه ﺑﺎزﺧﻮرد ﺧﻮدﮐﻨﺘﺮل، ﮔﺮوه ﺧﻮدﮔﻔﺘﺎري آﻣﻮزﺷﯽ ﻫﻤﺮاه ﺑﺎ ﺑﺎزﺧﻮرد ﺧﻮدﮐﻨﺘﺮل، ﮔﺮوه ﺧﻮدﮔﻔﺘﺎري آﻣﻮزﺷﯽ ﻫﻤﺮاه ﺑﺎ ﺑﺎزﺧﻮرد ﺟﻔﺖ ﺷﺪه و ﮐﻨﺘﺮل، ﮐﻪ ﺷﺶ ﺟﻠﺴﻪ ﺑﻪ ﺗﻤﺮﯾﻦ ﺷﻮت ﻓﻮﺗﺒﺎل ﭘﺮداﺧﺘﺪ. ﺑﻌﺪ از آﺧﺮﯾﻦ ﺟﻠﺴﻪ ﺗﻤﺮﯾﻦ، ﭘﺲ آزﻣﻮن و ﺑﻌﺪ از 48ﺳﺎﻋﺖ آزﻣﻮن ﯾﺎدداري ﮔﺮﻓﺘﻪ ﺷﺪ و ﻫﻤﭽﻨﯿﻦ در ﺣﯿﻦ زدن ﺿﺮﺑﺎت، اﻟﮕﻮي ﺣﺮﮐﺘﯽ آزﻣﻮدﻧﯽﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از دورﺑﯿﻦ ﺛﺒﺖ ﮔﺮدﯾﺪ. ﺑﺮاي ﺛﺒﺖ اﻟﮕﻮ از ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ ﺷﻮت ﻓﻮﺗﺒﺎل اﺳﺘﻔﺎده ﮔﺮدﯾﺪ. ﭘﺲ از اﻧﺠﺎم ﻣﺮاﺣﻞ ﺗﺤﻘﯿﻖ) ﭘﯿﺶ آزﻣﻮن، ﭘﺲ آزﻣﻮن و ﯾﺎدداري( اﻃﻼﻋﺎت ﺑﻪ دﺳﺖ آﻣﺪه ﻣﻮرد ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ ﻗﺮار ﮔﺮﻓﺖ. ﺑﺮاي آزﻣﻮن ﻓﺮﺿﯿﻪ ﻫﺎ از روش ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ در ﺳﻄﺢ ﻣﻌﻨﯽ داري 0/05اﺳﺘﻔﺎده ﺷﺪ. و از آزﻣﻮن ﺗﻌﻘﯿﺒﯽ ﺗﻮﮐﯽ و داﻧﺖ-ﺳﯽ ﺟﻬﺖ ﻣﺸﺨﺺ ﺷﺪن ﺗﻔﺎوت ﮔﺮوهﻫﺎ در ﻣﺮاﺣﻞ ﻣﺨﺘﻠﻒ اﺳﺘﻔﺎده ﮔﺮدﯾﺪ . ﯾﺎﻓﺘﻪ ﻫﺎ: ﻧﺘﺎﯾﺞ ﺗﺤﻘﯿﻖ ﺣﺎﺿﺮ ﺑﺮاي اﻟﮕﻮ ﻧﺸﺎن داد ﮐﻪ ﮔﺮوه ﺧﻮدﮔﻔﺘﺎري آﻣﻮزﺷﯽ و ﮔﺮوه ﺧﻮدﮔﻔﺘﺎري آﻣﻮزﺷﯽ ﻫﻤﺮاه ﺑﺎ ﺑﺎزﺧﻮرد ﺧﻮدﮐﻨﺘﺮل ﻋﻤﻠﮑﺮد ﺑﻬﺘﺮي را ﻧﺴﺒﺖ ﺑﻪ ﮔﺮوهﻫﺎي ﺑﺎزﺧﻮرد ﺧﻮدﮐﻨﺘﺮل، ﺧﻮدﮔﻔﺘﺎري آﻣﻮزﺷﯽ ﻫﻤﺮاه ﺑﺎ ﺑﺎزﺧﻮرد ﺟﻔﺖ ﺷﺪه و ﮐﻨﺘﺮل در آزﻣﻮن ﻫﺎي اﮐﺘﺴﺎب و ﯾﺎدداري ﮐﺴﺐ ﮐﺮدﻧﺪ. وﻟﯽ در ﻧﺘﯿﺠﻪ ﺗﻔﺎوت ﮔﺮوهﻫﺎ ﻣﻌﻨﯽدار ﻧﺒﻮد . ﺑﺤﺚ و ﻧﺘﯿﺠﻪ ﮔﯿﺮي: ﺑﻪ ﻃﻮر ﮐﻠﯽ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﺘﺎﯾﺞ ﺗﺤﻘﯿﻖ ﻣﯽﺗﻮان ﮔﻔﺖ ﮐﻪ اﺳﺘﻔﺎده از ﺗﮑﻨﯿﮏ ﺧﻮدﮔﻔﺘﺎري ﻣﯽ ﺗﻮاﻧﺪ در ﻣﺮاﺣﻞ اوﻟﯿﻪ ي ﯾﺎدﮔﯿﺮي ﺷﻮت ﻓﻮﺗﺒﺎل، ﺑﻪ ﻋﻨﻮان ﯾﮑﯽ از ﻣﻬﺎرت ﻫﺎي ﭘﺎﯾﻪ اي در ﻓﻮﺗﺒﺎل، ﮐﻪ ﺑﺮاي اﺟﺮا ﻧﯿﺎز ﺑﻪ ﺗﻤﺮﮐﺰ، ﻫﻤﺎﻫﻨﮕﯽ و دﻗﺖ دارد، ﻣﻔﯿﺪ ﺑﺎﺷﺪ. ﻫﻤﭽﻨﯿﻦ ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ ﺑﺎزﺧﻮرد ﺧﻮدﮐﻨﺘﺮل، ﻧﻪ ﺑﻪ ﺗﻨﻬﺎﯾﯽ ﺑﻠﮑﻪ در ﺗﻌﺎﻣﻞ ﺑﺎ ﺧﻮدﮔﻔﺘﺎري آﻣﻮزﺷﯽ ﻣﯽﺗﻮاﻧﺪ ﺑﺮاي اﻓﺰاﯾﺶ ﺳﻄﺢ ﻣﻬﺎرت ﺣﺮﮐﺘﯽ ﻣﻔﯿﺪ واﻗﻊ ﺷﻮد.

The goal of this research is to investigate the effect of instructional self-talk with self-control feedback on the learning of soccer shoot.
Methodology: 60 non-athlete male aged 10 to 12 years were voluntarily selected. After performing pre-test of soccer shoot, the participants were assigned in 5 instructional self-talk, self-control feedback, self-talk with self-control feedback, self-talk with paired self-control feedback and control groups. The acquisition phase was six sessions, in which the participants completed four blocks of six trials in each session. After the last acquisition session, post-test and after 48 hours, retention test was performed. Also, during the shoots, movement patterns were recorded using video camera. For data analyses, ANOVA and Tukey and Dunnet's C were used at a significant level of .05.
Results: The results of the present study for pattern showed that instructional self-talk group and the instructional self-talk with self-control feedback group had significantly better performance than self-control feedback, instructional self-talk with paired feedback and control group in the acquisition and retention tests, but in the result variable, differences among groups were not significant.
Conclusion: self-control feedback alone or in interaction with instructional self-talk can be useful for increasing the level of motor skills.