مقايسه اثر الگودهي ويديويي فرد ماهر و خود الگودهي ويديويي بر يادگيري پرتاب آزاد بسكتبال در كودكان عقب مانده ذهني

• The comparison effects of video expert modeling and video self-modeling on the learning of basketball free throw in the children with mental retardation

هدف تحقيق، بررسي اثر الگودهي ويديويي فرد ماهر و خود الگودهي ويديويي بر يادگيري پرتاب آزاد بسكتبال در دانش آموزان عقب مانده ذهني مقطع ابتدايي بود. 24 نفر از دانش آموزان عقب مانده ذهني مقطع ابتدايي پس از برگزاري جلسه پيش آزمون، به صورت تصادفي، در سه گروه الگودهي ويديويي، خود الگودهي ويديويي و كنترل قرار گرفتند. گروه الگودهي ويديويي، يك نوار ويديويي از يك فرد ماهر و گروه خود الگودهي ويديويي، نوار ويديويي اجراي خود را تماشا كردند و به تمرين فيزيكي مهارت پرداختند. گروه كنترل در اين برنامه ي مداخله اي شركت نكردند. پس از 10 جلسه اكتساب، آزمون يادداري فوري بعد از يك روز و آزمون يادداري تاخيري بعد از 5 روز برگزار شد. نتايج نشان داد الگودهي ويديويي يك مداخله سودمند براي يادگيري مهارت پرتاب آزاد بسكتبال در دانش آموزان عقب مانده ذهني است (05/0 > p). با اين وجود، خود الگودهي ويديويي نسبت به الگودهي ويديويي فرد ماهر سودمند تر است و مهارت آموخته شده از اين طريق، با گذشت زمان حفظ مي شود.

The purpose of this study was to investigate the effect of video modeling and video self–modeling (VSM) interventions on learning of basketball free throws in elementary students with mental retardation (ESWMR). The study included 24 ESWMR whom they randomly assigned to a VSM, a VEM, or a control group. Participants of the VSM and VEM groups were given the same physical practice method of basketball free throws but different types of modeling during 10 acquisition sessions. VSM group observed a videotape of an expert model performing the skill while VEM group observed a videotaped reply of their own performance prior to the skill engagement. After viewing the videotape, the participants then immediately engaged in the instructional task at the beginning of each training session. Participants of the control group did not receive any types of modeling as well as any physical practice of the skill. All participants performed a pretest prior to the first exercise session. They underwent an immediate retention test one day after the last acquisition session, and they performed a delayed retention test after 5 days of no practice. Results showed that both VSM and VEM conditions are effective intervention strategies for teaching the sport skill to ESWMR, however, it was found that practice in VSM condition leads to outstandingly greater improvement in the skill performance than does practice in the VEM condition.