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The Impact of Self-controlled Attention and Social-comparative Feedback on the Learning of Sandbag Throwing in Adolescents | ||
| International Journal of School Health | ||
| مقاله 8، دوره 6، شماره 4 - شماره پیاپی 23، دی 2019، صفحه 48-55 اصل مقاله (785.53 K) | ||
| نوع مقاله: Research Article (s) | ||
| شناسه دیجیتال (DOI): 10.30476/intjsh.2020.83622.1027 | ||
| نویسندگان | ||
| Seyyed Ahmad Mousavi* 1؛ Nastaran Parvizi1؛ Rasool Hemayattalab2 | ||
| 1PhD of Motor Learning, Department of Motor learning and Behavior, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran | ||
| 2Full professor, PhD of Motor Behavior, Department of Motor learning and Behavior, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran | ||
| چکیده | ||
| Background: Recent studies have demonstrated that autonomy support, social-comparative feedback, and attentional factors contribute to performance and motor learning skills. The present study investigated the influence of self-controlled attention and social-comparative feedback on the performance and learning of a throwing task. Methods: 80 healthy students of Shahid Khalaj Azad junior high school from Takestan (mean age=14.12 ±0.752 SD) in 2017 academic year, placed in five groups: internal-experimenter-controlled, external-experimenter-controlled, internal-self-controlled, external-self-controlled, and control. Internal groups practiced based on an internal focus of attention, an external group practiced based on an external focus of attention. Experimenter-controlled groups received only veridical feedback, self-controlled groups in addition to the veridical feedback received social-comparative feedback. We used a four (pre-test; acquisition; retention; transfer) × five (groups) repeated measure analyses of variance (ANOVA) in SPSS software version 25 to analyze data. Results: The results indicated that throwing tasks differed significantly between phases. The retention phase score was higher than the other phases (83.14±0.72, p <0.001). Test of between-subjects effects determined that groups significantly differed from each other. The Internal-self-controlled group score was higher in other groups (81.15±6.15, P=0.041). Conclusions: These findings demonstrated that the self-controlled focus of attention in companion with social-comparative feedback enhances motor learning in the first stage of the learning. | ||
| کلیدواژه‌ها | ||
| Internal and external attention؛ Positive feedback؛ Motivation؛ Self-control؛ Feedback | ||
| مراجع | ||
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