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内隐学习是无意识地获得刺激环境操作规则及潜在结构的过程,是不同于人类外显学习的另一种学习模式。运动技能的内隐学勺在技能的保持时间、复杂技能的掌握、应激条件下等方。面表现出的优势及特点表明：排球教学中采用内隐学习,更有利于绝大多数学生身体素质的提高、运动技能的掌握、体,育能力和体育素养的培养以及学习动机的激发,建议在排球教学中广泛采用内隐学习模式。 相似文献
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运动技能作为一种主要和程序性知识相对应的学习与内隐学习有着密切联系。因此,将内隐学习引入运动技能教学中,驱动运动技能中的内隐学习,并按照运动技能的内隐学习和外显学习的关系来调整教学,不仅能发挥内隐学习的优势效应,使训练更加科学化、效益化,而且还能够激发学习者或者运动员的运动潜能、创造性,从而提高运动技能学习的效率。 相似文献
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内隐学习理论在高校排球教学中的应用研究 总被引：1，自引：0，他引：1
外显学习和内隐学习是学生在运动技能获得中的两种方式,它们相互协同,在一定条件下相互转化.在运动技能教学中要摆正外显学习和内隐学习的关系,应高度重视学生的内隐学习潜能;使用图示教学法、表象教学法和暗示教学法能调动学生潜在的学习积极性,有利于学生排球传球技术的学习和促进运动技能的形成. 相似文献
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采用实验研究、文献资料和数理统计的方法等，对内隐学习模式进行了理解和分析，并对排球教学中运用内隐学习模式进行探讨和研究，结果表明：排球教学中采用内隐学习，更有利于绝大多数学生身体素质的提高、运动技能的掌握、体育能力和创造力的培养以及学习动机的激发，建议在排球教学中广泛采用内隐学习模式。 相似文献
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近些年来,内隐学习已成为备受关注的学科前沿,且在不同领域相继有了一定的成果.本文从内隐学习的内涵和特征入手,详细阐述了对动作技能内隐学习概念的理解,在研究中使用的范式方法,内隐策略下运动技能获得的效果,及针对运动技能内隐获得在某些条件下相对于外显学习的优势效应,综述了运用内隐学习策略在动作技能学习中的几种较实际的技术,并对未来的继续研究进行了展望,以期为当前的动作技能学习提供一些参考. 相似文献
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自1965年Reber发现内隐学习以来,内隐学习的研究已取得了很大发展,且逐渐成为当今学习和认知心理学领域的热点课题。随着内隐学习研究的不断深入,内隐学习在运动技能学习中的优势效应也日益突显。本文分析整理了内隐学习的研究成果,并着重分析了运动技能学习中内隐学习的优势效应,以此为依据为技能教学提出建议,从而使技能教学更加有效、顺利的实施。 相似文献
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高校体育专项教学中应用内隐学习的探讨 总被引：1，自引：0，他引：1
依据内隐学习在运动技能学习上优势的理论,概述近年来运动技能运用内隐学习来习得的试验研究,在对上述研究的基本特征加以总结的基础上,指出在高校体育教学中运用内隐学习对教学效果将起到重要的作用. 相似文献
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通过文献资料法,对内隐学习的涵义、外显学习与内隐学习的关系以及运动技能内隐学习的优势进行了研究。为了更好的在体育教学中运用运动技能内隐学习,学校体育要重视内隐学习在体育教学中的应用,发挥内隐学习与外显学习的协调效应,使用暗示教学法挖掘学生的潜能,丰富体育教学方法和手段,提高体育教师动作示范能力,重视隐性体育课程的开展。 相似文献
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有关如何驱动运动技能内隐学习的研究已成为动作技能内隐学习的一个热点.目前,国内虽也开始关注这方面的研究,但相关的研究较少.本研究运用文献资料法、归纳法及逻辑分析等方法对运动技能内隐学习的范式加以概述,以便为后继的相关研究提供一些参考. 相似文献
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高校乒乓球选项课运用程序教学法的实验研究 总被引：1，自引：0，他引：1
依据相关理论与原理，编制三套乒乓球技术的教学程序，将程序教学法引进普通高校乒乓球选项课，与传统教学法进行实验比较研究。选用７项指标反映教学效果，在实验过程进行测试，获得了两种教学法实施效果的定量数据。结果表明：在普通高校乒乓球选项课中运用程序教学法是可行的；并可获得优于传统教学法的教学效果。文中还对两种教学效果的主要致因及程序教学法运用于乒乓球选项课教学的优缺点进行了分析与讨论。 相似文献
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体育自主学习若干理论问题研究 总被引：1，自引：0，他引：1
依据自主学习理论,结合体育学科特点,对体育自主学习的意义、内涵、特征、自主学习实施的基本条件进行探讨,旨在为体育学科的自主学习实施提供理论指导。 相似文献
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Clifford J. Mallett Steven B. Rynne Stephen Billett 《Physical Education & Sport Pedagogy》2016,21(1):89-104
Background and purpose: This paper attempts to move the discussion of high-performance coach development from an examination of coaches' volume of experiences towards a consideration of the contribution of the learning experiences that coaches have reported throughout their careers. Furthermore, a discussion of proximal and distal guidance in the development of coaches was investigated. We examined the kinds of learning experiences within the framework of workplace learning and specifically the situated nature of learning and the view that learning occurs through social participation.Method: Nineteen high-performance coaches participated in this study, including 10 scholarship and 9 mentor coaches (MCs). Participants rated a list of 14 developmental activities derived from empirical research on a seven-point Likert scale (0?=?not used, 1?=?of little value, to 7?=?extremely valuable). Each participant coach rated the 14 (guided, unguided) activities in the first two years of their coaching career, middle two years, and final two years. To analyse the data and identify the key trends for both the scholarship and MCs we examined statistical differences between scores for each of the sources the non-parametric Friedman test was used (p?<?.01). Significant χ2 results were followed up with the Wilcoxon (two-tailed) T-test (p?<?.05) to identify statistically significant differences between scores at different time intervals.Results: Three key findings emerged from these data: (i) reported increased valuing of a range of developmental experiences over time; (ii) temporal variance in the value of different learning sources at different stages of their careers; and (iii) an acknowledgement of the shift away from an emphasis on proximal learning sources for the MC and the shift towards proximal sources for the scholarship coach. 相似文献
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通过实验对比,验证了在普通高校游泳教学中,让学生明确学习流程,并按照学习流程记录学习档案,能非常有效地提高游泳教学效果。 相似文献
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Large-scale coach education programmes have been developed in many countries, and are presented as playing a key role in the development of coaches and the promotion of high standards. Unfortunately, however, coaches often perceive that the current system of formal coach education fails to meet their needs. Perhaps as a result, the majority of their development is personally perceived to take place via informal and non-formal means. Appropriately, therefore, there has been an increasing focus within the coaching literature on the social aspects of learning, with social constructivist perspectives receiving particular attention. Reflecting this appropriate focus, this article explores some of the potential opportunities and threats that social learning methods, such as Communities of Practice (CoP), present for coach developers. In tandem, we outline how all coaches are influenced by a set of pre-existing beliefs, attitudes and dispositions, which are largely tempered by their experiences and interactions both with and within their social ‘milieu’. We argue that, at the very least, we need to begin to understand these constructs and, if we do, the potential for coach developers to manipulate and exploit them is obvious. In conclusion, it is highlighted that whilst offering inherent challenges, CoPs and other social learning methods provide coach developers with a great opportunity and legitimate tool to change coach behaviour and raise coaching standards. Perhaps paradoxically, we also propose that formal coach education may still have a vital role to play in this process. 相似文献
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Patricia L. Laguna 《Journal of sports sciences》2013,31(10):1097-1113
Abstract Although research has examined the influence of various sources of task information for skill acquisition during observational learning, the results have been ambiguous. The purpose of this study was to examine sources of information in relation to the type of task. One hundred and twenty participants were randomly assigned to one of two sets of six treatment strategies: (1) all model demonstrations; (2) model demonstrations with physical practice with knowledge of performance; (3) model demonstrations with physical practice without knowledge of performance; (4) physical practice without knowledge of performance; (5) physical practice with knowledge of performance; or (6) verbal instructions only. One set learned a simple version of the task while the other set learned a more complex version. Cognitive representation and performance accuracy (spatial and temporal) were assessed. Results indicate that task type does influence the source of information to facilitate skill acquisition. The simple task benefited from model demonstrations, physical practice with knowledge of performance, or a combination of model demonstrations and practice both with and without knowledge of performance, while the complex version benefited more from a combination of model demonstrations and knowledge of performance practice. The results of this study provide an insight into the ambiguity that exists within the observational learning and motor learning literature regarding the effectiveness of information sources for motor skill acquisition. 相似文献
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动作学习认知理论探讨——对奥苏伯尔有意义学习论及动作学习定性之补正 总被引：4，自引：3，他引：1
通过文献资料及经典的心理实验结果的分析，对奥苏伯尔的学习论及动作学习定性进行了补正性探讨，论定了动作学习并非机械学习，而是一种特殊的有意义学习。这一结论对体育教育领域有重要的理论意义。 相似文献
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体育院校建构学习型校园,是学习型社会的必然趋势、高等教育发展的内在要求、增强核心竞争力的客观需要、提高师生自身素质的必然选择。它包括4个层面:学习型党组织建设、学习型干部队伍建设、学习型教师队伍建设、学生学风建设。结合武汉体育学院建设学习型校园的实践,提出体育院校建构学习型校园的基本路径。 相似文献
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建构主义理论认为学习过程是与学习者以前的经验相结合、积极建构知识的过程,主张营造良好的学习环境,加强学习中的人际交流,强调对所学内容与学习过程的监控和反思。这些观点对体育学习及其教学有极大启示。在介绍建构主义学习理论的基础上,指出要加强学习者自身的自主参与性,加强学习者与他人之间的信息交流,使学习者形成对运动项目的全面理解;要创设体育学习情境和真实背景,重视已有的和日常的经验;学习者要更新学习中的自我角色认识;要加强体育能力、体育思想和体育观念的建构;掌握自我控制的建构主义体育学习方法。 相似文献