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目的：基于GENTILE的2阶段学习模型及GUADAGNOLI和LEE提出的挑战点假说的理论观点,探讨在体育教学情境中固定练习、渐进练习
和变化练习3种练习方式对儿童学习相同动作程序动作技能的影响,并进一步验证背景干扰效应。方法：选取45名10~11岁儿童初学者作为试验对
象,以篮球双手胸前传球作为操作任务,选取绝对误差（AE）、绝对常数误差（ACE）和变异误差（VE）作为评价指标,对3组被试分别进行技能习得测
试、48 h保持测试和迁移测试。结论：儿童在动作技能学习初期,采取固定练习有利于儿童提高动作技能表现的一致性,是提高篮球传球动作技能
准确性和稳定性的最佳练习方式;学习相同动作程序动作技能时（只改变相对速度、力量、时间等参数）,在选取固定练习方式的基础上,适当增加练
习的变异性有利于儿童比赛中篮球传球动作技能表现水平的提高和保持,以及对未来操作情境的适应;渐进练习方式在篮球传球动作技能学习过
程中始终能为儿童匹配最佳功能性难度任务,不仅有利于儿童掌握篮球传球技术动作,而且有利于学习者对不同篮球传球动作技能的记忆表征和
动作计划的重新构建,是儿童学习动作技能的最佳练习方式;儿童在学习相同动作程序动作技能时没有出现背景干扰效应。 相似文献
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通过比较北京市某一级幼儿园3～6岁幼儿投掷动作类型、使用率和使用效率,初步探讨了我国幼儿投掷动作的特征及发展趋势.研究表明:1)我国3～6岁幼儿投掷练习的动作可归纳为10种类型,各种类型在身体的不同部位均表现出各自特点,具有不同的效率水平;2)随着年龄的增长,个体投掷动作日趋向效率较高的类型转变,成熟的类型六、九的使用率上升,初级的类型二、五的使用率下降;3)从动作类型来看,5～6岁幼儿投掷动作存在一定的性别差异,男幼在类型八、九、十的使用率上明显地高于女幼,女幼使用率较高的主要集中在类型五、六、七.从投掷距离来看,各年龄段均未表现出明显的性别差异;4)投掷动作的变化未必是以年龄为基准,给予适宜的练习机会、练习时间和正确的指导,幼儿的投掷动作将有质的改变.同时,还提出了相应的教学策略以供参考. 相似文献
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张绪海 《哈尔滨体育学院学报》2011,29(3):97-100
金泰尔技能分类法是运动技能学习的重要理论,该分类方法从运动环境和动作功能两个维度四个方面来分析运动技能,并认为人体的运动技能均可在十六个类型中找到。本研究以金泰尔技能分类法的两个维度四个方面为切入点来阐述排球高水平技术的表现,从提高个人技能水平的角度出发,提出训练策略,以期能为排球技术教学与训练提供一定参考。 相似文献
4.
采用自我监控对青少年男子网球运动员动作技能影响进行实验研究。试图探讨自我监控能力的培养能够促进网球运动员动作技能的掌握与提高。结果:实验后,青少年男子网球运动员自我监控能力的八个维度都有显著提高,其底线正手击球、反手近网截击和发球准确率也随之有显著提高。这一结果证明了青少年男子网球运动员的动作技能受其自我监控能力影响,从而为运动员更加科学地训练、以提高网球的动作技能提供了客观依据。 相似文献
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本文通过对“掌握运动技能和方法”在不同水平阶段学习目标表述的分析,设计出体育与健康课程的“内容类教学目标模型”,并在此基础上以投掷活动为例,结合“目标引领内容”的教学思想确定出不同水平阶段的教学内容. 相似文献
6.
对青少年运动员实施动作概念教学，符合青少年运动员的思维发展水平，有利于培养他们在运动技能学习过程中的自我认知评价能力，提高教学质量。在专项技术动作的教学中，教练员以动作要领代替动作概念教学的方法，落后于青少年运动员的思维发展水平，不利于青少年运动员专项运动技能水平的提高。 相似文献
7.
儿童动作协调能力测量方法及指标体系的研究 总被引：4，自引：1，他引：3
徐政 《西安体育学院学报》1997,(3)
研究分析了动作协调能力结构和总体特征，运用问卷调查法、实验法、主成分和多元回归的分析法，对设计的多项测验指标在８０名９岁儿童中进行了实验，结果表明：男子的投掷动作协调能力发展水平高于女子；精细动作协调能力的发展水平相反；动作协调能力整体水平在性别上无显著差异。本研究设计的成套测验与专家经验评分结果密切相关，能够作为儿童动作协调能力的有效性成套测验，较全面反映动作协调能力发展的真实水平。 相似文献
8.
赵洪波 《哈尔滨体育学院学报》2013,31(1):39-42
采用文献资料、逻辑分析等研究方法,根据科学家PaulColliers的关于复杂性系统的较具代表性的理论,结合动作技能特征,对动作技能系统的复杂性表现进行归纳。以耗散结构理论为方法论指导,分别从耗散结构形成的条件即系统的开放性、远离平衡态、非线性相互作用和涨落机制四个方面对动作技能系统进行研究,从而为实践工作中动作技能学习与控制策略的选取提供理论依据和方法指导。 相似文献
9.
通过4种学习方式对动作技能学习过程的影响研究，分别考察了它们在动作技能形成中的作用，及对简单动作技能和复杂动作技能学习效果的形成有何影响，其结果表明，动作结构的复杂程度不同，在言语和视觉表象的学习方式上存在明显的差异，这与动作结构特点有关。不同的学习方式对学习动作技能形成的效果上存在着显著差异。 相似文献
10.
跑动能力是人类具有的基本生活技能和运动能力,也是田径运动项目中最基本的运动形式之一。本文以身体运动功能训练多方向移动理论为指导,将田径跑类练习和动作技能动作模式相结合,通过有针对性的动作模式练习达到提高中小学生基本跑动能力的目的。 相似文献
11.
以固定训练程序进行练习的组块练习（低情境干预）和以随机训练程序进行练习的随机练习（高情境干预）对运动技能学习有重要的影响。运用元分析方法探讨两种练习方式对不同结局指标、不同学习阶段和不同参与肌肉群运动技能学习效果的影响、机制和启示,旨在丰富运动技能学习理论,为提高组块练习和随机练习在体育教学训练实践运用的有效性提供参考依据。研究表明：（1）组块练习和随机练习对不同结局指标、不同练习阶段和不同参与肌肉群的运动技能学习效果不同;（2）从不同结局指标来看,组块练习对动作时间和测量距离类指标的运动技能学习更有效,而随机练习对完成得分和动作速度类效果更佳。（3）从不同学习阶段看,在学习掌握阶段组块练习效果好;在迁移阶段随机练习效果好;而在保持阶段,两种练习方式对不同结局指标运动技能效果各有优势。（4）从不同参与肌肉群的技能看,随机练习对粗大运动技能和精细运动技能学习效果均好于组块练习。 相似文献
12.
以固定训练程序进行练习的组块练习（低情境干预）和以随机训练程序进行练习的随机练习（高情境干预）对运动技能学习有重要的影响。运用元分析方法探讨两种练习方式对不同结局指标、不同学习阶段和不同参与肌肉群运动技能学习效果的影响、机制和启示，旨在丰富运动技能学习理论，为提高组块练习和随机练习在体育教学训练实践运用的有效性提供参考依据。研究表明：（1）组块练习和随机练习对不同结局指标、不同练习阶段和不同参与肌肉群的运动技能学习效果不同；（2）从不同结局指标来看，组块练习对动作时间和测量距离类指标的运动技能学习更有效，而随机练习对完成得分和动作速度类效果更佳。（3）从不同学习阶段看，在学习掌握阶段组块练习效果好；在迁移阶段随机练习效果好；而在保持阶段，两种练习方式对不同结局指标运动技能效果各有优势。（4）从不同参与肌肉群的技能看，随机练习对粗大运动技能和精细运动技能学习效果均好于组块练习。 相似文献
13.
Michael E. Crowhurst James R. Morrow Jr. James M. Pivarnik John T. Bricker 《Research quarterly for exercise and sport》2013,84(2):223-226
We examined the relationship between competence in three fundamental motor skills (throwing, kicking, and jumping) and six measures of health-related physical fitness in young adults (ages 18–25). We assessed motor skill competence using product scores of maximum kicking and throwing speed and maximum jumping distance. A factor analysis indicated the 12-min run/walk, percent body fat, curl-ups, grip strength, and maximum leg press strength all loaded on one factor defining the construct of “overall fitness.” Multiple regression analyses indicated that the product scores for jumping (74%), kicking (58%), and throwing (59%) predicted 79% of the variance in overall fitness. Gender was not a significant predictor of fitness. Results suggest that developing motor skill competence may be fundamental in developing and maintaining adequate physical fitness into adulthood. These data represent the strongest to date on the relationship between motor skill competence and physical fitness. 相似文献
14.
This article presents a systematic review of the literature examining the relationship between self-talk and performance. "Second-generation questions" regarding potential mediators and moderators of the self-talk-performance relationship were also examined. A total of 47 studies were analyzed. Results indicated beneficial effects of positive, instructional, and motivational self-talk for performance. Somewhat surprisingly, two evidence-based challenges to popular current viewpoints on self-talk emerged. First, negative self-talk did not impede performance. Second, there was inconsistent evidence for the differential effects of instructional and motivational self-talk based on task characteristics. Results from the mediation-based analysis indicate that cognitive and behavioral factors had the most consistent relationships with self-talk. The findings are discussed in the context of recent theoretical advances, and the article includes recommendations for future research (e.g., the use of designs allowing the testing of meditational hypotheses) and for current applied practice (e.g., avoiding the use of thought-stopping techniques). 相似文献
15.
以逻辑结构为切入点,对田径技术教学进行归类整合,将田径各项技术按其基本技术的特点划分为跑、跳、投三大类,并把其中每一类技术称为一个技术单元。主要采用教学实验法对每个技术单元进行教学实验。结果表明,技术单元教学方法有利于节省教学时数,提高学生学习动作的兴趣,促进动作之间的迁移,加快学生动作技能的形成。在田径技术教学中实施技术单元教学是可行的。 相似文献
16.
The effects of augmented feedback on perceptions of ability (SPA), practice behaviors, and performance during motor skill instruction of a novel task were investigated. Fourth-grade students (N = 103) were randomly assigned to one of four conditions: (a) no feedback; (b) motivational feedback; (c) task feedback; or (d) motivation and task feedback. They then practiced simple and complex cupstacking skills. On a relatively simple task, the type of feedback did not have a significant effect on children's SPA, practice behaviors, or performance; but on a more complex task, differential effects of feedback were evident. Results indicate that informational feedback is an important factor in facilitating student engagement, fostering positive perceptions of ability, and ultimately improving performance on a challenging task. 相似文献
17.
Abstract One's achievement goal orientation (e.g., task, ego) is suggested to reflect a differential focus on skill mastery and performance outcome (Duda, 1992). Goal orientation has further been suggested to be an important observer characteristic in the observational learning of motor skills (McCullagh, Weiss, & Ross, 1989). This study assessed the relationship between goal orientation and a focus on form and outcome aspects of a motor skill demonstration with college students (N = 30) having low perceived ability, knowledge, and experience in tennis. Participants viewed several videotaped demonstrations of a correctly performed tennis forehand and then visual recognition and verbal recall accuracy of form and outcome task characteristics were assessed. A canonical correlation analysis revealed a nonsignificant relationship between goal orientation and recall and recognition of form and outcome task characteristics. These results provide preliminary evidence to suggest that goal orientation may not be an important observer characteristic in the learning phase of the modeling process. Also, achievement goal orientations may not be associated with a differential focus on skill mastery or performance outcome but instead remain a reflection of divergent processes of success evaluation. 相似文献
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Arianna Ceschia Stefano Giacomini Simone Santarossa Miriam Rugo Desy Salvadego Alessandro Da Ponte 《European Journal of Sport Science》2016,16(2):271-278
The prevalence of obesity in children has increased dramatically during the past decades in Europe and understanding physical fitness and its components in children is critical to design and implement effective interventions. The objective of the present study was to analyse the association between physical fitness (aerobic, speed, agility, power, flexibility and balance) and body mass index (BMI) in pre-pubertal children. A total of 2411 healthy schoolchildren (7–11 years) participated in this study. Anthropometric characteristics and body composition were assessed by skinfold thickness. Physical fitness was measured by nine physical fitness tests: endurance running, 20 m running speed, agility, handgrip strength, standing long jump and squat jump, sit and reach, medicine ball forward throw and static balance. No relevant differences were observed between boys and girls regarding anthropometric characteristics, body composition and physical fitness. However, overweight and obese children showed significantly lower physical fitness levels in endurance running, speed and agility (mean: +18.8, +5.5 and +14.5% of time to complete tasks, respectively), lower limb power normalised to body mass (?23.3%) and balance tests (number of falls: +165.5%) than their normal weight counterparts. On the other hand, obesity did not affect handgrip, throwing and flexibility. In conclusion, increased BMI was associated with lower performance capabilities limiting proper motor skill development, which directly affects the ability of children to take on sports skills. Actions undertaken to promote children's wellness and fitness should be prioritised and introduced early in life with the aim of enhancing physical fitness as well as preventing overweight and obesity. 相似文献
20.
Nadia Cristina Valentini Licia Pierosan Mary E. Rudisill Peter A. Hastie 《Physical Education & Sport Pedagogy》2017,22(4):349-363
Background: Fundamental motor skill proficiency is essential for engagement in sports and physical play and in the development of a healthy lifestyle. Children with motor delays (with and without disabilities) lack the motor skills necessary to participate in games and physical activity, and tend to spend more time as onlookers than do their peers. As such, intervention programs are crucial in promoting motor skill development of children with motor delays. While mastery climate (MC) interventions have shown to positively impact children’s motor performance, what is unknown is the impact of cognitive strategies used by children within these climates. Furthermore, although vigorous play seems to be related to the development of gross motor skills, it is still unknown if children with and without disabilities would benefit from exercise play (EP) interventions.Purpose: This study examined the effects of MC and EP interventions on the motor skill development and verbal recall (VR) of children with motor delays. The sample included children with and without disabilities.Research designs: One hundred and thirty-eight children from 27 urban public schools were referred to the present study. Children were assessed using the Test of Gross Motor Development second edition (TGMD-2) and a VR checklist. Sixty-four children (18 with disabilities and 46 without) met the inclusion criteria, which was a score less than the fifth percentile on the TGMD-2. Participants were randomly assigned to the MC or EP 14-week interventions emphasizing gross motor skill practice.Data collection and analysis: Children were assessed at pre- and post-intervention. A 2 (groups)?×?2 (disability) × 2 (time) analyses of variance with repeated measures on the last factor was conducted. Change scores, t-test comparisons on the delta scores and Cohen’s D were also calculated.Results: The MC group demonstrated significant and positive changes over the intervention period. Further, the MC group showed superior locomotor and object control performance and higher recall of verbal cues (p?≤?.05) at post-intervention compared to the EP group. Children with and without disabilities within the MC showed similar patterns of improvement. The EP intervention did not demonstrate significant improvements.Conclusion: Children with and without disabilities showed improvements in motor skills and VR when exposed to an MC, incorporating the six TARGET structures. These structures included (a) providing feedback and encouragement, providing opportunities for decision-making and establishing personal goals, (b) including parents in the recognition of children’s achievements, (c) creating opportunities to experience leadership and self-pacing, (d) guiding children to use verbal cues and modeling when practicing gross motor skills, and (e) providing demonstrations and teaching children to self-monitor their performance. Instruction is therefore seen as critical to learning gross motor skills, as demonstrated from the findings. Although there were opportunities for vigorous play within the EP intervention, the children did not show improvements in motor performance or VR. These findings suggest that new trends in teacher education physical education to prioritize physical activity over good motor skill instruction may not be advantageous for children in the early years, and should be reconsidered. 相似文献