تأثیر آموزش تکنیک‌های پایه فوتبال بر مهارت‌های ادراکی-شناختی در میدان: با تأکید بر یادگیری مشاهده‌ای و ضمنی
محورهای موضوعی : یادگیری
پروانه علوی نامور
1
,
سیدمحمدکاظم واعظ‌موسوی
2
,
مهدی نمازی زاده
3
1 - 1. گروه تربیت بدنی و علوم ورزشی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران
2 - گروه تربیت بدنی و علوم ورزشی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران
3 - گروه تربیت بدنی و علوم ورزشی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران
کلید واژه: پیش‌بینی, تصمیم‌گیری, اکتساب, یادداری, اس اس جی,
چکیده مقاله :
هدف از پژوهش حاضر بررسی تأثیر یادگیری چند تکنیک پایه فوتبال بر مهارت‌های ادراکی-شناختی در محیط میدان بود. 58 شرکت کننده (45 دانشجوی زن مبتدی کارشناسی دانشگاه آزاد اسلامی واحد تبریز و 13 فوتبالیست ماهر زن باشگاهی) با میانگین سنی 08/3 ±30/22 به صورت داوطلبانه و در دسترس و براساس معیارهای ورود به مطالعه، در پنج گروه (شناختی-نزدیک، شناختی-دور، حرکتی، کنترل و ماهر) انتخاب شدند. روش پژوهش از نوع مطالعات نیمه تجربی و طرح آن پیش‌آزمون-یادداری بود. ابتدا از تمامی گروه‌ها، پیش‌آزمون میدانی به عمل آمد. بلافاصله، مرحله اکتساب برای گروه میدانی و تمرین برای گروه‌ها‌ی آزمایشگاهی آغاز و در نهایت، پس از یک هفته، آزمون یادداری از گروه‌ها به عمل آمد. تجزیه و تحلیل داده‌ها از طریق آزمون تحلیل واریانس چند متغیره، با استفاده از نرم افزار اس پی اس اس نسخه 21 انجام شد. میزان مهارت پیش‌بینی-تصمیم‌گیری در محیط میدان در گروه حرکتی و گروه ماهر به طور معنی‌داری بیشتر از دو گروه تکالیف آزمایشگاهی بود. نتایج آزمون تحلیل کوواریانس نشـان داد که اثر گروه در سطح احتمـال 99 درصد معنـی‌دار می‌باشـد (001/0=p، 50/0=مجـذور اتـا، 77/12=( 53.4)F). به نظر، تمرین مهارت‌های پایه در ترکیب با یادگیری مشاهده‌ای موجب درگیری مضاعف فرایند حل مسئله و بهبود مهارت پیش‌بینی-تصمیم‌گیری می‌گردد.
The purpose of this study was to determine the effect of learning some basic soccer techniques on perceptual- cognitive skills on the field. Fifty-eight female participants including 45 students of Azad University of Tabriz branch and 13 skilled soccer club players with a mean age of 22. 30 ± 3.08 years old were selected based on the inclusion criteria and then, were purposefully assigned to five groups [cognitive (near) cognitive (far), control and skilled]. The research method was quasi-experimental studies and its design was pretest-retention. First, a field test was performed on all groups. Then, the acquisition phase for the field group and the practice for the laboratory groups began and finally, after a week, a retention test was performed on the groups. Multivariate analysis of variance test was performed to analyze the data using SPSS 21. The level of anticipation and decision-making skills in the field environment in the motor group and the skilled group was significantly higher than the two groups of laboratory tasks. The results of analysis of covariance revealed that the effect of the group was significant at the level of 99% probability (F (53. 4)) = 12. 77. P = 0.001. Eta coefficient = 50). It seems that, practicing basic skills in combination with observational learning leads to a double engagement of the problem-solving process and improves anticipation and decision-making skills
_||_
Abernethy, B., Burgess-Limerick, R., & Parks, S. (1994). Contrasting approaches to the study of motor expertise. Quest, 46(2): 186-198.
Aguiar, M., Botelho, G., Lago, C., Maças, V., & Sampaio, J. (2012). A review on the effects of soccer small-sided games. Journal of human kinetics, 33: 103-113.
Ali, A. (2011). Measuring soccer skill performance: a review. Scandinavian journal of medicine & science in sports, 21(2): 170-183.
Baddeley, A. (2012). Working memory: theories, models, and controversies. Annual review of psychology, 63: 1-29.
Bandura, A., & Walters, R. H. (1977). Social learning theory (Vol. 1). Prentice Hall: Englewood cliffs.
Bandura, A. (1984). Representing personal determinants in causal structures. Psychological Review, 91(4), 508–511.
Bar-Eli, M., & Raab, M. (2006). Judgment and decision making in sport and exercise: rediscovery and new visions. Psychology of Sport and Exercise, 7(6):519-524
Basevitch, I., Tenenbaum, G., Razon, S., Boiangin, N., & Ward, P. (2020). Anticipation and situation-assessment skills in soccer under varying degrees of Informational Constraint. Journal of Sport and Exercise Psychology, 42(1): 59-69.
Belling, P. K., Suss, J., & Ward, P. (2015). Advancing theory and application of cognitive research in sport: Using representative tasks to explain and predict skilled anticipation, decision-making, and option-generation behavior. Psychology of Sport and Exercise, 16(Part 1): 45-59.
Brenton, J., Müller, S., & Harbaugh, A. G. (2019). Visual-perceptual training with motor practice of the observed movement pattern improves anticipation in emerging expert cricket batsmen. Journal of sports sciences, 37(18): 2114-2121.
Buysse, D. J., Reynolds III, C. F., Monk, T. H., Berman, S. R., & Kupfer, D. J. (1989). The Pittsburgh Sleep Quality Index: a new instrument for psychiatric practice and research. Psychiatry research, 28(2): 193-213.
Capio, C. M., Poolton, J. M., Sit, C. H. P., Holmstrom, M., & Masters, R. S. W. (2013). Reducing errors benefits the field‐based learning of a fundamental movement skill in children. Scandinavian journal of medicine & science in sports, 23(2): 181-188.
Clark, R. C. (2008). Building expertise: Cognitive methods for training and performance improvement. John Wiley & Sons.
Conejero Suárez, M., Prado Serenini, A. L., Fernández-Echeverría, C., Collado-Mateo, D., & Moreno Arroyo, M. P. (2020). The Effect of Decision Training, from a Cognitive Perspective, on Decision-Making in Volleyball: A Systematic Review and Meta-Analysis. International Journal of Environmental Research and Public Health, 17(10): 3628.
Elias, L. J., Bryden, M. P., & Bulman-Fleming, M. B. (1998). Footedness is a better predictor than is handedness of emotional lateralization. Neuropsychologia, 36(1): 37-43.
Farrow, D., & Reid, M. (2010). The effect of equipment scaling on the skill acquisition of beginning tennis players. Journal of sports sciences, 28(7): 723-732.
Fontana, F. E. (2007). The effect of exercise intensity on decision making performance of experienced and inexperienced soccer players (Doctoral dissertation, University of Pittsburgh).
French, K. E., & Thomas, J. R. (1987). The relation of knowledge development to children's basketball performance. Journal of Sport and Exercise Psychology, 9(1): 15-32.
Gabbett, T., Rubinoff, M., Thorburn, L., & Farrow, D. (2007). Testing and training anticipation skills in softball fielders. International Journal of Sports Science & Coaching, 2(1): 15-24.
Gabbett, T. J., Carius, J., & Mulvey, M. (2008). Does improved decision-making ability reduce the physiological demands of game-based activities in field sport athletes? The Journal of Strength & Conditioning Research, 22(6): 2027-2035.
Gonçalves, E., Gonzaga, A. D. S., Cardoso, F. D. S. L., & Teoldo, I. (2015). Anticipation in soccer: a systematic review. Human Movement, 16(2): 95-101.
doi: 10.1515/humo-2015-0032
Guitiérrez, D., & García-López, L. (2012). Assessment of primary school students’ decision-making related to tactical contexts. Journal of New Approaches in Educational Research (NAER Journal), 1(1), 7-12.
Hughes, M. D., & Bartlett, R. M. (2002). The use of performance indicators in performance analysis. Journal of sports sciences, 20(10): 739-754.
Kérivel, T., Bossard, C., & Kermarrec, G. (2021). Applying the Input-Process-Outcome model to team learning in sport sciences: an exploratory qualitative study on twenty soccer players. Journal of Human Kinetics, 78(1): 251-262.
Larkin, P., Mesagno, C., Berry, J., Spittle, M., & Harvey, J. (2018). Video-based training to improve perceptual-cognitive decision-making performance of Australian football umpires. Journal of sports sciences, 36(3): 239-246.
Marteniuk, R. G. (1976). Information processing in motor skills. New York. NY: Holt. Rinehart and Winston.
Martínez-Lagunas, V., Niessen, M., & Hartmann, U. (2014). Women's football: Player characteristics and demands of the game. Journal of Sport and Health Science, 3(4): 258-272.
Masters, R. S. (1992). Knowledge, knerves and know‐how: The role of explicit versus implicit knowledge in the breakdown of a complex motor skill under pressure. British journal of psychology, 83(3): 343-358.
Maxwell, J. P., Masters, R. S. W., Kerr, E., & Weedon, E. (2001). The implicit benefit of learning without errors. The Quarterly Journal of Experimental Psychology Section A, 54(4): 1049-1068.
Masters, R., & Maxwell, J. (2008). The theory of reinvestment. International Review of Sport and Exercise Psychology, 1(2): 160-183.
McMorris, T., Myers, S., MacGillivary, W. W., Sexsmith, J. R., Fallowfield, J., Graydon, J., & Forster, D. (1999). Exercise, plasma catecholamine concentrations and decision-making performance of soccer players on a soccer-specific test. Journal of sports sciences, 17(8): 667–676.
https://doi.org/10.1080/026404199365687
Oldfield, R. C. (1971). The assessment and analysis of handedness: The Edinburgh inventory. Neuropsychologia, 9(1): 97-113.
Pruna, R., & Bahdur, K. (2016). Cognition in football. Journal of Novel Physiotherapies. 6(6): 1000316. doi:10.4172/2165-7025.1000316
Psotta, R., & Martin, A. (2011). Changes in decision-making skill and skill execution in soccer performance: the intervention study. Acta Gymnica, 41(2): 7-15.
Rizzolatti, G., & Sinigaglia, C. (2008). Mirrors in the brain: How our minds share actions and emotions. Oxford University Press, USA.
Rohbanfard, H., & Proteau, L. (2013). Live vs. video presentation techniques in the observational learning of motor skills. Trends in Neuroscience and Education, 2(1): 27-32.
Romeas, T., Guldner, A., & Faubert, J. (2016). 3D-Multiple Object Tracking training task improves passing decision-making accuracy in soccer players. Psychology of Sport and Exercise, 22, 1-9. https://doi.org/10.1016/j.psychsport.2015.06.002
Rosenbaum, D. A., Carlson, R. A., & Gilmore, R. O. (2001). Acquisition of intellectual and perceptual-motor skills. Annual review of psychology, 52(1): 453-470.
Schmidt, R. A., Lee, T. D., Winstein, C., Wulf, G., & Zelaznik, H. N. (2018). Motor control and learning: A behavioral emphasis. Human kinetics.
Smeeton, N. J., Williams, A. M., Hodges, N. J., & Ward, P. (2005). The relative effectiveness of various instructional approaches in developing anticipation skill. Journal of Experimental Psychology: Applied, 11(2):98-110.
doi: 10.1037/1076-898X.11.2.98.
Ste-Marie, D. M., Law, B., Rymal, A. M., Jenny, O., Hall, C., & McCullagh, P. (2012). Observation interventions for motor skill learning and performance: an applied model for the use of observation. International Review of Sport and Exercise Psychology, 5(2): 145-176.
Steenbergen, B., Van Der Kamp, J., Verneau, M., Jongbloed-Pereboom, M., & Masters, R. S. (2010). Implicit and explicit learning: applications from basic research to sports for individuals with impaired movement dynamics. Disability and rehabilitation, 32(18): 1509-1516.
Vickers, J. N. (2007). Perception, cognition, and decision training: The quiet eye in action. Human Kinetics.
Ward, P., Williams, A. M., & Ericsson, K. A. (2003, June). Underlying mechanisms of perceptual-cognitive expertise in soccer. In Journal of Sport & Exercise Psychology, 25: S136-S136.
Williams, A. M., & Ford, P. R. (2013). ‘Game intelligence’: Anticipation and decision making. In Science and soccer (pp. 117-133). Routledge.
Williams, A. M., & Grant, A. (1999). Training perceptual skill in sport. International Journal of Sport Psychology. 30(2): 194-220.
Williams, A. M. (1993). Advance cue utilization in soccer. Science and football II, 284-290. Doi: 10.14288/1.0077090
Wulf, G., Shea, C., & Lewthwaite, R. (2010). Motor skill learning and performance: a review of influential factors. Medical education, 44(1): 75-84.
Zoudji, B. A. C. H. I. R., & Thon, B. (2003). Expertise and implicit memory: Differential repetition priming effects on decision making in experienced and inexperienced soccer players. International Journal of Sport Psychology, 34(3): 189-207.