مقایسة محیط پرورش تنیس‌بازان سطوح مختلف رقابتی و اجتماعی (ایرانی و خارجی) از نظر میزان تمرین و حمایت اجتماعی

محورهای موضوعی : مطالعات رفتار و رشد حرکتی اجتماعی

رخساره بادامی ¹ (گروه رفتار حرکتی، دانشکده علوم ورزشی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.)
شایان یزدانپرست ² (گروه رفتار حرکتی، دانشکده علوم ورزشی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.)
زهره مشکاتی ³ (گروه رفتار حرکتی، دانشکده علوم ورزشی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.)

تاریخ دریافت : 1400/10/27 تاریخ پذیرش : 1400/11/07 تاریخ انتشار : 1400/11/01

کلید واژه: تنیس, مدل تکاملی, تمرین سنجیده, خبرگی, مشارکت ورزشی,

چکیده مقاله :

هدف: در این پژوهش فرآیند اکتساب مهارت در تنیس‌بازان رتبه‌های برتر و رتبه‌های آخر ایرانی و همین‌طور، تنیس‌بازان ایرانی و خارجی مقایسه شده است.روش‌شناسی: بدین منظور 40 تنیس‌باز ایرانی (22 تنیس‌باز از رتبه‌های برتر و 18 تنیس‌باز از رتبه‌های آخر) و 15 تنیس‌باز خارجی به صورت در دسترس و هدفمند انتخاب شدند. باروش مصاحبة گذشته‌نگر و با استفاده از فرم مصاحبة کوته، اریکسون و لاو (2005)، سن شروع و میزان تمرینات در سه بخش آمادگی جسمانی، تمرینات تخصصی و آمادگی ذهنی. همین‌طور میزان حمایت اجتماعی ثبت شد. داده‌های به‌دست‌آمده با آزمون‌تی مستقل تحلیل شد. یافته‌ها: میانگین سن شروع تنیس در تنیس‌بازان ایرانی رتبه‌های برتر (23/10 سال) به‌طور معناداری پایین‌تر از تنیس‌بازان ایرانی رتبه‌های آخر ( 15 سال) بود اما در میانگین سن شروع تنیس در تنیس‌بازان ایرانی (31/11 سال) و خارجی (20/8 سال) تفاوت معناداری مشاهده نشد. بین تنیس‌بازان ایرانی رتبه‌های برتر و آخر و همین‌طور، ایرانی و خارجی به لحاظ میانگین ساعات پرداختن به تمرین تنیس، تمرین بدنسازی و تمرین مهارت‌های روانی تفاوت معناداری مشاهده نشد. اما درصد حمایت اجتماعی والدین در ردة سنی 13- 15 سال و 16 سال به بالا و همین‌طور حمایت اجتماعی مربی در ردة سنی 6-12 سال در تنیس‌بازان خارجی بیش‌تر از تنیس‌بازان ایرانی بود.نتیجه‌گیری: اجرای تحقیق حاضر اطلاعات ارزنده‌ای را در مورد فرآیند اکتساب مهارت تنیس‌بازان و همچنین انواع فعالیت‌هایی که در کسب عملکرد ماهرانه آنان مؤثر بوده است، فراهم می‌کند

چکیده انگلیسی:

Objective: Early scholars with an interest in nature's contribution to human performance and development put their focus on the heritability concept, the amount of variation in a given trait between people that can be attributed to genetic variation. Interestingly, like the role of nature, the role of environmental effects on human skill development and attainment has long been investigated by psychologists. It is obvious that the environment contains a wide range of variables, including micro-level factors, such as parental support. The aim of the present study was to compare the expertise acquisition process between Iranian and foreign top-ranked and low-ranked tennis players.Methodology: 40 Iranian tennis players (22 top-ranked tennis players and 18 low-ranked tennis players) and 15 foreign tennis players were selected using available and purposive sampling methods. The age of beginning and the amount of tennis exercises, physical fitness exercises and mental fitness exercises as well as the amount of social support were recorded through a retrospective interview method and using Cote, Ericsson, and Lowe's (2005) interview questions. The obtained data were analyzed using independent t-test.Results: The mean age for beginning tennis was significantly lower in Iranian top-ranked tennis players (10.23 years of age) than in Iranian low-ranked tennis players (15 years of age), but no significant difference was observed in the mean age of beginning tennis between Iranian tennis players (11.31 years of age) and foreign tennis players (8.20 years of age). No significant difference was observed between top-ranked and low-ranked Iranian tennis players and Iranian and foreign tennis players in terms of the average hours of performing tennis exercises, bodybuilding exercises, and mental skills training. But the percentage of social support from the parents in the age ranges of (13-15) and (16 years and older) as well as social support from the coach in the age range of (6-12), were higher in foreign tennis players than in Iranian tennis players.Conclusion: The present study provides valuable information about the expertise acquisition process in tennis players as well as a variety of activities which have been effective in acquiring their skillful performance. This information can help officials in educational planning, and can help parents to put their children in a better athletic path.

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