共查询到19条相似文献，搜索用时 250 毫秒
1.
采用两维电脑追踪任务,探讨个体技能熟练程度对反馈频率适宜值的影响作用.96名右利手在校大学生随机分为低练组和高练组(每组男、女各24名).首先,高练组受试者在100%反馈频率条件下练习2天,每天练习36次;同期,低练组受试者不进行练习,2天练习结束后,结果表明,经过不同练习量的练习,高练组受试者和低练组受试者之间形成了动作技能熟练程度的差异.此后,两组受试者分别在25%反馈频率、50%反馈频率、75%反馈频率、100%反馈频率条件下,连续2天练习两维复杂电脑追踪任务,每天练习36次.第2天练习结束后休息10 min,两组受试者进行无反馈保持测试.24 h后,再进行无反馈的保持测试.研究结果显示,获得阶段,两组受试者的操作绩效随反馈频率增加呈提高趋势;50%反馈频率有利于高练组受试的动作技能学习,75%反馈频率有利于低练组受试的动作技能学习;个体技能熟练程度与反馈频率适宜值存在交互作用,与低练组受试者相比,高练组学习动作技能时应适当减少反馈频率.提示,个体技能熟练程度影响反馈频率适宜值;技能熟练程度较高的个体学习动作技能时,应适当减少反馈频率. 相似文献
2.
王晓波 《天津体育学院学报》2013,28(2):138-142
以篮球运球技能为试验任务,探讨运动技能两侧性迁移的方向问题以及不同练习方案对两侧同利性运动技能学习效果的影响.40名被试随机分为左手练习组、右手练习组、先左后右手练习组和先右后左手练习组学习篮球运球技能,通过练习前测试、练习后10 min保持测试、练习后24h保持测试和迁移测试综合评价4种练习方式的学习效果.结果显示:(1)与练习前测试相比,练习后4组被试运球技能均显著提高;(2) 10min保持测试、练习后24h保持测试和迁移测试中,右手操作绩效显著好于左手;(3)10min后保持测试和24h后保持测试中,先左后右手练习组操作绩效显著好于另外3组,左手练习组显著好于右手练习组和先右后左手练习组;(4)迁移测试中,先左后右手练习组操作绩效显著好于另外3组,先右后左手练习组和左手练习组显著好于右手练习组.研究结果表明:篮球运球技能存在两侧性迁移,迁移的方向是由非优势手向优势手迁移;左右手不同的练习方案对篮球运球技能的学习有影响,先左后右手交替练习的学习方式有利于篮球运球技能的掌握. 相似文献
3.
任务复杂程度对反馈频率适宜值的影响研究 总被引：2，自引：0，他引：2
采用单维简单和两维复杂电脑追踪任务,探讨任务复杂程度对反馈频率适宜值的影响.96名右利手的在校大学生随机分为简单任务和复杂任务组(每组男、女各24名).两组受试者分别在25%相对频率(提供反馈的练习次数占总练习次数的25%,简称反馈频率,下同)、50%反馈频率、75%反馈频率、100%反馈频率条件下,连续两天练习简单或复杂任务,每天练习36次.第2天练习结束后休息10min,2组受试者进行无反馈保持测试.一天后,再进行无反馈的保持测试.结果显示:(1)练习阶段,两组受试者的操作绩效随反馈频率增加呈提高趋势;(2)50%反馈频率利于简单任务的技能学习,75%反馈频率利于复杂任务的技能学习;(3)任务复杂程度与反馈频率适宜值存在交互作用,与简单任务相比,操作复杂任务时,应增加反馈的频率.以上结果提示:当信息加工负荷较小(如操作任务较简单)时,减少反馈频率利于技能学习;而当信息加工负荷较大(操作任务较复杂)时,频繁反馈利于技能学习. 相似文献
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运动技能控制与学习领域中追加反馈的研究始终是国内外学者研究的重要课题,而追加反馈中的表现反馈更是学者们研究的焦点问题。运用文献资料法、实验法和数理统计法等,架构于乒乓球正手发下旋球这项运动技能,对参与该项运动技能的学习者施加100%相对频率的视觉方式表现反馈和33%相对频率的视觉方式表现反馈。结果表明:①在运动技能学习阶段采用视觉方式表现反馈指导运动技能,高频率视觉反馈组的绩效好于低频率视觉反馈组;②在运动技能3min保留阶段采用视觉方式表现反馈指导运动技能,视觉高频率反馈组的绩效好于视觉低频率反馈组;③在运动技能48h保留阶段采用视觉方式表现反馈指导运动技能,视觉高频率反馈组的绩效与视觉低频率反馈组的绩效无显著性差异。 相似文献
5.
录像示范和现场示范对运动技能观察学习的影响 总被引：2，自引：1，他引：1
目的:探讨录像示范和现场示范对运动技能观察学习的影响.办法:48名受试随机分为练习组、现场示范观察组、录像示范观察组和控制组.采用计算机追踪任务,以RMSE为评价指标,对4组受试分别进行10 min后保持测试、24 h后保持测试和迁移测试.结果显示:在所有测试中,录像示范观察组和现场示范组受试操作绩效没有显著性差异;在10 min后保持测试和24 h后保持测试中,练习组受试操作绩效显著好于其他组受试,现场示范观察组和录像示范观察组受试操作绩效显著好于控制组;在迁移测试中,练习组、录像示范观察组、现场示范观察组受试操作绩效没有显著性差异,但都显著好于控制组. 相似文献
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<正>一、如何理解"组合练习"对于篮球投篮教学来说,合理有效练习的目标就是能够在篮球比赛中投篮得分,这是教学训练中教师期望学生达成的技能目标之一。案例中提到如何设置合理有效的组合练习,那就要明白什么是组合练习。以原地单手肩上投篮为例,它可以分为准备姿势、投篮动作、结束姿势三个部分。这三个部分属于投篮动作的结构。单就投篮动作来说,分为上肢的动作与下肢的动作,下肢的动作包括腿的蹬伸,上肢动作有手臂的顶肘、伸臂、拨指、压腕等。对于"单手肩上投 相似文献
7.
采用单维电脑追踪任务,探讨反馈频率对追踪任务技能学习的影响作用.48名右利手的在校大学生随机分为4组(每组男、女各6人),分别按反馈次数占总练习次数比例的25%、50%、75%、100%的频率方式向各组受试者提供当前反馈.结果显示:①获得阶段,频繁反馈有利于提高操作绩效;②保持阶段,减少反馈频率有利于简单追踪任务技能学习.结论:①当前反馈对于练习者学习动作技能具有很强的指导作用,并且容易使学习者对反馈产生依赖性;②通过减少反馈频率的方式可以减少学习者对反馈的依赖作用;③追踪任务技能学习过程中存在反馈频率适宜值. 相似文献
8.
任务性质、结果反馈时机与运动技能的学习 总被引：1，自引：0，他引：1
采用键盘敲击任务探讨任务性质、结果反馈时机对运动技能学习的影响.将100名右优势手大学生随机分为开放性和封闭性任务组(男女各25名),两组分别在5种KR条件下,练习开放或封闭任务3天,每天练习108次.第3天练习结束后休息10min,进行不提供KR的保持测试10次.24 h后,进行无KR保持测试10次.结果显示:(1)在封闭性运动技能学习中延迟KR更有利,而即刻KR促进开放性运动技能的学习;(2)提供KR的适宜时机受任务性质影响.与开放性技能相比,操作封闭性技能时,提供KR的适宜时机应延迟. 相似文献
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运用元分析方法对符合研究需要的SCI和SSCI公开发表英文文献的研究结果进行统计分析,探讨分散练习和集中练习对运动技能学习的影响,及其对不同肌肉参与运动的技能类型和不同练习分布方式的影响,旨在丰富运动技能学习的相关理论,为练习分布在运动技能学习中的运用提供参考,进而提高学生运动技能学习的有效性。研究表明:(1)分散练习对运动技能学习产生的整体效果优于集中练习;(2)在运动技能掌握和保持阶段,分散练习对不同肌肉参与类型运动技能的掌握和保持均有较好效果;(3)不同练习的分布方式对运动技能的掌握均亦有较好效果,但是在保持阶段,练习间隔的学习效果优于单元间隔。 相似文献
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<正>根据新课标第四部分的实施建议,笔者认为,要制订出可操作、可观察、易评价的学习目标,首先要厘清学习目标的内涵,先从最基础的课时学习目标着手,制订出合理规范的课时学习目标,从而有效地开展课堂教学。课时学习目标的制订应体现学生的主体地位;以单元学习目标为背景;在目标多元的基础上侧重技能目标的达成;与教学过程保持一致;目标指向明确;其表述要详细准确,预期的效果可操作、易评价。下面,笔者以原地单手肩上投篮中的抬肘伸臂技术为例谈谈课时学习目标的制订。案例:原地单手肩上投篮中的抬肘伸臂技术课时学习目标 相似文献
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Kaisu Mononen Jukka T. Viitasalo Niilo Konttinen Pertti Era 《Journal of sports sciences》2013,31(10):867-876
Abstract In this study, we examined the effects of augmented kinematic knowledge of performance (KP) on shooting performance and learning. Knowledge of performance described the aiming trajectory of the rifle barrel. The effects of knowledge of performance were evaluated in terms of shooting accuracy (shooting score), variability of the shooting score (root mean square error) and rifle stability (x- and y-deviation of rifle movement). The participants (n = 40) were randomly assigned to one of four groups: no-KP, 50% KP, 100% KP and a control group. The three experimental groups performed 480 shots during a 4 week acquisition phase in which feedback was provided. No-feedback retention tests were administered at 2 and 10 days after acquisition. There were no differences between groups during acquisition. In the 2 day retention test, the mean shooting score of the group receiving 100% knowledge of performance was significantly higher than that of the other groups. Furthermore, variability in shooting score for the 100% KP group was lower than that for the 50% KP and control groups. No significant differences were found in rifle stability between the experimental groups. In summary, a high frequency of kinematic knowledge of performance improved shooting accuracy, but the effect appeared to be temporal, disappearing in the 10 day retention test. Given that a parallel effect was not found in rifle stability, future research should focus on examining the reasons for this improvement in shooting score. 相似文献
12.
In this study, we examined the effects of augmented kinematic knowledge of performance (KP) on shooting performance and learning. Knowledge of performance described the aiming trajectory of the rifle barrel. The effects of knowledge of performance were evaluated in terms of shooting accuracy (shooting score), variability of the shooting score (root mean square error) and rifle stability (x- and y-deviation of rifle movement). The participants (n = 40) were randomly assigned to one of four groups: no-KP, 50% KP, 100% KP and a control group. The three experimental groups performed 480 shots during a 4 week acquisition phase in which feedback was provided. No-feedback retention tests were administered at 2 and 10 days after acquisition. There were no differences between groups during acquisition. In the 2 day retention test, the mean shooting score of the group receiving 100% knowledge of performance was significantly higher than that of the other groups. Furthermore, variability in shooting score for the 100% KP group was lower than that for the 50% KP and control groups. No significant differences were found in rifle stability between the experimental groups. In summary, a high frequency of kinematic knowledge of performance improved shooting accuracy, but the effect appeared to be temporal, disappearing in the 10 day retention test. Given that a parallel effect was not found in rifle stability, future research should focus on examining the reasons for this improvement in shooting score. 相似文献
13.
本文通过对目标定向理论的深入探讨,并采用实验验证的方法对高二年级两个教学班学生随机抽取60名男学生为样本,分为对照组和实验组,通过24学时的教学实验结果后表明：目标定向理论在铅球课教学中的应用对学生掌握铅球知识、技术、铅球成绩要明显优于对照组的学生。 相似文献
14.
运用文献资料、数理统计、灰色关联分析等方法对2005至2010年5届CBA联赛各届冠军球队241场比赛技术统计指标与比赛得分进行量化研究,并建立指标的灰关联序列与回归模型。研究表明:影响冠军球队得分的各指标因素的主次关系依次是罚球命中率、犯规、防守篮板、助攻、失误、进攻篮板、抢断、盖帽、三分命中率、投篮命中率;影响比赛得分较为显著的指标为罚球命中率、投篮命中率、三分命中率、进攻篮板、防守篮板、抢断、失误、犯规。 相似文献
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It has been suggested that individuals may use heuristic methods of reasoning and rely on schemata when a quick decision is necessary. Accordingly, it is possible that decisions made by sport officials may be influenced by prior knowledge they have about teams they are officiating. The aim of the present study was to determine whether sport officials are more likely to penalize individuals who participate in a team with an aggressive reputation. In a balanced design, 38 football referees were randomly assigned to either an experimental or control group and were presented with the same 50 video clips of incidents from football games, all involving a team in a blue strip ('blue team'). The incidents were categorized before the study by five experienced referees into fouls committed both by, and against, the blue team, where all participants agreed that a foul had been committed (certain incidents), disagreed it was a foul (uncertain incidents) or agreed that there was no foul (innocuous incidents). Both groups received written instructions before the task; in addition, the experimental group was informed that the blue team present in all of the clips had a reputation for foul and aggressive play. For each incident, the participants were required to indicate what action they would engage in if refereeing the game. Although there was no difference in the number of decisions made, the experimental group awarded significantly more red and yellow cards against the blue team both overall and for the 'certain' incidents. It is suggested that prior knowledge may impact referees' behaviour in a laboratory setting, although future research should explore whether a similar effect is observed in the behaviour of referees during football matches. 相似文献
17.
Leandro de Carvalho da Silva Carla Ferro Pereira-Monfredini 《Journal of sports sciences》2017,35(18):1825-1830
This study aimed at assessing the interaction between subjective error estimation and frequency of extrinsic feedback in the learning of the basketball free shooting pattern by children. 10- to 12-year olds were assigned to 1 of 4 groups combining subjective error estimation and relative frequency of extrinsic feedback (33% × 100%). Analysis of performance was based on quality of movement pattern. Analysis showed superior learning of the group combining error estimation and 100% feedback frequency, both groups receiving feedback on 33% of trials achieved intermediate results, and the group combining no requirement of error estimation and 100% feedback frequency had the poorest learning. Our results show the benefit of subjective error estimation in association with high frequency of extrinsic feedback in children’s motor learning of a sport motor pattern. 相似文献
18.
John Lucas 《Research quarterly for exercise and sport》2013,84(1):41-47
Abstract The generality of the variability in practice prediction, arising from Schmidt's schema theory (1975) of motor learning was tested on young children. More specifically, the structure of the variability session and its subsequent influence on transfer performance to a novel variation of the task was examined. Children tossed a weighted bean bag to a fixed target location. Three groups experienced variability in practice with four bean bags of varying weights (3, 4, 5, and 6 oz.); however, the trial-by-trial presentation of each weight was different for each group. One group received a random presentation of each weight from trial to trial while another experienced random presentations of a weight for blocks of three trials. The third variability group received blocked practice with six trials per block for each weight. All variability groups experienced the same amount of practice at each weight. A constant practice group experienced only a single weight. Following 24 practice trials, all subjects transferred outside the range of previous experience, receiving three trials with one of two possible test weights (2 oz. or 7 oz.). The results indicated that the variability group practicing with blocks of three trials at each variation led to superior performance at transfer to novel variations of the task. Overall, the experiment suggested that transfer performance for children is affected by the appropriate structure of variable practice which formulates the schemata for movement production. 相似文献
19.
In this study, we examined the relationships between body sway, aim point fluctuation and performance in rifle shooting on an inter- and intra-individual basis. Six elite shooters performed 20 shots under competition conditions. For each shot, body sway parameters and four aim point fluctuation parameters were quantified for the time periods 5 s to shot, 3 s to shot and 1 s to shot. Three parameters were used to indicate performance. An AMTI LG6-4 force plate was used to measure body sway parameters, while a SCATT shooting analysis system was used to measure aim point fluctuation and shooting performance. Multiple regression analysis indicated that body sway was related to performance for four shooters. Also, body sway was related to aim point fluctuation for all shooters. These relationships were specific to the individual, with the strength of association, parameters of importance and time period of importance different for different shooters. Correlation analysis of significant regressions indicated that, as body sway increased, performance decreased and aim point fluctuation increased for most relationships. We conclude that body sway and aim point fluctuation are important in elite rifle shooting and performance errors are highly individual-specific at this standard. Individual analysis should be a priority when examining elite sports performance. 相似文献