نوع مقاله : مقاله پژوهشی / Released under (CC BY-NC 4.0) license/ Open Access
نویسندگان
1 گروه آموزش تربیت بدنی ، دانشگاه فرهنگیان، صندوق پستی 889-14665 تهران، ایران.
2 گروه رفتار حرکتی، دانشکده تربیت بدنی و علوم ورزشی، دانشگاه تهران، تهران، ایران.
3 گروه رفتار حرکتی روان شناسی ورزشی، دانشکده علوم ورزشی، دانشگاه شهید چمران اهواز، اهواز، ایران.
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
This study investigated the effects of task difficulty self-control and its timing on the learning of basketball throwing motor patterns and intrinsic motivation. Based on the principle of matching task difficulty with learner ability, the difficulty level was adjusted using two approaches: self-control and adaptive performance-based scheduling.
A total of 48 novice high school students were randomly assigned to four groups: full self-control, early-phase self-control, late-phase self-control, and a yoked control group. During the acquisition phase (100 trials), participants in the self-control groups were allowed to select the basketball throwing distance before each attempt.
The results of a mixed-design ANOVA with repeated measures indicated that task difficulty self-control conditions—especially when applied at the beginning of practice—significantly improved motor pattern performance and enhanced intrinsic motivation during the acquisition, retention, and transfer phases (p < .05).
This study, aimed at exploring cognitive and motivational processes involved in motor learning, demonstrated that adjusting task difficulty in accordance with individual performance levels can facilitate the learning process through two mechanisms:
1. Optimizing information processing, in line with the Challenge Point Hypothesis, and
2. Enhancing intrinsic motivation via active learner involvement, consistent with the OPTIMAL theory of motor learning
کلیدواژه‌ها [English]
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