تاثیر راهبردهای فراشناختی و مشاهده الگوی ماهر در یادگیری تکلیف چیپ فوتبال

نویسندگان
دانشکده تربیت بدنی و علوم ورزشی دانشگاه شهید بهشتی
چکیده
مطالعه حاضر با هدف بررسی تاثیر راهبردهای فراشناختی و مشاهده الگوی ماهر بر یادگیری تکلیف چیپ فوتبال انجام گرفت. این پژوهش از نوع نیمه تجربی بود. بدین منظور 42 دانش آموز 11 تا 13 سال از منطقه 2 شهر تهران به صورت نمونه گیری در دسترس برای شرکت در این پژوهش انتخاب شدند. شرکت کنندگان به صورت تصادفی به سه گروه کنترل، مشاهده الگوی ماهر و مشاهده الگوی ماهر به همراه فعالیت فراشناختی تقسیم شدند. گروه فراشناختی مصاحبه نوشتاری نیمه­ساختاریافته­ای که فعال‌کننده راهبردهای فراشناختی است را قبل و بعد از انجام بلوک­های اکتساب کامل کردند. یک مطالعه مداخله­ای آزمایشی روی ضربه چیپ فوتبال با انجام مراحل پیش آزمون، پس ازمون، یادداری و انتقال انجام شد. جهت تحلیل داده­ها از آزمون تحلیل واریانس با اندازه­های تکراری استفاده شد. نتایج، تفاوت معناداری را بین گروه­ها نشان داد. به عبارت دیگر، بررسی نتایج، حاکی از این است که استفاده از راهبردهای فراشناختی روی اجرای دانش آموزان تاثیر معناداری دارد.
کلیدواژه‌ها

عنوان مقاله English

The Effect of Metacognitive Strategies and Observation of skilled model on Soccer Chip Task Learning

نویسندگان English

Sepideh Hamedi
Behroz Abdoli
Aliraza Farsi
University of Shahid Beheshti, Department of Physical Education and Sports Science
چکیده English

The aim of this study was to investigate the effect of metacognitive strategies and observation of skilled model on learning of soccer chip task. The present study was carried out by means of semi-experimental research design. Forty two students, aged 11-13 years old, in region 2th of Tehran, participated in this study. They were divided in 3 groups (control group, observation of skilled model, and observation of skilled model with metacognitive activities). Metacognition group had to complete a semi-structured written interview that prompting them to activate their high-order thinking, before and then of acquisition blocks. An experimental intervention study in of soccer chip shot was conducted with pre-, post-, retention and transfer tests. Repeated measures analysis showed that there were statistically significant differences between groups. The result revealed that metacognitive strategies prompting had significant influence on students’ performance.

کلیدواژه‌ها English

Metacognition
modeling
Motor skill
Observational learning
Al-Abood, S. A., Davids, K., Bennett, S.J., Ashford, D. Marin, M .M. (2001). Effects of manipulating relative and absolute motion information during observational learning of an aiming task. Journal of Sports Sciences, 19, 507-520.
Arango-Muñoz, S. (2011). Two Levels of Metacognition. Philosophia, 39, 71- 82.
Bandura, A. (1986). Principles of behavior modification: New York: Hart, Rinehart, Winston.
Bogdan, R. J. (2001). Developing mental abilities by representing intentionality. Synthese, 129(2), 233-258 .
Bogdan, R. J. (2005). Why self-ascriptions are difficult and develop late? In B. F. Malle & S. D. Hodges (Eds.) Other minds. How humans bridge the divide between self and the others: New York: Guilford.
Braaksma, M. A. H., Van den Bergh, H., Rijlaarsdam, G., & Van Hout-Wolters, B. H. A. M. (2004). Observational Learning andIts Effects on the Orchestration of Writing Processes. Cognition and Instruction, 22(1), 1-36.
Brown, A. (1980). Metacogntive development and reading comprehension. In: Rand, J. Bertram, C. William, F. editors. Theatrical issues in reading comprehension: Perspectives from cognitive psychology, linguistics, artificial intelligence and education. Hillsdale: Erlbaum.
Cai, J. A. (1992). protocol analytic study of metacognition in mathematical problem solving. Math Educ Res J, 6(2), 166-183.
Carruthers, P. (2009a). How we know our own minds: the relationship between mindreading and metacognition. Behavioral and Brain Sciences, 32, 1-18.
Chatzipanteli, A. Digelidis, N. (2011). The Influence of Metacognitive Prompting on Students’ Performance in a Motor Skills Test in Physical Education. International Journal of Sports Science and Engineering, 5(2), 93-98.
Chatzipanteli, A. Digelidis, N., Karatzoglidis C., Dean R. (2015). Promoting Students’ Metacognitive Behavior in Physical Education Through TGFU. American Journal of Educational Science, 1(2),28-36.
Chow, J.-Y., Davids, K., Button, C. & Koh, M. (2007). Variation in coordination of a discrete multi-articular action as a function of skill level. Journal of Motor Behavior, 39, 463-479.
Clark, J. E. (1994). Motor development. In: V. S. Ramachandran (Ed.), Encyclopedia of Human Behaviour (Vol. 3): New York: Academic Press.
Curtner-Smith, M. D., Todorovich, J. R., McCaughtry, N. A. & Lacon, S. A. (2001). Urban teachers’ use of productive and reproductive teaching styles within the confines of the National Curriculum for physical education. European Physical Education Review, 7, 177- 190.
Davis, E. A. (2003). Prompting middle school science students for reflection: Generic and directed prompts. The Journal of the Learning Sciences. 12, 91–142.
Davis, A. E. and Linn M. (2000). Scaffolding students’ knowledge integration: prompts for reflection in KIE. International Journal of Science Education22, 819-837.
Dominic, A. S. & Robert, A. B. (2001). Metacognition in motor learning. Journal of Experimental Psychology: learning, memory, and cognition, 27(4), 907-912.
Edwards, W. H. (2011). Motor Learning and Control: From Theory to Practice: Wadsworth: Yolanda Cossio.
Ferrari, M. (1996). Observing the observer: Self-regulation in the observational learning of motor skills. Developmental Review, 16, 203-240.
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L.Resnick (Ed), The nature of intelligence Hillsdale , NJ: Laerence Erlbaum.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: a new area of cognitive-developmental inquiry. Am. Psychol, 34.
Flavell, J. H. (1988). Cognitive development: Englewood: Prentice-Hall
Flavell, J. H. (2004). Theory-of-mind development: Retrospect and prospect. (Vol. 50): Merrill-Palmer Quarterly.
Gopnik, A. (1993). How we know our minds: the illusion of first-person knowledge of intentionality. Behavioral and Brain Sciences, 16(1– 15), 90 –101.
Hacker, D. J., Dunlosky, J., Graesser, A. C. (2009). Handbook of Metacognition in Education: New York, NY: Routledge.
Hodges, N. J., Williams, A.M. (2012). Skill Acquisition in Sport: New York, USA: Routledge.
Horn, R. R., Williams, A. M., Scott, M. A., Hodges, N. J. (2005). Visual search and coordination changes in response to video and point-light demonstrations without KR. Journal of Motor Behavior, 3, 265-274.
King, A. (1991). Effects of training in strategic questioning on children's problem-solving performance. Journal of Educational Psychology. 83, 307-317.
Koriat, A. (2007). Metacognition and consciousness.: In P. D. Zelazo, M.
Lai, E. R. (2011). Metacognition: A Literature Review: Research Report, Always Learning Person.
Larkin, S. (2010). Metacognition in young children: New York: Routledge.
Latash, M. L. (2012). Fundamentals of Motor Control. Elsevier Inc. Printed and bound in United States of America.
Liu K. P. Y., Chan, C. C. H. (2008). International Handbook of Occupational Therapy Interventions. Chapter 21: Metacognitive Mental Imagery Strategies for Training of Daily Living Skills for People with Brain Damage: The Self-Regulation and Mental Imagery Program. Springer Dordrecht Heidelberg London New York.
MacIntyre, T., Igou, E., Campbell, M., Moran, A. &Matthews, J. (2014). Metacognition and action: a new pathway to understanding social and cognitive aspects of expertise in sport: Frontiers in Psychology, doi: 10,2389.
MacIntyre T., Moran, A. P. (2007a). Exploring imagery use and meta-imagery processes: qualitative investigations with elite canoe-slalom athletes. J. Imagery Res. Sport Phys. Act, 2 (3).
MacIntyre T., Moran, A. P. (2007b). Exploring imagery use and meta-imagery processes: qualitative investigations with elite canoe-slalom athletes. J. Imagery Res. Sport Phys. Act, 2 (4).
MacIntyre T., Moran, A. P. (2010). Meta-imagery processes among elite sports performers (Vol. 10): in The Neurophysiological Foundations of Mental and Motor Imagery eds Guillot A., Collet C., editors. (Oxford: Oxford University Press).
Metcalfe, J., Shimamura, A.P. (Eds.) (1994). Metacognition: Knowing about knowing: Cambridge, MA: The MIT Press.
Mohtashami, R. & Sadeghi, Z. (2010). The role of metacognition in the learning process. Learning Strategies, 3(4), 143-148. [persian].
Moran, A. P. (1996). The Psychology of Concentration in Sport Performers: A Cognitive Analysis: Hove, East Sussex: Psychology Press.
Moran, A. P. (2002). In the mind's eye. . Psychologist, 15, 14-15.
Munroe K. J., Giacobbi, P. R., Jr., Hall C., Weinberg R. (2000). The four Ws of imagery use: where, when, why, and what. Sport Psychol, 14, 116-139.
Papaioannou. A., Theodosiou, A., Pashali, M., Digelidis, N. (2012). Advancing Task Involvement, Intrinsic Motivation and Metacognitive Regulation in Physical Education Classes: The Self-Check Style of Teaching Makes a Difference. Advances in Physical Education, 2(3), 110-118.
Piaget, J. (1951). Play, dreams, and imitation in childhood: New York: Norton.
Pollock, B. J. & Lee, T.D. (1992). Effects of the model’s skill level on observational learning. Research Quarterly for Exercise and Sport, 63, 25-29.
Proust, J. (2007). Metacognition and metarepresentation: is a self-directed theory of mind a precondition for metacognition?. Synthese, 159, 271-295.
Schmidt, R. A., Wrisberg, C. A. (2002). Motor learning and performance: Human Kinetics publisher.
Schneider, W., Lockl, K. (2002). The development of metacognitive knowledge in children and adolescents. In Perfect, T. & Schwartz, B. (Eds.), applied metacognition. Cambridge, UK: Cambridge University Press.
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26: 113–125.
Uehara, L. A., Button, C. & Davids, K. (2008). The effects of focus of attention instructions on novices learning soccer chip. Brazilian journal of biomotricity, 63-77.
Vofouri, J. & Keramati, H. (2017). The Effect of Teaching Studying Methods with Emphasis on Cognitive and Meta-Cognitive Strategies on Academic Achievement and Motivation Achievement. Journal of Cognitive Psychology, 5(2), 35-46. [persian].
Wegner, D. M. (2002). The illusion of the conscious will: Cambridge, MA: MIT Press.
Williams, A. M. & Williams, J. G. (1999). Visual perception and action insport: London: E. & F.N. Spon.