جستجوی مقالات مرتبط با کلیدواژه "حمایت خودمختاری" در نشریات گروه "تربیت بدنی"

This study was conducted to explore the effect of autonomy support on learning overhand throw in elementary school students. This research was semi-experimental with a pre-posttest design with a control group. Fifty-four girls from an elementary school in Astana Ashrafieh city were selected and asked to learn the task of throwing with the non-dominant hand towards a target consisting of several circles on the wall. After the pre-test, these children were placed in one of 3 groups: task-relevant choices, task-irrelevant choices, and yoked group. Subsequently, the participants were asked to participate in the acquisition phase (5 blocks of 10 trials) and one day after that they participated in the retention and transfer tests. Pre-test, retention and transfer scores were analyzed in separate one-way analyses of variance (ANOVAs). In the practice phase, scores were analyzed in a 3 (groups) x 5 (block) analysis of variance (ANOVA) with repeated measures on the last factor. The analysis showed that task-relevant (p= 0/019) and task-irrelevant (p= 0/002) choice groups were able to perform better in the retention test as compared to the yoked group. Nevertheless, in the transfer test, only the task-relevant choice group (p= 0/017) was able to perform better as compared to the yoked group. It seems that, at least for children, task-relevant choices can have both information- and motivation-based effectiveness.

According to Optimal theory, three factors, namely Enhanced Expectancies, Autonomy Support, and External Focus play a key role to facilitate motor performance and learning. Therefore, the purpose of the present study was to investigate the effects of optimizing performance through consecutive providing of enhanced expectancies, autonomy support and external attentional focus on learning the square-stepping task in children. A number of 24 children (22 girls and 2 boys) with a mean age of 10.16 ± 0.58 were selected through convenience sampling and were randomly assigned to optimized and control groups. All participants performed 36 trials (3×12) during the practice phase. Optimized group participants were then provided a different condition for each of three acquisition blocks in a counterbalanced order. During the retention and transfer phases, they performed 12 trails. Analysis of variance (ANOVA) with repeated measures and one-way analysis of variance were used to analyze the collected data. During the practice phase, there was no significant difference between the mean time of the square-stepping task across consecutive trial blocks in the optimal and control groups, and also performance under EE, AS, and EF conditions was not significantly different in both groups. In addition, results of the retention and transfer tests showed no significant difference between groups. Therefore, it seems that using key factors of the Optimal theory in a sequential manner throughout practice cannot be an appropriate intervention for motor skills learning in children.

The aim of this study was to investigate the effect of external focus of attention instruction and autonomy support on learning of an aiming task in mentally retarded children. Therefore, 48 children with the age range of 10-14 years among all of the mentally retarded children of Ahvaz, were selected by convenience sampling. Participants performed 10 throws as a pre-test and afterward, according to their scores on pre-test, they were equally divided into four groups (external attention, autonomy support, external attention-autonomy support, control group). The acquisition phase consisted of throwing 100 gram beanbags into a goal that was mounted at a distance of 2 meters from the participants on the wall. Ten minute after the last acquisition block, the participants performed 10 trials as post-test. 48 hours after the acquisition phase, retention test (10 trials) was performed to examine the learning effects of the participants. The data analyzed by Mix-ANOVA 2×2×2 on acquisition phase and two-way ANOVA 2×2 on retention data with using SPSS22 at significant level P≤0.05. The results of this study showed that in the acquisition phase, all of four groups gradually increased their accuracy (P≤0.05) and the external attention+autonomy support group gain the best scores in this phase. Also Results showed significant difference between the groups in the retention test (P≤0.05) and the external attention+autonomy support group presented the greatest throwing accuracy. Therefore, it is suggested that combination of autonomy support and external attention should be used to improve the performance and learning in mentally retarded children.