جستجوی مقالات مرتبط با کلیدواژه « هدف عملکردی » در نشریات گروه « تربیت بدنی »

physical training is not the only way to acquire and learn a new skill. Cognitive strategies also can facilitate the learning of a skill. The purpose of this study was to determine the effects of goal setting in the form of self- talk on the learning and self-efficacy of a dart- throwing skill. 30 female students from Urmia University were voluntary selected and assigned into three groups based on the pre-test scores. The acquisition stage was 3 days; each day consisted of 5 sets of 10 repetitions. The retention test conducted 48 hours later. the results of factorial ANOVA showed no significant main effect for group and also interaction of group and factor (training sessions) was not significant in acquisition stage but the main effect for factor was significant. The results of ONE WAY ANOVA in retention test showed a significant difference between two group of goal-setting with the control group, but difference between two group of goal-setting was not significant. Also, The results of ONE WAY ANOVA for seshowed a signifilf-efficacy showed a significant difference between two group of goal-setting with the control group, but difference between two group of goal-setting was not significant.
Discussion and The results showed that self- talk was effective in enhancing learning and self-efficacy. Therefore, coaches are recommended to use instructional self-talking and goal-setting when teaching the skills.

This study conducted to examine the effects of instructional self-talk and goal setting on Badminton long service. 40 (forty) male students from Kermanshah Islamic Azad university (22.6±0.44 years), without previous learning experiences, participated in this study voluntarily. after familiarization with task, participants were divided into four different groups based on their pre-test results(15trials of valley badminton), (2 groups with and without self-talk×2 performance and process goal). In acquisition phase, participants performed 300 trials according to the instruction.48 hours after the phase acquisition the participants underwent the retention test (one block of 15 trials) followed by the transfer test 5minutes later. Data analyzed by one-way ANOVA, factorial mixed ANOVA with repeated measures, 2 way ANOVA and post hoc test. The result showed significant improvement in performance for all groups in acquisition phase(p<0.05), but in this phase, the difference between the groups was not significant(P>0.05). In retention and transfer phase, differences between groups was significant(p<0.05), participants who were in self-talk with either process or performance goals outperformed than participants in only goal-setting without self- talk groups(P<0.05). The Findings suggest that self_talk and goal setting have beneficial effects on motor skill learning. self-talk is useful in enhancing and facilitating valley badminton lerning.