تاثیر بازخورد با رویکرد ساندویچی، بازخورد تایید موفقیت و اصلاح خطا بر دقت شوت فوتبال تحت قید محیطی

ﻣﻘﺪﻣﻪ و ﻫﺪف: ﺑﺎزﺧﻮرد ﯾﮑﯽ از ﻣﻬﻢ ﺗﺮﯾﻦ ﻋﻮاﻣﻞ ﺗﺎﺛﯿﺮﮔﺬار ﺑﺮ ﯾﺎدﮔﯿﺮی ﻣﯽ ﺑﺎﺷﺪ ﮐﻪ ﻣﻤﮑﻦ اﺳﺖ ﺗﻮﺳﻂ ﮔﯿﺮﻧﺪه ﻫﺎی دروﻧﯽ(ﺑﺎزﺧﻮرد ذاﺗﯽ) و ﯾﺎ ﺑﻪ واﺳﻄﻪ ﮔﯿﺮﻧﺪه ﻫﺎی ﺑﯿﺮوﻧﯽ از ﻗﺒﯿﻞ ﻣﺮﺑﯽ، درﻣﺎﻧﮕﺮ ﯾﺎ وﯾﺪﯾﻮ ﻓﺮاﻫﻢ ﮔﺮدد. ﻫﺪف از ﺗﺤﻘﯿﻖ ﺣﺎﺿﺮ ﺑﺮرﺳﯽ ﺗﺄﺛﯿﺮ اﻧﻮاع ﺑﺎزﺧﻮرد ﺗﺄﯾﯿﺪ ﻣﻮﻓﻘﯿﺖ، اﺻﻼح ﺧﻄﺎ و ﺗﻠﻔﯿﻖ آﻧﻬﺎ (ﺑﺎزﺧﻮرد ﺳﺎﻧﺪوﯾﭽﯽ) ﺑﺮ ﻣﻬﺎرت ﺷﻮت ﻓﻮﺗﺒﺎل ﺗﺤﺖ دو ﺷﺮاﯾﻂ ﻣﺤﯿﻄﯽ ﺑﺎز و ﺑﺴﺘﻪ ﺑﻮد. روش ﺷﻨﺎﺳﯽ: ﺗﻤﺎﻣﯽ داﻧﺶ آﻣﻮزان ﻣﺪرﺳﮥ ﻧﻮر ﻣﻨﻄﻘﮥ 15 ﺗﻬﺮان در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 96-95 ﺑﻪ ﻋﻨﻮان ﺟﺎﻣﻌﻪ آﻣﺎری و 45 داﻧﺶآﻣﻮز 10 ﺗﺎ 14 ﺳﺎل ﺑﻪ ﺻﻮرت ﻧﻤﻮﻧﻪ در دﺳﺘﺮس در اﯾﻦ ﺗﺤﻘﯿﻖ ﺷﺮﮐﺖ ﮐﺮدﻧﺪ. آزﻣﻮدﻧﯽﻫﺎ ﭘﺲ از ﭘﯿﺶآزﻣﻮن دﻗﺖ ﺷﻮت ﻓﻮﺗﺒﺎل ﺑﻄﻮر ﺗﺼﺎدﻓﯽ در ﺳﻪ ﮔﺮوه ﺗﺄﯾﯿﺪ ﻣﻮﻓﻘﯿﺖ، اﺻﻼح ﺧﻄﺎ و ﮔﺮوه ﺗﻠﻔﯿﻘﯽ ﻗﺮار ﮔﺮﻓﺘﻨﺪ. در ﻃﻮل دوره اﮐﺘﺴﺎب ﻫﺮ ﺳﻪ ﮔﺮوه، 30 ﮐﻮﺷﺶ اﻧﺠﺎم دادﻧﺪ و ﭘﺲ از ﻫﺮ ﮐﻮﺷﺶ ﺑﺎزﺧﻮرد ﻣﺮﺑﻮﻃﻪ را درﯾﺎﻓﺖ ﮐﺮدﻧﺪ. در ﭘﺎﯾﺎن دوره اﮐﺘﺴﺎب، ﭘﺲآزﻣﻮن ﺑﺮﮔﺰار ﺷﺪ ﮐﻪ ﺑﺎ اﺳﺘﻔﺎده از آزﻣﻮن اﺳﺘﺎﻧﺪارد ﻓﺪراﺳﯿﻮن ﻓﻮﺗﺒﺎل اﻧﮕﻠﺴﺘﺎن ﻋﻤﻠﮑﺮد اﻓﺮاد ارزﯾﺎﺑﯽ ﻣﯽﺷﺪ، ﭘﺲ از 24 ﺳﺎﻋﺖ ﻧﯿﺰ آزﻣﻮن ﯾﺎدداری و اﻧﺘﻘﺎل اﻧﺠﺎم ﺷﺪ. ﯾﺎﻓﺘﻪﻫﺎ: ﻧﺘﺎﯾﺞ آزﻣﻮن ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ ﺑﺎ اﻧﺪازهﻫﺎی ﺗﮑﺮاری ﻧﺸﺎن داد، ﺑﺎزﺧﻮرد اﺻﻼح ﺧﻄﺎ در ﻫﺮ دو ﺷﺮاﯾﻂ ﻣﺤﯿﻄﯽ ﺑﺎز و ﺑﺴﺘﻪ ﻣﻮﺟﺐ ﺑﻬﺒﻮد ﻣﻌﻨﯽدار ﻋﻤﻠﮑﺮد در ﻣﺮاﺣﻞ ﭘﺲآزﻣﻮن، ﯾﺎدداری و اﻧﺘﻘﺎل ﺷﺪه اﺳﺖ(0/05≥p )، ﯾﺎزﺧﻮرد ﺗﻠﻔﯿﻘﯽ ﺗﻨﻬﺎ در ﺷﺮاﯾﻂ ﻣﺤﯿﻄﯽ ﺑﺴﺘﻪ ﻣﻮﺟﺐ ﺑﻬﺒﻮد ﻣﻌﻨﯽدار ﻋﻤﻠﮑﺮد در ﻣﺮاﺣﻞ ﭘﺲآزﻣﻮن، ﯾﺎدداری و اﻧﺘﻘﺎل ﺷﺪه اﺳﺖ(0/05≥p ) و ﺑﺎزﺧﻮرد ﺗﺄﯾﯿﺪ ﻣﻮﻓﻘﯿﺖ در ﺷﺮاﯾﻂ ﻣﺤﯿﻄﯽ ﺑﺎز و ﺑﺴﺘﻪ ﻣﻮﺟﺐ ﺑﻬﺒﻮد ﻣﻌﻨﯽدار ﻋﻤﻠﮑﺮد ﻧﺸﺪه اﺳﺖ(0/05≤p ). ﻧﺘﺎﯾﺞ ﻣﻘﺎﯾﺴﻪ ﺑﯿﻦ ﮔﺮوﻫﯽ ﻧﯿﺰ ﻧﺸﺎن از ﺑﺮﺗﺮی ﻣﻌﻨﯽدار ﺑﺎزﺧﻮرد اﺻﻼح ﺧﻄﺎ و ﺑﺎزﺧﻮرد ﺗﻠﻔﯿﻘﯽ ﻧﺴﺒﺖ ﺑﻪ ﺑﺎزﺧﻮرد ﺗﺄﯾﯿﺪ ﻣﻮﻓﻘﯿﺖ در ﺷﺮاﯾﻂ ﻣﺤﯿﻄﯽ ﺑﺎز دارد ﻫﻤﭽﻨﯿﻦ در ﻣﺮﺣﻠﻪ ﯾﺎدداری ﻋﻤﻠﮑﺮد ﮔﺮوه ﺑﺎزﺧﻮرد اﺻﻼح ﺧﻄﺎ ﺑﻪ ﻃﻮر ﻣﻌﻨﯽداری ﻧﺴﺒﺖ ﺑﻪ ﮔﺮوه ﺗﻠﻔﯿﻘﯽ ﺑﺮﺗﺮی داﺷﺖ(0/05≥p ). وﻟﯽ در ﺷﺮاﯾﻂ ﻣﺤﯿﻄﯽ ﺑﺴﺘﻪ اﺧﺘﻼف ﻣﻌﻨﯽداری ﺑﯿﻦ ﮔﺮوهﻫﺎ ﻣﺸﺎﻫﺪه ﻧﺸﺪ. (0/05≤p ). ﻧﺘﯿﺠﻪ ﮔﯿﺮی: ﺑﺮ اﺳﺎس ﻧﺘﺎﯾﺞ اﯾﻦ ﺗﺤﻘﯿﻖ اﺳﺘﻔﺎده از ﺑﺎزﺧﻮرد اﺻﻼح ﺧﻄﺎ ﺑﻪ ﺗﻨﻬﺎﯾﯽ ﯾﺎ ﺑﻪ ﺻﻮرت ﺗﻠﻔﯿﻘﯽ ﻣﻮﺟﺐ از ﺑﯿﻦ ﺑﺮدن ﺧﻄﺎﻫﺎی ﻣﻮﺟﻮد در اﺟﺮا ﺷﺪه و ﻓﺮآﯾﻨﺪ ﯾﺎدﮔﯿﺮی را ﺗﺴﻬﯿﻞ ﻣﯽﮐﻨﺪ.

the effect of approach sandwich feedback, success confirmation feedback and error correction feedback on the soccer kick accuracy under environmental constraint

background& purpose: feedback is one of the most important factors affecting learning that may be provided by intrinsic receptors (inbound feedback) or by external receptors such as instructor, therapist, or video. the purpose of this study was to investigate the effect of success confirmation feedback, error correction feedback, and both on the soccer kick accuracy under open and closed conditions. methodology: all students of the 15th tehran noor school in the academic year 1995-96 as a statistical society and 45 students 10 to 14 years participated in the study. after the pre-test participant random divided into 3 groups: success confirmation feedback, error correction feedback, and both. in acquisition phase, all groups performed 30 trials and after each trial they received relevant feedback. the post test was performed after the last session of acquisition the performance of the people was evaluated using the standard test of the uk football association,, and retention and transfer testes also were performed after 24 hours. results: the results of repeated measures showed that under open and closed conditions the error correction feedback group ,from pre-test to post-test, retention and transfer phase was a significant improvement in their performance (p<0.05), in the combined group just under closed conditions there was significant improvement (p<0.05), and in the success confirmation feedback group under both conditions variation was not significant (p ≥0.05).also the results of combined groups showed that under open conditions, error correction feedback and combined groups significantly better than success confirmation group (p ≥0.05) also in the retention phase error correction feedback group significantly better than combined group(p<0.05). but under closed conditions combined groups showed that variation was not significant (p ≥0.05) conclusion: according to the results of this study, the error correction feedback alone or combined whit success confirmation, decrease the errors in the performance and facilitates the learning process