运动技能学习中影响自我控制反馈效果的若干因素研究.pdfVIP

论文摘要 在运动技能学习规律的探讨中，大多数实验所采用的追加信息是在指导者严 格规定的训练程序下实施的，如既定的反馈频率、反馈时机、反馈形式等。指导 者几乎控制了整个练习的反馈进程，而练习者一直处于被动状态。在实际情境中， 这种既定的训练章程严重挫伤了练习者的积极性。 Janelle等人(1995，1997)的研究显示，提高反馈的一种有效方法是让学习 者决定何时接受反馈，即自我控制反馈。然而，在技能学习中自我控制反馈并不 总是有效的，它受到多种情境因素的影响和制约，随着具体操作情境特征的变化 而变化。 为此，本文主要从任务（任务复杂程度）、个体（年龄）等情境要素入手， 采用乒乓球发球任务的教学实验，来检验不同任务难度指数和年龄对自我控制反 馈学习效果的影响，从而深入探讨自我控制反馈的发生机制。结果显示： （1）任务难度是区分自我控制反馈效果的一个重要变量，与简单任务相比， 自我控制复杂任务更有利于技能的学习。 （2）自我控制反馈的延迟效果，是由于在练习阶段认知过程与动机效应存 在敌对效应。 （3）成人自我控制反馈学习效果优于儿童。 （4）对于儿童，低频率自我控制反馈仍有利于技能学习。 关键词：运动技能学习；自我控制反馈；任务难度；年龄 ABSTRACT Most of the experiments used additional information is implemented under the guider provided training program in the law of motor learning, such as prescribed feedback frequency, feedback timing, feedback forms and so on. Instructor almost controlled the entire feedback process during practice, and learners have been in a passive state. In the actual situation, this prescribed training schedule seriously damaged the enthusiasm of practitioners. Janelle et al (1995,1997) studies have shown that an effective way to improve the feedback is to allow learners to decide when to accept feedback, that is, self-control feedback. However, self-controlled feedback is not always effective in skill learning, it is affected by many situational factors and constraints, and change with the specific characters of the situation. Therefore, the article from the task (task complexity), individuals (age) situational factors starting ,with teaching experiment of serving in Table Tennis to test the difficulty index of different tasks and age on the effect of self-controlled feedback learning, and to further explore the mechanism