不同学习方式对足球点球射门方向判断的影响
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- 英文论文题名：The Effects of Different Learning Styles on Penalty Judgment in Soccer
- 论文作者：沈碧莹 ; 李府桂 ; 迟立忠 ; 杨苗苗 ; 王秀涵 ; 王也 ; 李珂
- 英文论文作者：Shen Biying ; Li Fugui ; Chi Lizhong ; Yang Miaomiao ; Wang Xiuhan ; Wang Ye ; Li Ke ; Beijing Sport University
- 年：2015
- 作者机构：北京体育大学运动人体科学学院;
- 论文关键词：内隐学习 ; 外显学习 ; 动作技能 ; 点球
- 英文论文关键词：implicit learning ; explicit learning ; motor skill ; penalty judgment
- 会议召开时间：2015-10-16
- 会议录名称：第十八届全国心理学学术会议摘要集——心理学与社会发展
- 英文会议录名称：Proceedings of the 18th National Academic Congress of Psychology
- 语种：中文
- 分类号：G843
- 学会代码：ZGXG
- 会议名称：第十八届全国心理学学术会议
- 会议地点：中国天津
- 主办单位：中国心理学会
- 学会名称：中国心理学会
- 页数：2
- 文件大小：792k
- 原文格式：D
- 会议级别：全国
摘要
内隐学习与外显学习是当今认知科学领域中两种性质不同但又平行互存的学习模式。有研究表明运动技能的内隐学习在技能保持时间、复杂技能的掌握、应激条件下的操作以及多种技能的同时操作等方面具有明显优势(郭秀艳,2011;Seidler et al.,2014)。压力情境对运动员的训练及比赛状态与发挥有很大影响,这方面研究受到越来越多的关注(Hickman et al.,2015)。本研究探讨压力情景中,内隐学习的类比范式与外显学习是否可提高大学生足球守门员点球射门方向的判断正确率。选取北京某体育院校年龄19-24岁的非足球专业学生20名。实验采用单因素组间实验设计,自变量为学习方式(内隐学习、外隐学习),因变量为后测点球判断正确率,前测正确率为协变量。实验材料为有6年以上专业训练经历的非现役足球运动员拍摄的12组主罚点球的录像,使用E-prime1.0制作实验程序。实验中,研究参与者首先在电脑前通过看视频进行点球方向判断的测试,之后在足球场上在有观众旁观的压力情景中通过不同方式的指导语进行内隐和外显的学习,最后回到电脑前再次通过看视频进行点球方向判断测试。运用单因素协方差分析进行数据处理,检验不同学习方式对足球守门员点球判断正确率的影响。结果表明,动作技能内隐学习可以提高足球守门员判断点球射门方向的正确率(F(1,17)=3.453,p=.039,η~2=.515),而外显学习的效果不明显。原因可能是由于内隐学习有利于形成清晰正确的动作表象,建立正确的概念,使参与者学习得更快,也有助于动力定型和提高学习的信心(任静,2013);也可能是由于内隐学习的运动技能能保持相对较长的时间,而外显学习获得的技能保持的时间相对较短。本研究发现,内隐学习更有助于足球守门员点球判断的改进。
Implicit learning and explicit learning are two different kinds of learning patterns in the field of cognitive science. Studies have shown that motor skills implicit learning has obvious advantages in skill retention time, complex skills mastery, stress conditions of operation and a variety of skills and operation(Guo Xiuyan, 2011; Seidler et al., 2014). The pressure situation has a great influence on athletes training, competition status and performance, so this aspect of research gets more and more popular(Hickman et al., 2015). This study explores whether the analogical paradigm of implicit learning and explicit learning can improve the correct rate of the penalty judgment in college goalkeeper. This study selected 20 non-football major students with the age range of 19-24 in Beijing Sports University. The single factor was used in the experiment. The independent variable is different learning styles(implicit learning and implicit learning) and the dependent variable is the latter correct rate of the penalty judgment. The former correct rate of the penalty judgment was used as the co-variable. The experimental material is composed by 12 free penalties video which was shot by a football athlete who has more than 6 years of experience in professional training but is non-active and the experimental procedures was made by E-prime 1.0. In the experiment, firstly, the participants judged the direction of the penalty in the videos by computer. Secondly, they learned the motor skill of different styles by the different instructions with the pressure situation which set audience pressure in the football field, and finally tested again by computer. The research used single factor analysis of co-variance for data processing, and tested the influence of different learning styles on the correct rate of the penalty judgment in college goalkeeper. The results showed that implicit learning could improve the correct rate of the penalty judgment(F(1,17)=3.453, p=.039,η2=.515), but the effect of explicit learning was not obvious. Because the implicit learning is conducive to form a clear and correct action representation, establish a correct concept, make participates learn faster, and contribute to the dynamic setting and improve the confidence of the learning(Ren Jing, 2013). The other reason may be the implicit learning of motor skills can relatively maintain the longer time. The study finds that, implicit learning is helpful to improve the penalty judgment of the goalkeeper.
Implicit learning and explicit learning are two different kinds of learning patterns in the field of cognitive science. Studies have shown that motor skills implicit learning has obvious advantages in skill retention time, complex skills mastery, stress conditions of operation and a variety of skills and operation(Guo Xiuyan, 2011; Seidler et al., 2014). The pressure situation has a great influence on athletes training, competition status and performance, so this aspect of research gets more and more popular(Hickman et al., 2015). This study explores whether the analogical paradigm of implicit learning and explicit learning can improve the correct rate of the penalty judgment in college goalkeeper. This study selected 20 non-football major students with the age range of 19-24 in Beijing Sports University. The single factor was used in the experiment. The independent variable is different learning styles(implicit learning and implicit learning) and the dependent variable is the latter correct rate of the penalty judgment. The former correct rate of the penalty judgment was used as the co-variable. The experimental material is composed by 12 free penalties video which was shot by a football athlete who has more than 6 years of experience in professional training but is non-active and the experimental procedures was made by E-prime 1.0. In the experiment, firstly, the participants judged the direction of the penalty in the videos by computer. Secondly, they learned the motor skill of different styles by the different instructions with the pressure situation which set audience pressure in the football field, and finally tested again by computer. The research used single factor analysis of co-variance for data processing, and tested the influence of different learning styles on the correct rate of the penalty judgment in college goalkeeper. The results showed that implicit learning could improve the correct rate of the penalty judgment(F(1,17)=3.453, p=.039,η2=.515), but the effect of explicit learning was not obvious. Because the implicit learning is conducive to form a clear and correct action representation, establish a correct concept, make participates learn faster, and contribute to the dynamic setting and improve the confidence of the learning(Ren Jing, 2013). The other reason may be the implicit learning of motor skills can relatively maintain the longer time. The study finds that, implicit learning is helpful to improve the penalty judgment of the goalkeeper.
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