运动技能学习与视觉表象认知加工的练习效应
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摘要
视觉空间认知功能是人类智能结构中的重要组成部分，它在航空航天、机械、建筑设计、测绘技术作业和竞技体育，以及人们的日常生活中都占有极为重要的地位。空间认知是以视觉空间表象为核心对各种视觉空间信息进行加工、处理的活动。
运动技能包括书写、跑步、骑车、操纵生产工具等，即是指在学习活动、体育活动、生产劳动中的各种行为操作。运动技能是人类生活中不可或缺的一个方面，它涉及到人的一些基本生存问题，也同人的高级活动有密切联系。在体育运动的领域里，运动技能的学习和掌握尤为重要，它是运动员能否取得优异成绩的关键因素。
学者们经过几十年的研究证明：表象训练对运动员的运动技能学习有着非常重要的作用。然而，运动员视觉空间能力的高低是否会影响到他们有效地完成表象训练?运动员在接受长期、系统的表象训练后，其视觉表象认知加工能力会不会产生练习效应?这些问题还没有得到证实。带着这些问题，本研究初步探索了运动技能学习与视觉表象认知加工之间的联系，试图为部分体育项目的人才选拔提供一些心理学的理论支持。
实验分为两部分，第一部分为测量实验，引用的材料是H.Gordon1986年所编制的认知分化成套测验(cognitive literality battery，CLB)中的独立部分——视觉空间能力测验。第二部分为行为实验，包括心理旋转和运动推断两个分实验，实验程序都是用E-Prime语言编写。实验被试均为国家二级以上运动员，包括武术、足球和中场长跑三个专项组。其中中长跑专项组的运动员由于项目自身的技术特点，并未接受过表象训练。
实验结果：
1．三组运动员在CLB测量中，总分数和单项分数均没有显著性差异
2．武术专项和足球专项的运动员在心理旋转测试中，无论在反应时还是正确率上，均没有显著性差异。
3．武术、足球专项的运动员的心理旋转能力都远远高于中长跑专项的运动员。
4．三组运动员在运动推断测试中，无论在反应时还是正确率上，均没有显著性差异。
Visual-spatial cognitive impairment is an important component of human intelligent structure. It plays very important roles in fields of aerospace, machine and architecture design, mapping, sports, as well as people's daily life. Spatial cognition processes different visual information with visual-spatial imagery as its center. Motor skills, such as writing, running, riding, operating, refer to the various behavioral exercises in learning, sports, laboring, etc. Since it relates to both basic and advanced activities of human being's, motor skill is crucial to human lives. Learning and mastery of it is very important in the field of sports, as it is the key factor that influences the performance an athlete's.
Researches in the past years have proved that imagery training is crucial to sports skill learning. However it is still not clear whether or not the visual-spatial ability of athletes' influences the efficient completion of imagery training? Do practice effects emerge after long-term of systematic training? All these questions were not answered yet. The present research exploratively studied the relation between sports skill learning and visual imagery cognitive process, and tried to provide support to personnel selection in some sports programs with psychological theories.
This research consistsof two parts. The first part is the test measuring, which employed the visual-spatial ability test of the cognitive literality battery developed by H. Gordon in 1986. The second part employed two experiments, mental rotation and motion-extrapolation, which were programmed with E-Prime. All the subjects were athletes of nationally second class and above, they were separated into three groups according to their professions. Among all the subjects, only athletes of the middle-distance race group did not receive any imagery training ever.
The present research supports conclusions as follows:
1. In the CLB test of the three groups of athletes, significant differences does not exist between the total grade and the mark of a single test.
2. In mental rotation test of the three groups of athletes, the reaction time and the correct rate between the Wushu group and the football group does not differ significantly.
3. Athletes of the Wushu group and the football group are much better than athletes of the middle-distance race group in the mental rotation test.
4. There is no significant difference in the test of motion-extrapolation among all the tree group of athletes.
运动技能包括书写、跑步、骑车、操纵生产工具等，即是指在学习活动、体育活动、生产劳动中的各种行为操作。运动技能是人类生活中不可或缺的一个方面，它涉及到人的一些基本生存问题，也同人的高级活动有密切联系。在体育运动的领域里，运动技能的学习和掌握尤为重要，它是运动员能否取得优异成绩的关键因素。
学者们经过几十年的研究证明：表象训练对运动员的运动技能学习有着非常重要的作用。然而，运动员视觉空间能力的高低是否会影响到他们有效地完成表象训练?运动员在接受长期、系统的表象训练后，其视觉表象认知加工能力会不会产生练习效应?这些问题还没有得到证实。带着这些问题，本研究初步探索了运动技能学习与视觉表象认知加工之间的联系，试图为部分体育项目的人才选拔提供一些心理学的理论支持。
实验分为两部分，第一部分为测量实验，引用的材料是H.Gordon1986年所编制的认知分化成套测验(cognitive literality battery，CLB)中的独立部分——视觉空间能力测验。第二部分为行为实验，包括心理旋转和运动推断两个分实验，实验程序都是用E-Prime语言编写。实验被试均为国家二级以上运动员，包括武术、足球和中场长跑三个专项组。其中中长跑专项组的运动员由于项目自身的技术特点，并未接受过表象训练。
实验结果：
1．三组运动员在CLB测量中，总分数和单项分数均没有显著性差异
2．武术专项和足球专项的运动员在心理旋转测试中，无论在反应时还是正确率上，均没有显著性差异。
3．武术、足球专项的运动员的心理旋转能力都远远高于中长跑专项的运动员。
4．三组运动员在运动推断测试中，无论在反应时还是正确率上，均没有显著性差异。
Visual-spatial cognitive impairment is an important component of human intelligent structure. It plays very important roles in fields of aerospace, machine and architecture design, mapping, sports, as well as people's daily life. Spatial cognition processes different visual information with visual-spatial imagery as its center. Motor skills, such as writing, running, riding, operating, refer to the various behavioral exercises in learning, sports, laboring, etc. Since it relates to both basic and advanced activities of human being's, motor skill is crucial to human lives. Learning and mastery of it is very important in the field of sports, as it is the key factor that influences the performance an athlete's.
Researches in the past years have proved that imagery training is crucial to sports skill learning. However it is still not clear whether or not the visual-spatial ability of athletes' influences the efficient completion of imagery training? Do practice effects emerge after long-term of systematic training? All these questions were not answered yet. The present research exploratively studied the relation between sports skill learning and visual imagery cognitive process, and tried to provide support to personnel selection in some sports programs with psychological theories.
This research consistsof two parts. The first part is the test measuring, which employed the visual-spatial ability test of the cognitive literality battery developed by H. Gordon in 1986. The second part employed two experiments, mental rotation and motion-extrapolation, which were programmed with E-Prime. All the subjects were athletes of nationally second class and above, they were separated into three groups according to their professions. Among all the subjects, only athletes of the middle-distance race group did not receive any imagery training ever.
The present research supports conclusions as follows:
1. In the CLB test of the three groups of athletes, significant differences does not exist between the total grade and the mark of a single test.
2. In mental rotation test of the three groups of athletes, the reaction time and the correct rate between the Wushu group and the football group does not differ significantly.
3. Athletes of the Wushu group and the football group are much better than athletes of the middle-distance race group in the mental rotation test.
4. There is no significant difference in the test of motion-extrapolation among all the tree group of athletes.
引文
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[2] 张力为，任未多．体育运动心理学研究进展[M]．北京：高等教育出版社，2000：193-205．
[3] Richard H．Cox著．张力为等译．运动心理学：概念与应用[M]．北京：清华大学出版社，2003：338-340．
[4] 王东良．表象训练在体育教学和运动训练中的应用研究[J]．兰州学刊，2004，5：130-132．
[5] 殷小川，薛祖梅．表象在运动技能形成中的作用及研究存在的问题[J]．首都体育学院学报，2005，17(5)：51-53．
[6] Feltz L, Landers D M. The effects of mentalpractice on motor skill learning and performance: A meta-analysis[J].Journal of Sport psychology, 1983, 5: 25-57.
[7] Harris D V, Robinson W J. The effects of skill level on EMG activity during internal and external imagery[J]. Journal of Sport psychology, 1986, 8: 105-111.
[8] Callery P, Morrise T. Imagery training and the performance of a skill in elite sport[J]. Proceedings of the world congress of Sport Psychology, ISSP.1993: 648-651.
[9] Copper C, Moran A. Does mental practice improve performance? [J]Journal of Applied Psychology, 1994, 79: 481-492.
[10] Alexd, Mckenzie A D, Howe B L. The effect of imagery on self efficacy for a motor skill[J].Journal of Sport psychology, 1997, 28: 196-210.
[11] Carrlyn S, Patricia B. Mental imagery for basketball[J]. Journal of Sport psychology, 1996, 27: 454-462.
[12] 王振亚．表象训练法在投篮技术教学中的应用[J]．武汉体育学院学报，2004，38(4)：148-149．
[13] 朱国栋．表象训练应用于健美操成套动作教学的实验研究[J]．湖北体育科技，2004，23(1)：53-55．
[14] 李宏，朱晓武．表象训练理论在排球教学中的作用[J]．安徽体育科技，1999，4：75-77．
[15] 刘大明，等．表象训练法在射击教学中的应用及训练效果的统计分析[J]．北京体育大学学报，2003，26(6)：756-757．
[16] 张陵芝，张秀真．运用表象训练法进行蛙泳技术教学的实验研究[J]．广州体育学 院学报，2001，21(2)：68-70．
[17] 陈根福．表象训练法运用于武术套路教学的实验研究[J]．南京体育学院学报，2001，15(6)：57-58．
[18] 王甦，王安圣．认知心理学[M]．北京：北京大学出版社，2001：8-9，225，232．
[19] 赵为华．表象表征的若干问题[J]．北京师范大学学报(社科版)，1994，1：15-22．
[20] Kosslyn S M.Image and mind[M].Cambridge, MA: Harvard University Press, 1980.
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