ﺗﺄﺛﯿﺮ ﺑﺮﻧﺎﻣﻪﻫﺎي ﺗﻤﺮﯾﻨﯽ ﭘﺮ ﺧﻄﺎ و ﮐَﻢ ﺧﻄﺎ ﺑﺮ ﯾﺎدﮔﯿﺮي ﻣﻬﺎرت ﻫﺪفﮔﯿﺮي ﻧﻮﺟﻮاﻧﺎن

The Effect of Errorless and Error full training programs on Learning of Aiming task in Adolescents

ﯾﮑﯽ از ﻧﮕﺮاﻧﯽﻫﺎي اﺻﻠﯽ ﻣﺘﺨﺼﺼﺎن ﯾﺎدﮔﯿﺮي ﺣﺮﮐﺘﯽ، ﻧﺤﻮه ﺑﺮﻧﺎﻣﻪرﯾﺰي ﺟﻠﺴﺎت ﺗﻤﺮﯾﻦ ﻣﻬﺎرت ﺑﺮاي ﺑﻬﯿﻨﻪﺳﺎزي ﻣﻘﺪار ﯾﺎدﮔﯿﺮي اﺳﺖ. ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﺗﻌﯿﯿﻦ اﺛﺮﺑﺨﺸﯽ ﺑﺮﻧﺎﻣﻪ ﺗﻤﺮﯾﻦ ﭘﺮﺧﻄﺎ و ﮐﻢ ﺧﻄﺎ ﺑﺮ ﯾﺎدﮔﯿﺮي ﻣﻬﺎرت ﻫﺪفﮔﯿﺮي ﻧﻮﺟﻮاﻧﺎن ﻣﺆﺛﺮ ﺑﻮد. روش ﺷﻨﺎﺳﯽ: ﺗﺤﻘﯿﻖ ﺣﺎﺿﺮ از ﻧﻮع ﻧﯿﻤﻪ ﺗﺠﺮﺑﯽ ﺑﺎ ﭼﻬﺎر ﮔﺮوه آزﻣﺎﯾﺸﯽ ﻣﺘﻔﺎوت ﺑﻮد. ﭼﻬﻞ ﻧﻮﺟﻮان ﺑﺎ ﻣﯿﺎﻧﮕﯿﻦ ﺳﻨﯽ 12 ﺳﺎل )داﻣﻨﻪ ﺳﻨﯽ 11 ﺗﺎ 13 ﺳﺎل( ﺑﻪﻃﻮر ﺗﺼﺎدﻓﯽ در ﭼﻬﺎر ﮔﺮوه ﺗﻤﺮﯾﻨﯽ ﻗﺮار ﮔﺮﻓﺘﻨﺪ. ﺗﮑﻠﯿﻒ ﺷﺎﻣﻞ ﭘﺮﺗﺎب ﺗﻮپ ﺑﺴﮑﺘﺒﺎل ﺑﻪ اﻫﺪاف ﻣﺘﺤﺪاﻟﻤﺮﮐﺰ ﺑﻮد. آزﻣﻮدﻧﯽﻫﺎ 200 ﮐﻮﺷﺶ ﺗﻤﺮﯾﻨﯽ را در ﻣﺮﺣﻠﻪ اﮐﺘﺴﺎب در ﭘﻨﺞ ﺑﻠﻮك ﺗﻤﺮﯾﻨﯽ اﺟﺮا ﮐﺮدﻧﺪ. آزﻣﻮنﻫﺎي ﺗﮑﻠﯿﻒ ﻣﻨﻔﺮد و ﺗﮑﻠﯿﻒ دوﮔﺎﻧﻪ را ﺑﻪ ﺻﻮرت ﻓﻮري، ﺗﺎﺧﯿﺮي 24 ﺳﺎﻋﺘﻪ و ﺗﺎﺧﯿﺮي ﯾﮏ ﻫﻔﺘﻪاي اﺟﺮا ﺷﺪﻧﺪ. ﻧﺘﺎﯾﺞ: ﻧﺘﺎﯾﺞ ﺗﺤﻘﯿﻖ ﻧﺸﺎن داد ﮔﺮوهﻫﺎي ﮐﻪ ﮐﻤﺘﺮﯾﻦ ﺧﻄﺎ و ﮐﻤﺘﺮﯾﻦ درﮔﯿﺮي ﺣﺎﻓﻈﻪ ﮐﺎري در ﻃﻮل ﺗﻤﺮﯾﻦ داﺷﺘﻨﺪ، ﻫﻢ در ﻣﺮﺣﻠﻪ اﮐﺘﺴﺎب، ﻫﻢ در آزﻣﻮن ﺗﮑﻠﯿﻒ ﻣﻨﻔﺮد و ﻫﻢ در آزﻣﻮن ﺗﮑﻠﯿﻒ دوﮔﺎﻧﻪ ﻧﺴﺒﺖ ﺑﻪ ﮔﺮوهﻫﺎي دﯾﮕﺮ ﺑﻬﺘﺮ ﻋﻤﻞ ﮐﺮدﻧﺪ. ﺑﺤﺚ و ﻧﺘﯿﺠﻪ ﮔﯿﺮي: ﯾﺎﻓﺘﻪﻫﺎي اﯾﻦ ﺗﺤﻘﯿﻖ ﺑﺎ ﺑﺮآوردﻫﺎي ﻧﻈﺮﯾﻪ ﺣﻠﻘﻪ ﺑﺴﺘﻪ آداﻣﺰ، ﻧﻈﺮﯾﻪ ﺑﺎزﮔﻤﺎري و ﺑﺎ ﺑﺮآوردﻫﺎي ﺳﺎﺧﺘﺎر ﻧﻘﻄﻪ ﭼﺎﻟﺶ در ﺧﺼﻮص وﺟﻮد ﺧﻄﺎ در ﻣﺮﺣﻠﻪ اﮐﺘﺴﺎب ﻫﻤﺨﻮاﻧﯽ دارد، اﻣﺎ اﯾﻦ ﯾﺎﻓﺘﻪﻫﺎ ﺑﺎ ﺑﺮآوردﻫﺎي ﻧﻈﺮﯾﻪ ﻃﺮﺣﻮاره ﻣﻐﺎﯾﺮت دارد.

One of the main concerns of motor learning professionals is how to plan skills training sessions to optimize the amount of learning. The purpose of the present study was to determine whether errorless training is effective in learning the Aiming skill in adolescents. Methodology: The present study was semi-experimental with four experimental groups. Fifty adolescents with an average age of 12 years (range from 11 to 13 years old) were randomly assigned to four training groups. The task was to throw basketball balls into concentric goals. The subjects performed 200 exercise attempts at the acquisition stage in five exercise blocks. Single task and dual task tests were implemented immediately, 24-hour latency and one week's delay. Results: The results of the study showed that the groups with the least error and the least involvement in work memory during the exercise were better in acquisition stage, the single task test and in dual task test compared to other groups. Conclusion: The findings of this study are consistent with the Adam's closed loop theory, the reinvestment theory, and somewhat consistent with the estimates of the challenge point framework regarding the error in the acquisition stage, but these findings are somewhat contradictory with the estimates of the schema theory.