摘要
研究目的:通过实验验证情境干扰效应假说,探讨足球动作技能学习中的任务难度、类别与情境干扰效应之间的关系。实验研究方法:选择运、顶、接、踢4种难度逐渐增大且类别不同的足球动作技能作为学习任务,在某大学以整群抽样的方式选取4个足球专修班的全部学生作为研究参与者,每个班进行一项足球动作技能学习实验。对实验后测的达标和技评成绩进行协方差分析。结论:1.实验结果未能验证本研究假设。2.情境干扰效应与足球动作技能学习的任务难度成负相关,即任务难度越大,情境干扰效应的影响越小;任务难度越小,情境干扰效应的影响越大。3.情境干扰效应与足球动作技能的类别有关,连续动作技能学习过程中存在情境干扰效应,而分立动作技能学习则没有干扰效应。
Through experimental verification of the hypothesis of contextual interference effect, the relationship between the difficulty of soccer skills and contextual interference effect was discussed.Experimental research method： four kinds of soccer movement skills with increasing difficulty and different categories were selected as learning tasks. In a certain university, all the students of four football specialized classes were selected as study participants by means of cluster sampling, and one soccer movement skill learning experiment was conducted in each class.Covariance analysis was carried out on the achievement of standard and technical evaluation.Conclusion： 1. The experimental results failed to verify the hypothesis of this study.2. The situation interference effect is inversely related to the task difficulty of soccer action skill learning.The less difficult the task, the greater the effect of contextual interference.3. The situation interference effect is related to the category of football action skills. There is the situation interference effect in the continuous action skill learning process, but there is no discrete action skill learning.
作者
余方亮
YU Fang-liang(Football College of Nanjing Sport Institute,Jiangsu Provincial CampusFootball Research Certer,Nanjing 210014,China)
出处
《南京体育学院学报》
2018年第7期47-60,2,共14页
Journal of Nanjing Sports Institute
关键词
学校体育
校园足球
动作技能学习
练习结构
情境干扰效应
school sports
campus soccer
motor learning
practice schedule
contextual interference effect
