摘要
以组块练习为代表的低情境干扰和以随机练习为代表的高情境干扰以不同的练习方式对运动技能掌握、保持和迁移产生不同的影响。采用元分析,探讨情境干扰对运动技能学习的总效果量、不同阶段的效果量和量效关系,为优化运动技能学习方式和提高学习有效性提供依据。研究结果显示:(1)总体上高情境干扰优于低情境干扰,ES=-0.14,微小效果量;完成得分类结局指标ES=-0.14(P<0.05),动作时间类ES=0.91(P>0.05),动作速度类ES=-0.15(P>0.05),测量距离类ES=0.28(P<0.05)。小学生组效果量ES=-0.26(P<0.05),中学生组ES=0.38(P>0.05),大学生组ES=-0.16(P<0.05)。(2)掌握阶段,低情境干扰优,中等效果量。运动技能学习效果与练习组数(<9组)呈正相关,4-9组的低情境干扰最有利于技能学习,大效果量(P<0.05);与<50次/组的练习呈正相关,31-50次/组的组块练习效果最好,大效果量。(3)保持阶段,高情境干扰优。与小于24 h间隔的测试时间呈负相关,与24 h-6 w测试时间呈正相关,24 h时效果量最大(P<0.05);与8-32次的练习呈正相关,24-32次的高情境干扰效果量最大(P<0.05)。(4)迁移阶段,高情境干扰效果优,4 w间隔的测试效果量最大。上述结果表明:(1)情境干扰对运动技能学习有重要作用,高情境干扰效果优于低情境干扰;(2)对不同结局指标呈现不同效果,对不同年龄段效果亦不同,但不明显;(3)情境干扰和干预剂量(练习频次和练习组数)对技能学习不同阶段呈现不同的效应,不同节点表现出不同的变化规律,其中,4-9组、31-50次/组的低情境干扰最利于掌握阶段学习,该阶段结束24 h时进行24-32次的高情境干扰有利于保持阶段学习,该阶段结束后4 w进行高情境干扰有利于迁移阶段学习。
rence represented by random practice with different exercises had different effects on acquisition,retention,and transfer of the motor skills.The meta-analysis method was used to explore the total effect of the contextual interference effect on the motor skill learning,the effect size and the dose-effect relationship at different stages in order to optimize the way of motor skill learning and improve the effectiveness of motor skill learning.The research showed that high contextual interference was better than low contextual interference in general,ES=-0.14,with a small effect size.The completed score category outcomes were ES=-0.14(P<0.05),action time category ES=0.91(P>0.05),action speed category ES=-0.15(P>0.05),and measurement distance category ES=0.28(P<0.05).Primary school students category effect size was ES=0.26(P<0.05),middle school students category effect size ES=0.38(P>0.05),college students category effect size ES=-0.16(P<0.05).In the acquisition stage,low contextual interference was better,with a moderate effect size.The effect of motor skill learning was positive correlation with the number of practice groups(P<9 groups).The low contextual interference with 4-9 groups had the best effect on skill improvement,with a big effect size(P<0.05).It had the positive correlation of practices P<50 times.31-50 times had the best effect on the effect of blocked practice,with a big effect size.In the retention stage,high contextual interference was better.It had negative correlation with the test time less than 24 h,and positive correlation with the test time of 24 h-6w.The effect was the best at 24 h(P<0.05).It had positive correlation with 8-32 times of practice.High contextual interference of 24-32 times had the largest effect(P<0.05).In the transfer stage,high contextual interference was better,and the test effect of the 4w interval was the largest.The above results showed that the contextual interference played an important role in motor skill learning,and the effect of high contextual interference was bet
作者
曲鲁平
李慧
孙伟
郭楠楠
QU Luping;LI Hui;SUN Wei(Dept.of Sports Science of Qufu Normal Univ.,Qufu 273165,China;Dept.of P.E.,Tianjin Univ.of Sport,Tianjin 301617,China;Dept.of Sports Training,Tianjin Univ.of Sport,Tianjin 301617,China)
出处
《武汉体育学院学报》
北大核心
2023年第4期93-100,共8页
Journal of Wuhan Sports University
基金
国家社会科学基金后期资助项目(21FTYB016)。
关键词
情境干扰
运动技能学习
效果量
量效关系
组块练习
随机练习
contextual interference
motor skill learning
effect size
dose-effect relationship
blocked practice
random practice
