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تأثیر دستورالعمل‌های کانون توجه بر حافظة فضایی کودکان | ||
| رشد و یادگیری حرکتی ورزشی | ||
| مقاله 2، دوره 12، شماره 1، خرداد 1399، صفحه 15-30 اصل مقاله (350.36 K) | ||
| نوع مقاله: مقاله پژوهشی Released under CC BY-NC 4.0 license I Open Access I | ||
| شناسه دیجیتال (DOI): 10.22059/jmlm.2020.213074.1133 | ||
| نویسندگان | ||
| فاطمه میراخوری1؛ الهه عرب عامری* 2؛ فضل الله باقرزاده2؛ رسول حمایت طلب3 | ||
| 1استادیار، دانشکدة علوم ورزشی، دانشگاه بین المللی امام خمینی، قزوین، ایران | ||
| 2دانشیار، گروه رفتار حرکتی، دانشکدة تربیت بدنی و علوم ورزشی،دانشگاه تهران، تهران، ایران | ||
| 3استاد، گروه رفتار حرکتی، دانشکدة تربیت بدنی و علوم ورزشی،دانشگاه تهران، تهران، ایران | ||
| چکیده | ||
| هدف تحقیق حاضر بررسی تأثیر دستورالعمل‌های کانون توجه بر حافظة فضایی کودکان بود. به این منظور 30 نفر از کودکان دختر مدارس ابتدایی سطح شهر تهران با میانگین سنی 12-7 سال و براساس نمونه‌گیری در دسترس انتخاب شدند. آزمودنی‌ها به‌طور تصادفی به سه سطح کانون توجه (درونی، بیرونی و عدم کانون توجه) تقسیم شدند. در گروه توجه درونی، آزمودنی‌ها بر حرکت دست تمرکز کردند. کانون گروه توجه بیرونی معطوف بر مسیر حرکت و هدف بود و به گروه کنترل هیچ‌گونه تأییدی مبنی بر کانون توجه داده نشد. آزمودنی‌ها در مراحل تمرین (در مجموع 50 کوشش) و آزمون‌های اکتساب، یادداری و انتقال شرکت کردند. مرحلة اکتساب در پنج روز متوالی صورت گرفت. ابزار مورد استفاده برای سنجش حافظۀ فضایی، دستگاه حرکت خطی (مدل LM-01) بود. آزمون تحلیل کوواریانس و آزمون تعقیبی بونفرونی در سطح 05/0 P <استفاده شد. نتایج تحلیل کوواریانس در آزمون‌های اکتساب (005/0=P)، یادداری (000/0=P) و انتقال (003/0=P) معنادار بود. نتایج آزمون تعقیبی بونفرونی نشان داد که در تمامی مراحل عملکرد گروه توجه بیرونی به‌دلیل تغییرپذیری کلی کمتر به‌طور معناداری بهتر از گروه توجه درونی و گروه کنترل بود. با وجود این، بین گروه توجه درونی و گروه کنترل اختلاف معناداری وجود نداشت. با توجه به نتایج تحقیق حاضر، کانون توجه بیرونی در ارتباط با کودکان از مزایای بالاتری نسبت به کانون توجه درونی برخوردار بود. | ||
| کلیدواژه‌ها | ||
| توجه بیرونی؛ توجه درونی؛ حافظة فضایی؛ دستگاه حرکت خطی | ||
| عنوان مقاله [English] | ||
| Effect of Attentional Focus Instructions on Spatial Memory in Children | ||
| نویسندگان [English] | ||
| Fatemeh Mirakhori1؛ Elahe Arabameri2؛ Fazlolah Bagherzadeh2؛ Rasool Hemayattalab3 | ||
| 1Assistant Professor, Department of Sport Sciences, Imam Khomeini International University, Qazvin, Iran | ||
| 2Associate Professor, Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran | ||
| 3Professor, Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran | ||
| چکیده [English] | ||
| The purpose of this study was to examine the effect of attentional focus instructions on spatial memory in children.Thirty girl students with the mean age from 7 to 12 years were selected by convenience sampling from elementary schools in Tehran. Participants were randomly divided into three attentional focus groups (internal, external, control). Participants in the internal focus group were asked to focus their attention on the movements of their hand, whereas participants in the external focus group were asked to focus their attention to the movement path and target. Control group participants received no focus instructions. Acquisition phase lasted five consecutive days. The instrument used for measuring spatial memory was linear movement apparatus (LM-01 model). Analysis of Covariance and Bonferoni tests were used at p | ||
| کلیدواژه‌ها [English] | ||
| external attention, internal attention, linear movement apparatus, total variability, spatial memory | ||
| مراجع | ||
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