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تأثیر بازخورد خودکنترل بر یادگیری تولید نیروهای کم، متوسط و بیشینه در شرایط خستگی ذهنی | ||
| رشد و یادگیری حرکتی ورزشی | ||
| مقاله 7، دوره 13، شماره 1، خرداد 1400، صفحه 91-108 اصل مقاله (887.34 K) | ||
| نوع مقاله: مقاله پژوهشی Released under CC BY-NC 4.0 license I Open Access I | ||
| شناسه دیجیتال (DOI): 10.22059/jmlm.2021.314410.1550 | ||
| نویسندگان | ||
| جلیل میرزایی1؛ رسول زیدآبادی* 2؛ محمد رضا شهابی کاسب2 | ||
| 1. دانشجوی کارشناس ارشد رفتار حرکتی، دانشکدۀ علوم ورزشی، دانشگاه حکیم سبزواری، سبزوار، ایران | ||
| 2استادیار، دانشکدۀ علوم ورزشی، دانشگاه حکیم سبزواری، سبزوار، ایران | ||
| چکیده | ||
| خستگی ذهنی، حالتی روان‌شناختی است که به‌واسطۀ فعالیت مداوم شناختی ایجاد شده و سبب کاهش عملکرد جسمانی می‌شود، اما تأثیر آن بر یادگیری حرکتی کمتر بررسی شده است. هدف از پژوهش حاضر بررسی تأثیر بازخورد خودکنترلی بر یادگیری تولید نیروهای کم، متوسط و بیشینه در شرایط خستگی ذهنی بود. نمونۀ پژوهش 28 نفر از داوطلبان واجد شرایط بودند که به‌صورت تصادفی به دو گروه بازخورد خودکنترل و جفت‌شده تقسیم شدند. ابزار اندازه‌گیری شامل دینامومترالکتریکی، آزمون استروپ، پرسشنامۀ چند بعدی خستگی ذهنی و مقیاس VAS بود. هر دو گروه ابتدا تحت پروتکل خستگی ذهنی به مدت یک ساعت آزمون استروپ را انجام دادند و پس از اطمینان از ایجاد خستگی ذهنی، وارد مرحلۀ اکتساب تکلیف تولید نیرو شدند. آزمون یادداری فوری با تأخیر 10 دقیقه و یادداری تأخیری 48 ساعت بعد از پایان مرحلۀ اکتساب اجرا شد. یافته‌های پژوهش نشان داد که در شرایط خستگی ذهنی تفاوت معناداری بین گروه‌های بازخورد خودکنترل و جفت‌شده در اکتساب و یادداری نیروهای مختلف وجود ندارد. همچنین در شرایط خستگی ذهنی خطای تولیدشده در یادگیری نیروی متوسط نسبت به نیروی کم و بیشینه کمتر است، به‌طوری‌که یادگیری نیروی متوسط به‌طور معناداری نسبت به نیروی کم بهتر بود. نتایج پژوهش حاضر حاکی از آن است که خستگی ذهنی سبب کاهش اثربخشی بازخورد خودکنترل می‌شود و یادگیری تولید نیروهای کم و بیشینه را بیشتر از متوسط تخریب می‌کند. | ||
| کلیدواژه‌ها | ||
| آزمون استروپ؛ بازخورد خودکنترل؛ خستگی ذهنی؛ کنترل نیرو؛ یادگیری حرکتی | ||
| عنوان مقاله [English] | ||
| The Effect of Self-Controlled Feedback on Learning to Produce Low, Medium and Maximum Forces in Mental Fatigue Condition | ||
| نویسندگان [English] | ||
| Jalil Mirzaee1؛ Rasool Zeidabadi2؛ Mohammad Reza Shahabi Kaseb2 | ||
| 1. MSc Student of Motor Behavior, Faculty of Sport Sciences, Hakim Sabzevari University, Sabzevar, Iran | ||
| 2Assistant Professor, Faculty of Sport Sciences, Hakim Sabzevari University, Sabzevar, Iran | ||
| چکیده [English] | ||
| Mental fatigue is a psychological state caused by prolonged periods of cognitive activity and decreases physical performance, but its impact on motor learning has been less studied. The aim of this study was to investigate the effect of self-controlled feedback on learning to produce low, medium and maximum forces in mental fatigue condition. Participants consisted of 28 eligible volunteers who were randomly divided into two groups of self-controlled feedback and yoked. Electrical dynamometer, Stroop test, multidimensional fatigue inventory and the VAS scale were used in this study. Both groups firstly performed the Stroop test for one hour under mental fatigue protocol and they entered the acquisition phase of force production task after making sure that mental fatigue was created. Immediate and delayed retention tests were performed 10 minutes and 48 hours after the end of the acquisition phase respectively. Findings showed that in mental fatigue condition, there was no significant difference between self-controlled feedback and yoked groups in acquisition and retention of different forces. Also, the error produced in learning the medium force was less than those in learning the low and maximum forces in the mental fatigue condition, that is to say the learning of the medium force was significantly better than the low force. The results showed that mental fatigue reduces the effectiveness of self-controlled feedback and destroys learning to produce low and maximum forces more than medium force. | ||
| کلیدواژه‌ها [English] | ||
| force control, mental fatigue, motor learning, self-controlled feedback, Stroop test | ||
| مراجع | ||
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