Academic Thesis for Master's Degree in Physical Education, Movement Behavior Orientation
Abstract
The purpose of this research was to investigate the effects of general and specific video self-control feedback on the performance and learning of the fixed basketball shot in 15-17-year-old boys. The research method was semi-experimental. The research sample included 56 students aged 15-17 from a conservatory in Kerman, who were randomly selected from among the students of this conservatory and were randomly assigned to four video self-control feedback groups: general, specific to the difficult part, paired general and paired difficult part. The data required in this research were collected in three stages of acquisition, delayed memorization and delayed transfer. All participants had to perform 48 attempts in the acquisition period (6 blocks of 8 attempts) and one day later in the memorization and transfer stages, 8 attempts without the presence of feedback. In order to compare the average scores obtained among the studied groups in the acquisition phase, analysis of variance with repeated measurements was used, and in the memorization and transfer phases, variance analysis of one variable was used. Although the effect of practice efforts in the acquisition phase was significant and practice reduced errors, the interaction effects of effort category and group and the main effect of group were not significant. The main effect of feedback control was significant in the memorization and transfer stages, these results agree with most of the previous studies, the main effect of the specific feedback of the difficult part was not significant in any of the stages, which is against most of the previous findings. Therefore, we can say that self-control has positive effects in this age group.
Keywords: self-control, awareness of performance, video feedback, dedicated feedback, fixed basketball shot
Chapter One
Introduction and research plan
Introduction
Skills form a major part of human life. The outstanding and distinguished ability of a human being in performing skills is an important characteristic of his existence. Knowing the factors that affect the implementation is one of the topics that educational scientists have been trying to understand for centuries. Knowledge has many applications in improving the progress of sports performances and physical activities. When teaching, trainers seek to use this knowledge in learning and implementing skills in many ways. Coaches who better understand the effective processes of learning, undoubtedly have advantages and superiority in teaching skills compared to their athletes (Schmidt, 2016).
In the past, learning was not considered a very important issue in normal human life, and according to many non-technical and non-specialist people, it was assumed that a person learns through experience, apprenticeship, and working with a master of work, science and art, and there is no problem other than this (Tahiri, 84).
But today, learning has gained special importance among different societies, so that learning is considered as a continuous process that does not end even after completing primary, secondary and university education, and is considered as a lifelong effort because people tend to grow throughout their lives (Shafizadeh, 2013).
Learning is discussed in various fields, including These areas are the learning of motor skills. Learning in general consists of relatively stable changes in human motor behavior, which is the result of processes related to practice and experience (Schmidt and Lee, 2008). Undoubtedly, many factors affect the efficiency of motor learning and the way skills are implemented, which is certainly one of the most important of them, feedback. Feedback plays a very important role in motor control and the acquisition of motor skills. Research has shown that feedback is the most important factor that controls learning and how to perform a skill (Rahmania, 84).
Feedback is the information that a person receives about the performance of a skill during or after performance. Feedback exists in two main forms. The internal (intrinsic) feedback of a task is a sensory feedback that is available during or after the performance of a skill. It is a natural part of skill implementation, and another form of it is augmented feedback.The internal (intrinsic) feedback of the task is the sensory feedback that becomes available during or after the execution of the skill and is a natural part of the execution of the skill, and its other form is added feedback. Two types of augmented feedback are distinguished based on the part of the skill to which the feedback information relates. Awareness of the result is related to the outcome of the performance of the skill, and awareness of the performance is related to the characteristics of the performance that ultimately lead to the result. The instructor may provide the augmented feedback at the same time as the performance of the skill or after completion. Roud (Magil, 89).
By directing the movement towards the desired goal, feedback can be provided in sufficient and necessary amount so that the learner is not faced with a large amount of information from the instructor and the instructor can transfer the content to the learner in the shortest time and spend the minimum energy for education. The fact that a lot of irrelevant information may divide the general attention and create a kind of confusion has been observed in various sources and numerous researches (Schmidt and Lee, 87).
A different experimental approach that has been used to optimize feedback in recent research in the field of physical exercise is to provide feedback when the learner asks for it, this way of providing feedback is called self-control. The results of recent research have shown that exercises that use self-control can be beneficial for learning motor skills (Genel et al., 1997).
Part of the technology that is potentially used to increase learning in classrooms and when performing motor skills is video, with the help of which students are able to receive correct and frequent feedback on motor skills and have a more active role in learning (McMorris, 2004).
In the past few years, several studies have shown the effectiveness of self-control feedback for learning (Chen et al., 2002; Chiviakowski and Wolff, 2002; Chiviakowski et al., 2005; Janel et al., 1995, 1997) but Seyed Larry 1388 in his research on children and also Bagherli 1385 in a research that studied golf skills, they obtained different results. Research in Iran in this field has been less about teenagers and video feedback, and a research about a complex sports task common in society is less visible and more has been focused on laboratory activities due to the control of information sources and degrees of freedom. Therefore, in this study, it has been tried to investigate as much as possible the effect of video self-control feedback on the performance and learning of the fixed basketball shot in teenagers. In fact, in this research, feedback is provided to the learner regardless of his request, and the active role of the learner is not taken into account (Wolf and Shea, 2002).
In the past few years, several researches have shown the effectiveness of self-control practice for motor learning, and learning in the form of self-control has been accepted as a new and important structure in educational research, psychology and sociology. Research has shown that allowing learners to partially control practice situations has led to more effective learning compared to paired situations (Chiviakowski and Wolff, 2007).
The common concept of learning is self-control in metacognitive, motivational, and different behavioral processes (Zimmerman, 1994). Learners take charge of their own learning in the context of metacognitive processes, design, organization, and self-evaluation at different stages of learning, they are motivated through intrinsic motivation, and they have indicated higher self-efficacy in personal comments (Dessi and Raine, 2000). reduce educational effects.