پایان نامه تاثیر تغییر پذیری در سطح افزونگی اجرا برای سطوح مختلف مهارت بر یادگیری پرتاب آزاد بسکتبال

فهرست:

فصل اول: مقدمه و طرح تحقیق

مقدمه........................................................................................................................................................................... 2

بیان مسئله.................................................................................................................................................................. 2

اهمیت و ضرورت تحقیق........................................................................................................................................ 6

اهداف تحقیق............................................................................................................................................................. 6

فرضیه های تحقیق................................................................................................................................................... 7

پیش فرض های تحقیق.......................................................................................................................................... 7

محدودیت های تحقیق............................................................................................................................................ 7

رعایت کردن نکات اخلاقی..................................................................................................................................... 7

تعاریف نظری و عملیاتی واژه ها........................................................................................................................... 8

فصل دوم: مبانی نظری و پژوهشی تحقیق

مقدمه........................................................................................................................................................................... 11

مبانی نظری................................................................................................................................................................ 11

تغییر پذیری تمرین..................................................................................................................................... 11

تغییر پذیری در اجرای حرکت................................................................................................................. 17

تفاوت افراد ماهر و مبتدی......................................................................................................................... 22

پیشینه تحقیق........................................................................................................................................................... 25

پیشینه تغییر پذیری تمرین...................................................................................................................... 25

پیشینه تغییرپذیری به عنوان نویز و کارکردی.................................................................................... 29

پیشینه تفاوت افراد ماهر و مبتدی.......................................................................................................... 32

پیشینه مربوط به بکارگیری تغییر پذیری در سطح افزونگی اجرا در تمرین.............................. 36

نتیجه گیری پیشینه تحقیق.................................................................................................................................. 37

فصل سوم: روش اجرای تحقیق

مقدمه........................................................................................................................................................................... 40

روش تحقیق............................................................................................................................................................... 40

جامعه و نمونه آماری............................................................................................................................................... 40

متغیرهای تحقیق...................................................................................................................................................... 40

متغیر مستقل................................................................................................................................................. 40

متغیر تعدیل کننده..................................................................................................................................... 40

متغیر وابسته ................................................................................................................................................ 40

متغیر کنترل شده........................................................................................................................................ 41

متغیرکنترل نشده........................................................................................................................................ 41

ابزار تحقیق................................................................................................................................................................. 41

روش اجرا.................................................................................................................................................................... 42

تقسیم کردن آزمودنی ها .......................................................................................................................... 42

ورود به آزمایشگاه......................................................................................................................................... 43

پیش آزمون.................................................................................................................................................... 43

اکتساب............................................................................................................................................................ 43

آزمون های یادداری..................................................................................................................................... 44

یاددادی فوری.................................................................................................................................... 44

هدف ثابت.............................................................................................................................. 44

هدف متغیر............................................................................................................................ 44

افزونگی ثابت.......................................................................................................................... 45

افزونگی متغیر....................................................................................................................... 45

یادداری تاخیری................................................................................................................................ 45

تحلیل آماری داده ها....................................................................................................................... 45

فصل چهارم: تجزیه و تحلیل آماری داده ها

مقدمه........................................................................................................................................................................... 47

بخش اول: توصیف آماری داده ها........................................................................................................................ 47

بخش دوم: آزمون فرضیه ها.................................................................................................................................. 50

فصل پنجم: بحث و نتیجه گیری

مقدمه........................................................................................................................................................................... 61

خلاصه یافته های تحقیق....................................................................................................................................... 61

بحث و بررسی نتایج مربوط به گروه ماهر.......................................................................................................... 61

تفسیر نتایج مربوط به افراد مبتدی..................................................................................................................... 62

نتیجه گیری کلی...................................................................................................................................................... 64

پیشنهادات آموزشی.................................................................................................................................................. 66

منابع تحقیق..................................................................................................................... 67

منبع:

ADAMSJ,. A. (1987) Historical review and appraisal of research on learning, retention, and transfer of human motor skills. Psychological Bulleth, 101, 4 1-47.

Anderson, D. I., & Sidaway, B. (1994). Coordination changes associated with practice of a soccer kick. Research Quarterly for Exercise and Sport, 65(2), 93–99.

Attneave, F. (1959). Applications of information theory to psychology.New York: Holt, Rinehart & Winston.York

Bernstein NA. The Co-Ordination and Regulation of Movements. Oxford (UK): Pergamon Press; 1967.

Bingham, Geoffrey P.; Schmidt, R. C.; Turvey, M. T.; Rosenblum, Lawrence D. Task dynamics and resource dynamics in the assembly of a coordinated

Broadbent, D. E. (1958). Perception and communication. London:Pergamon Press.

Broderick, M. P., & Newell, K. M. (1999). Coordination patterns in ball bouncing as a function of skill. Journal of Motor Behavior, 31, 165–189.

Button, C., MacLeod, M., Sanders, R., & Coleman, S. (2003). Examining

movement variability in the basketball free throw action at different

skill levels. Research Quarterly for Exercise and Sport, 74(3), 257–269.

Carlton, L. G., & Newell, K. M. (1993). Force variability and characteristics

of force production. In K. M. Newell & D. M. Corcos (Eds.), Force variability (pp. 128-132). Champaign, IL: Human Kinetics

Carlton, L. G., & Newell, K. M. (1988). Force variability and movement accuracy in space-time. Jounzal of Experimental Psychology: Human Perception and Performance, 14, 24-36.

Chow, J.-Y., Davids, K., Button, C., & Koh, M. (2006). Organisation of motor system degrees of freedom during the soccer chip: An analysis of skilled performance. International Journal of Sport Psychology, In press.

Christou EA, Grossman M, Carlton LG. Modeling variability of force

during isometric contractions of the quadriceps femoris. J Mot Behav 34:

67–81, 2002.

Churchland MM, Afshar A, Shenoy KV. A central source of movement

variability. Neuron 52: 1085–1096, 2006.

Cutting,  Proffitt. The minimum principle and the perception of absolute, common, and relative motions(1982). Volume 14, Issue 2, April 1982, Pages 211–246.

Dai, Leigh, Li, Mercer & Bing Yu. The relationships between technique variability and performance in discus throwing.Journal of Sports Sciences ,Volume 31, Issue 2, 2013.

Davids, K., Bennett, S. J., & Newell, K. M. (2006). Variability in the Movement System: A Multi-Disciplinary Perspective. Champaign, Ill.: Human Kinetics.

Davids K, Button C, Bennett S. Dynamics of Skill Acquisition: a Constraints-Led Approach. Champaign, IL: Human Kinetics, 2007.

Davids K, Glazier P, Arau´jo D, et al. Movement systems as dynamical systems, the functional role of variability and its implications for sports medicine. Sports Med. 2003;33:245–60.

 Davids,  Glazier,  Araújo, Bartlett Movement Systems as Dynamical Systems(2003). Volume 33, Issue 4, pp 245-260.

David E. Sherwood and Kelly K. Rothman. Concurrent Visual Feedback and Spatial Accuracy in Continuous Aiming Movements1 Perceptual and Motor Skills, 2011, 113, 3, 825-839. © Perceptual and Motor Skills 2011.

David E. Sherwood and Jessica Fosler (2013). Blocked and alternating variable practice anid spatial variation in continuous aiming movements,2013, 116, 2, 611-625. © Perceptual & Motor Skills.

Deutsch  , Newell. Noise, variability, and the development of children’s perceptual-motor skills. Developmental Review.

DICK, M. B., HSIEH, S., BRICKER, J., & DICK-MUEHLKE, C. (2003) Facilitating acquisition and transfer of a continuous motor task in healthy older adults and patients with Alzheimer’s disease. Neuropsychology, 17, 202-212.

Edelman, G. M., & Gally, J. (2001). Degeneracy and complexity in biological systems. Proceedings of the National Academy of Sciences,98, 13763–13768.

Edward P. Hebert, Dennis Landin, andMelinda A. Solmon(1996). Research Quarterly for Exercise and Sport . by the American Alliance for Health,Physical Education, Recreation and Dance Vol. 67,No.1, pp.52-58.

Evangelos A. Christou, Michael Grossman& Les G. Carlton. Modeling Variability of Force During Isometric Contractions of the Quadriceps Femoris. Journal of Motor Behavior Volume 34, Issue 1, 2002.

 Feldman. Superposition of motor programs—II. Rapid forearm flexion in man. Neuroscience.Volume 5, Issue 1, January 1980, Pages 91–95.

Fitts, P. M. (1954). The information capacity of the human motor system in controlling the amplitude of movement. Journal of Experimental Psychology, 47, 381-391.

Fitts, P. M., & Posner, M. I. (1967). Human performance. Belmont,CA: Brooks/Cole.

Frank, T. D., Michelbrink, M., Beckmann, H., & Schöllhorn, W. I. (2008). A uantitative dynamical systems approach to differential learning: Self-organization principle and order parameter equations. Biological Cybernetics, 98, 19–31

Guthrie, E. R. The psychology of learning. Oxford, England: Harper. (1952).

Gentile, A. M. (1972). A working model of skill acquisition with application to teaching. Quest, 17, 3–23.

Hall, K. G., Domingues, D. A., & Cavazos, R. (1994). Contextural interference effects with skilled baseball players. Perceptual and Motor Skills, 78, 835–841.

Harris CM and Wolpert DM. Signal-dependent noise determines motor

planning. Nature 394: 780–784, 1998

Hebert Wagner & Erich Muller. The effects of differential and variable training

on the quality parameters of a handball throw. Sports Biomechanics

January 2008; 7(1): 54–71.

Heitman RJ, Pugh SF, Kovaleski JE, et al.Effects of specific versus variable practice on the retention and transfer of a continuous motor skill. Percept Mot Skills. 2005;100(3 pt 2):1107–1113.

Jaric, S., Corcos, D. M., Gottlieb, G. L., Ilic, D. B., & Latash,M. L. (1994). The effects of practice on movement distance and final position reproduction: Implications for the equilibriumpoint control of movements. Experimental Brain Research, 100,353–359.

Jonathan B. Dingwell , Rachel F. Smallwood , Joseph P. Cusumano. Trial-to-trial dynamics and learning in a generalized, redundant reaching task(2011). J Neurophysiol. 2013 January 1; 109(1): 225–237. Published online 2012 October 10. doi: 10.1152/jn.00951.

Jones KE, Hamilton AF de C, and Wolpert DM. Sources of signal-dependent

noise during isometric force production. J Neurophysiol 88: 1533–1544, 2002.

Katherine Lauren Streder. variability of practice and strength training periodization:when theoris collide(2013).

William H. Edwards. Motor Learning and Control From Theory to Practice(2010).

Kelso, J. A. S., & Ding, M. (1993). Fluctuations, intermittency,and controllable chaos in biological coordination. In K. M.Newell & D. Corcos (Eds.), Variability and motor control (pp.291-316). Champaign, IL: Human Kinetics.

Kelso, J. A. S., & Holt, K. G. (1980). Exploring a vibratory systems analysis of

human movement production. Journal of Neurophysiology, 43, 1183-11

Volume 25, Issue 2, June 2005, Pages 155–180.

Kelso, J. A. S., Scholz, J. P., & Schöner, G. (1988). Dynamics governs switching among patterns of coordination in biological movement. Physics Letters A, 134, 8-12

Kelso, J. A. S., & Tuller, B. (1984). A dynamical basis for action systems. In M. S. Gazzaniga (Ed.), Handbook of cognitive neuroscience (pp. 321-356). New York: Plenum Press.

Kugler, P. N., Kelso, J. A. S., & Turvey, M. T. (1980). On the concept of oordinative structures as dissipative structures: 1. Theoretical  lines of convergence. In G. E. Stelmach & J. Requin (Eds.), Tutorials in motor behavior (pp. 3-47). Amsterdam:North-Holland.

Lai, Q., Shea, C. H., Wulf, G., & Wright, D. L. (2000). Optimizing generalized motor program and parameter learning.Research Quarterly for Exercise and Sport, 71, 10–24.

Latash, Mark L.1; Scholz, John P.2; Schöner, Gregor3.Motor Control Strategies Revealed in the Structure of Motor Variability. Exercise & Sport Sciences Reviews: January 2002 - Volume 30 - Issue 1 - pp 26-31.

Mark M. Churchland, Afsheen Afshar, Krishna V. Shenoy. A Central Source of Movement Variability(2006). Volume 52, Issue 6, 21 December 2006, Pages 1085–1096

Masters, R. S. W., & Maxwell, J. P. (2004). Implicit motor learning, einvestment and movement disruption: What you don’t know won’t hurt you? In A. M. Williams &N. J. Hodges (Eds.), Skill acquisition in sport: Research,theory and practice (pp. 207–228). London, England:Routledge.

Maxwell, J. P., Masters, R. S. W., Kerr, E., & Weedon, E.(2001). The implicit benefit of learning without errors.Quarterly Journal of Experimental Psychology, 54A, 1049–1068.

Memmert, D. (2006). Long-term effects of type of practice on the learning and transfer of a complex motor skill. Perceptual and Motor Skills, 103(3), 912-916.

McCracken, H. D. & Stelmach G. E. (1977). A test of schema theory of discrete motor learning. Journal of Motor Behavior, 9(3), 193-200.

MCCRACKEN, H. D., & STELMACH, G. E. (1978) Test of schema theory of  iscrete motor learning. Journal of Motor Behavior, 9, 193-201.

Newell, K.M. (1985). Coordination, control, and skill. In D. Goodman, R.B. Wilberg, & I.M. Franks (Eds.), Differing perspectives in motor learning, memory, and control. Amsterdam: Elsevie

Newell, K. M., & Carlton, L. G. (1988). Force variability in isometric responses. Journal of Experimental Psychology: Human Perception and Perfonnance, 14, 37-44.

Newell, K. M., Deutsch, K. M., Sosnoff, JJ., & Mayer-Kress, G. (2006). Variability in Motor Output As Noise: A Default and Erroneous Proposition? In K. Davids, S. Bennett, & K.M. Newell (Eds.), Variability in the Movement System: A Multi-Disciplinary Perspective (pp. 3-23). Champaign, Ill.: Human Kinetics

Pierce, J. R. (1963). An introduction to information theory: Symbols, signals and noise (2nd ed.). New York: Dover.

Proteau L (1992) On the speciWcity of learning and the role of visual information for movement control. In: Proteau L, Elliott D (eds) Vision and motor control. North-Holland, Amsterdam, pp 67–103.

Proteau, L., Marteniuk, R. G., & Levesque, L. (1992). A sensorimotor basis for motor learning: Evidence indicating specificity of practice. The Quarterly Journal of Experimental Psychology, 44A, 557-575.

Proteau, L. (1995). Sensory integration in the learning ofan aiming task. CanadianJournal of ExperimentalPsydwlogy, 49, 11~120.

Ranganathan. UTILIZING REDUNDANCY IN MOTOR LEARNING .

 A Dissertation in Kinesiology, 2009 .

Ranganathan R, Newell KM. Influence of motor learning on utilizing path redundancy. Neurosci. Lett. 2010; 469(3):416Y20.

Ranganathan R, Newell KM. Emergent flexibility in motor learning. Exp. Brain Res. 2010; 202(4):755Y64.

Ranganathan R, Newell KM. Motor learning through induced variability at the task goal and execution redundancy levels. J. Mot. Behav. 2010; 42(5):307Y16.

Ranganathan, R., & Newell, K. M. (2010). Motor Learning through Induced Variability at the Task Goal and Execution Redundancy Levels. Journal Of Motor Behavior,42(5), 307-316.

Ranganathan R, Newell KM. Changing up the routine: intervention-induced variability in motor learning. Exercise and Sport Sciences Review 2013;41:64– 70.

rhythmic activity.Journal of Experimental Psychology: Human Perception and Performance, Vol 17(2), May 1991, 359-381. doi: 10.1037/0096-1523.17.2.359.

Schmidt RA. A schema theory of discrete motor skill learning. Psychol. Rev. 1975; 82(4):225Y60.

Schmidt RA, Lee TD (2011) Principles of speed and accuracy. In:Motor control and learning a behavioral emphasis, 5th edn.Human Kinetics, Champagne, pp 223–263

Schöllhorn, W. I., Beckmann, H., Michelbrink, M., Trockel, M., Sechelmann, M., & Davids, K. (2006). Does noise provide a basis for unifying different motor learning theories? International Journal of Sport Psychology, 2, 34–42.

Schöllhorn, W. I. (1999). Individualität – ein vernachlässigter Parameter? Leistungssport, 29, 5–12.

Schöllhorn, W. I., Sechelmann, M., Trockel, M., & Westers, R. (2004). Nie das Richtige trainieren, um richtig zu spielen [Never train the right way in order to perform well].Leistungssport, 34 (5), 13-17.

Schöner, G. & Kelso, J. A. S. (1988). A Dynamic pattern theory of behavioral change. Journal of Theoretical Biology, 135, 501-524.

Schoner, Baker, Fath, & Jaitner Identification of Interindividual and Intraindividual Movement Patterns in Handball Players of Varying Expertise Levels (2007). Journal of Motor Behavior, Heldref Publications.Vol. 39, No. 5, 409–421.

Slifkin, A. B., & Newell, K. M. (1999a). Is variability in human performance a reflection of system noise? Current Directions in Psychological Science, 7, 170-176.

Slifkin, A. B., & Newell, K. M. (1999b). Noise, information transmission,and force variability. Journal of Experimental Psychology:Human Perception and Performance, 25, 837-851.

Shannon, C. E., & Weaver, W. (1949). The mathematical theory of communication. Urbana, IL: University of Illinois Press.

Shapiro, D. C., & Schmidt, R. A. (1982). The schema theory: Recent evidence and developmental implications. In J.A.S. Kelso & J.E.Clark (Eds.), The development of movement control and co-ordination (pp.113-150). New York: Wiley.

Shea, C. H., Lai, Q., Wright, D. L., Immink, M., & Black, C.(2001). Consistent and variable practice condition: Effects on relative and absolute timing. Journal of Motor Behavior, 33,139–152.Shea, C. H.,

Sherwood, D. E., & Rothman, K. K. (2011) Concurrent visual feedback and spatial accuracy in continuous aiming movements. Perceptual & Motor Skills, 113, 825-839.

Sherwood, D. E. (1988). Effects of bandwidth knowledge of results on  movement consistency. Perceptual and Motor Skills, 66, 535-542.

Shoenfelt, E. L., Snyder, L. A., Maue, A. E., McDowell, C. P., & Woolard, C. D. (2002) Comparison of constant and variable practice conditions on free-throw shooting. Perceptual and Motor Skills, 94, 1113-1123.

Todorov E and Jordan MI. Optimal feedback control as a theory for motor

coordination. Nature Neurosci 5: 1226–1235, 2002.

Turvey, M. T. (1990). Coordination. American Psychologist, 45,938-953.

van Beers, R. J., Haggard, P. & Wolpert, D. M. The role of execution noise in movement variability. J. Neurophysiol. 91, 1050–1063 (2004).

Van Rossum, J. H. A. (1990). Schmidt’s schema theory: The empirical base of the variability of practice hypothesis. Human Movement Science, 9, 387–435.

Van Wegen, Van Emmerik, R.E.A, & Riccio, G.E. (2002). Postural orientation:

Age-related changes in variability and time-to-boundary. Human Movement

Science, 21, 61-84.

Vereijken, B., van Emmerik, R. E. A., Whiting, H. T. A., & Newell, K. M.(1992). Free(z)ing degrees of freedom in skill acquisition. Journal of Motor Behavior, 24, 133–142.

Wagner H, Pfusterschmied J, Klous M, et al. Movement variability and skill level of various throwing techniques. Hum Mov Sci. 2012;31(1):78–90.

Wilson, Simpson, Van Emmerik & Hamill. Coordination variability and skill development in expert triple jumpers. Volume 7, Issue 1, 2008

 Wulf, G., & Schmidt, R. A. (1994). Feedback-induced variability and the learning of generalized motor programs. Journal of Motor Behavior, 26, 348–361.