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結果의 知識 賦與後 遲延區間에서의 諸活動이 運動學習에 미치는 影響

Title
結果의 知識 賦與後 遲延區間에서의 諸活動이 運動學習에 미치는 影響
Other Titles
(The) Effect on Motor Learning of Activities During the Post-KR delay Interval
Authors
朴宣德
Issue Date
1986
Department/Major
대학원 체육학과
Keywords
결과지식 부여지연구간운동학습
Publisher
이화여자대학교 대학원
Degree
Master
Abstract
本 硏究의 目的은 次期 運動反應을 計劃하는 結果의 知識 賦與後 遲延區間( post-KR delay interval )에 삽입된 活動들이 運動學習에 서로 다르게 影響을 미치는가를 살펴보는데 있다. 이러한 目的에 따라 각기 休息, 心理的 練習, 言語的 間揷活動 및 運動間揷 活動集團으로 구분하여 技術習得과 轉移課題 단계로 나누어 檢證을 하였다. 선행연구를 볼때, 心理的 練習은 대체로 學習에 肯定的인 效果를 지니고 있으나, 運動과 言語的 間揷된 활동간에는 절차상의 問題로 의견의 일치를 보지 못하고 있다. 그러나 크게 나누어 볼 때에 心理的 練習과 言語·運動의 삽입된 活動間에는 차가 있을 것으로 잠정적인 추측을 할 수 있다. 그것은 人間을 情報處理者로 간주할 때에 간삽된 과제는 부차적인 情報處理 能力을 요하므로 反應計劃을 하는데는 보다 時間的으로 遲滯된다고 가정하기 때문이며, 人間은 정보처리 能力에 限界가 있기 때문이다. 또한 Adams ( 1971 )가 말한대로 運動學習의 초기 단계가 원래 言語的( verbal )이라면, 言語的 間揷된 과제가 能力의 면에서나 構造的 干涉으로써 妨害의 效果를 일으키리라 예측할 수가 있다. 그리하여 단지 能力의 干涉을 산출하는 運動間揷課題보다도 초기의 運動遂行이나 學習에 감소가 더욱 크게 일어날지 모른다. 따라서 休息과 心理的 練習과 言語的 間揷鳶動 및 運動間揷活動 집단간에는 차가 있을 것이며, 같은 방해집단에서도 言語的 間揷活動集團은 運動間揷活動集團보다 運動學習을 더욱 방해한다는 두개의 假設을 설정하였다. 설정한 가설을 檢證하기 위하여 本 硏究에서는 성산여자중학교 학생 40명을 대상으로 4개의 集團에 10명씩 무선으로 배정하였다. 課題를 수행할 때 나온 時間記錄( duration )을 가지고 施行 ( trial )을 한 요인으로, 集團을 다른 한 요인으로 하여 2個要因 混合設計( two factor mixed design )로 變量分析을 하였으며, 事後檢事로써 Newman-Keuls의 檢證法을 사용하였다. 그결과는 다음과 같다. 1) 運動技術 學習時 休息, 心理的 練習, 言語的 間揷活動및 運動間揷活動 集團들은 각기 다른 比率로 運動課題를 學習하였으며, 心理的 연습집단은 言語, 運動의 삽입된 課題를 수행한 集團에 비해 正的學習의 效果를 나타냈다. 2) 言語的 間揷活動集團과 運動間揷活動集團間의 遂行에는 유의한 차이가 없었다.;The purpose of this study was to find out if different activities interpolated during the post-KR delay intervalinfluence motor learning. In accordance with this purpose, the experimental groups was divided into 4;i.e., rest, mentalpractice, verbal interpolated activity, and motor interpolatedactivity groups. According to previous studies, interpolated mental practice has been shown to have a relatively positiveeffect on learning. However, Leaning effects as a functionof different interpolated activities (verbal or motor) have beenfound to be inconsistent with each other, possibly due to theprocedual problems inherent in different investigations. When human is viewed as an information processor, interpolated tasksrequir extra information processing and thus it is assumed that the speed of forming the next response is degraded because of cppacity limitation (of structural or capacity type) of information processor. Therefore it was hypotheses that: 1) differences exist among rest, mental practice, verbal interpolated activity, and motor interpolated activity groups, 2) a verbal interpolated activity is expected to create a greater decrement in early performance and learning as compared with motor interpolated activity due to capacity or structural interference. To test the above hypotheses, 40 students from Sung San girls' middle school was randomly assigned into 4 groups of 10. Subjects in each group were given 30 trials of pursuit rotor performance, with a trial lasting for 30 seconds. Four different experimental groups were required to do different activities during the post-KR delay interval, i.e., 1) rest, 2) mental practice, 3) verbal interpolated activity, 4) motor interpolated activity. Time on target (TOT) in the performance of pursuit rotor was recorded for each subject as a function of trials. Mean TOTs were calculated and then were subjected to the analysis of variance(ANOVA) with repeated-measure. Two-way ANOVA along with Newman-Keuls' post hoc analysis revealed the following results: 1) In the learning of motor skill, 4 different groups have learned criterion task at a different rate; the mental practice group showed most positive effect on learning than the other groups (the following is the rest group, and then verbal/motor activites). 2) The verbal interpolated activity group and the motor interpolated activity group performed with no difference. These results were interpreted to suggest that: 1) different kinds of interpolated activities during the post-KR delay interval produced differing degree of learning; 2) mental practice is most effective for the performance of the next motor response in comparison with the other interpolated activities investigated in the present study.
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