CAJ | 학술논문

以学习足球运动中的正脚背内侧踢球为实验任务,探讨不同的教学设计对运动技能两侧性迁移的影响。40名被试依据不同的教授方式和练习方案被随机分成4组：学习示范型＋传统练习组、学习示范型＋传统练习附以自我解释组、示范指导型＋传统练习组和示范指导型＋传统练习附以自我解释组。对4组被试分别进行实验后即刻、迁移测试和24小时迁移保持测试,结果表明：练习侧肢体操作绩效测试中,教授方式和练习方案的主效应及交互作用显著,示范指导型＋传统练习附以自我解释组的练习侧肢体运动技能操作绩效优于其他组;迁移和保持测试中教授方式和练习方案的主效应及交互作用显著,示范指导型＋传统练习附以自我解释组的运动技能迁移和保持效果优于其他组。结论：在运动技能学习过程中,采用示范指导型教授方式和增加学习者练习的自我解释有助于促进运动技能的学习,并且能促进运动技能的迁移和迁移后绩效的保持。
이학습족구운동중적정각배내측척구위실험임무,탐토불동적교학설계대운동기능량측성천이적영향。40명피시의거불동적교수방식화연습방안피수궤분성4조：학습시범형＋전통연습조、학습시범형＋전통연습부이자아해석조、시범지도형＋전통연습조화시범지도형＋전통연습부이자아해석조。대4조피시분별진행실험후즉각、천이측시화24소시천이보지측시,결과표명：연습측지체조작적효측시중,교수방식화연습방안적주효응급교호작용현저,시범지도형＋전통연습부이자아해석조적연습측지체운동기능조작적효우우기타조;천이화보지측시중교수방식화연습방안적주효응급교호작용현저,시범지도형＋전통연습부이자아해석조적운동기능천이화보지효과우우기타조。결론：재운동기능학습과정중,채용시범지도형교수방식화증가학습자연습적자아해석유조우촉진운동기능적학습,병차능촉진운동기능적천이화천이후적효적보지。
The learning of the instep inside kicking of football was researched in order to investigate the effects ot different teaching designs on bilateral transfer of motor skills. 40 learners were randomly divided into four groups according to the different teaching methods and exercise programs., learning demonstration plus traditional method learning group, learning demonstration plus traditional learning method self-explanation group, demonstration guidance plus traditional explanation group, demonstration guidance plus traditional learning method self-explanation group. All learners were tested on after learning forthwith, bilateral transfer test, 24h delayed bilateral transfer retention test. The result showed that in exercise limb operational performance test, main effects and interaction was significantly. Exercise limb operational performance of demonstration guidance plus traditional explanation with self-explanation group was better than that of the other groups. In bilateral transfer and retention test, main effects and interaction was significant. The bilateral transfer and bilateral transfer retention performance of motor skill of demonstration guidance plus traditional explanation with self-explanation group was better than that of the other groups. In motor skill learning process, using the demonstration guidance model and increasing the learner＇s self-explanation could help promote learning motor skills, and promote bilateral transfer and bilateral transfer retention performance.