CAJ | 학술논문

目的：调查不同注意焦点的追加反馈对初学者脚内侧传球准确性的影响。56名大学生被随机分成4个组：外部注意焦点＊描述性反馈（组1）、外部注意焦点＊处方性反馈（组2）、内部注意焦点＊描述性反馈（组3）和内部注意焦点＊处方性反馈（组4）。技能掌握阶段包含5个组块的任务练习,1周后进行保持和迁移测试。在技能掌握阶段,按33%反馈频率向参与者提供反馈,而保持和迁移测试中无反馈。结果：（1）在技能掌握、保持和迁移测试阶段,注意焦点类型或追加反馈方式对初学者传球准确性的表现都呈现出显著性差异,即与内部注意焦点相比,外部注意焦点更利于传球的准确性,与描述性反馈相比,处方性反馈提高传球准确性的优势更大;（2）注意焦点类型和追加反馈方式的交互作用在技能掌握阶段对初学者传球准确性的影响差异显著,且组2的表现最好。结论：（1）在技能掌握、保持和迁移测试阶段,外部注意焦点或处方性反馈更能促进初学者运动技能的学习和表现;（2）在技能掌握阶段,不同注意焦点的追加反馈对初学者运动技能学习的表现产生了不同影响,且外部注意焦点和处方性反馈组合的效果是最好的。
목적：조사불동주의초점적추가반궤대초학자각내측전구준학성적영향。56명대학생피수궤분성4개조：외부주의초점＊묘술성반궤（조1）、외부주의초점＊처방성반궤（조2）、내부주의초점＊묘술성반궤（조3）화내부주의초점＊처방성반궤（조4）。기능장악계단포함5개조괴적임무연습,1주후진행보지화천이측시。재기능장악계단,안33%반궤빈솔향삼여자제공반궤,이보지화천이측시중무반궤。결과：（1）재기능장악、보지화천이측시계단,주의초점류형혹추가반궤방식대초학자전구준학성적표현도정현출현저성차이,즉여내부주의초점상비,외부주의초점경리우전구적준학성,여묘술성반궤상비,처방성반궤제고전구준학성적우세경대;（2）주의초점류형화추가반궤방식적교호작용재기능장악계단대초학자전구준학성적영향차이현저,차조2적표현최호。결론：（1）재기능장악、보지화천이측시계단,외부주의초점혹처방성반궤경능촉진초학자운동기능적학습화표현;（2）재기능장악계단,불동주의초점적추가반궤대초학자운동기능학습적표현산생료불동영향,차외부주의초점화처방성반궤조합적효과시최호적。
The aim of this study was to investigate the effects of different attentional focus’ feedback on the effect of beginner’s accuracy of pass by the inside of foot. Fifty-six undergraduate students who participated in this study were randomly and equally assigned into one of four experimental conditions including：External focus of attention×Descriptive KP（Group 1）,External focus of attention×Prescriptive KP（Group 2）,Internal focus of attention×Descriptive KP（Group 3）,and Internal focus of attention×Prescriptive KP（Group 4）. The task included 5 blocks’ practice during acquisition phase,followed by a renetion and transfer test one week later. They received 33% augmented feedback in the acquisition but no augmented feedback for the retention and transfer test. The results revealed：（1）there is significant in the differences on feedback or attentional focus in acquisition,retention and transfer phases. Specifically,the external mode of attentional focus led to better accuracy of pass relative to the internal mode of attentional focus,The prescriptive feedback had greater advantages in improving performance of pass’ accuracy compared to the descriptive feedback;（2）the effects of the interaction between feedback and attentional focuson beginner’s accuracy of pass was significant in acquisition phase,and the second group had the best perfomance. Conclusion：（1）in acquisition,retention and transfer phases,the external attentional focus or prescriptive feedback produces a greater positive effect on improving the beginner’s performance of motor learning;（2）the different type of augmented feedback of attentional focus led to different effects on the beginner’s performance of motor learning during acquisition phase,and the combination of external focus of attention and prescriptive KP had best effect in improving performance of motor learning.