练习分布和自我谈话对不熟练青少年运动记忆编码和巩固的影响
Sajjad Heydaripour1, Behrouz Abdoli1, Parvaneh Shamsipour Dehkordi2
1Department of Motor Behavior, Faculty of Sport Sciences and Health, Shahid Beheshti University, Tehran, Iran.
Journal of motor behavior
|March 31, 2025
概括
分布式练习和自我谈话可以提高青少年男性的运动记忆. 这些策略改善了技能获取和保持,有助于体育表现和发展.
科学领域:
- 运动科学 运动科学 运动科学
- 运动学习是指运动学习.
- 认知心理学 认知心理学
背景情况:
- 运动记忆的巩固对于技能发展至关重要.
- 关于自言自语和实践分配对青少年运动记忆的联合影响的研究有限.
- 青少年运动员可以从优化训练策略中受益.
研究的目的:
- 调查自我对话和实践分发对运动记忆编码和整合的影响.
- 探索教学/激励自我对话和大规模/分布式实践的协同效应.
- 了解这些策略如何影响青少年男性的留学能力.
主要方法:
- 80名青少年男性 (年龄在11-14岁) 被随机分配到六组.
- 组体验了自我对话 (指导,激励,控制) 和实践分发 (群众,分布) 的组合.
- 参与者进行了一项短路准确性测试,在30分钟,24小时和72小时后评估获得和保留.
主要成果:
- 与大规模实践相比,分布式实践导致了更好的初始学习 (编码).
- 自言自语组在表现方面始终优于对照组.
- 自言自语在巩固过程中增强了记忆的保留和抵抗遗忘的能力.
结论:
- 自言自语作为一种认知工具,可以改善运动技能的表现和发展.
- 分布练习和自我谈话的结合为运动记忆提供了显著的好处.
- 这些发现对青少年运动员的教练和心理技能培训具有实际意义.
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