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在体育运动中判断准确性的理由
Athanasia Chatzipanteli1, Aglaia Zafeiroudi1, Ioannis Trigonis2
1Department of Physical Education and Sport Science, University of Thessaly, 42100 Trikala, Greece.
Sports (Basel, Switzerland)
|April 25, 2025
概括
在判断运动任务时准确度较低的学生缺乏知识,而不是元认知. 通过理论和基于经验的线索改善体育教育可以提高绩效判断和信心.
科学领域:
- 获得运动技能 获得运动技能
- 教育心理学教育心理学
- 运动科学 运动科学 运动科学
背景情况:
- 准确的自我判断对于运动技能的发展和终身体育活动至关重要.
- 了解影响青少年体育判断准确性的因素对于有效的教练和教育至关重要.
- 之前的研究强调了元认知在绩效评估中的作用.
研究的目的:
- 调查七年级学生在运动任务中不准确的绩效判断背后的原因.
- 为了比较高和低判断准确度的学生之间的元认知技能和知识基础.
- 确定可以增强学生准确评估运动表现的能力的因素.
主要方法:
- 22名七年级学生进行了排球服务,使用美国健康,体育,娱乐和舞蹈联盟 (AAHPERD) 标准估计得分.
- 学生被分为"低准确度"和"高准确度"的群体,基于估计与实际表现.
- 采访评估了学生对他们的判断和信心水平的理由;独立的样本t测试分析了群体差异.
主要成果:
- "低准确度"和"高准确度"两组都在绩效评估中表现出了超认知技能.
- "低准确度"组显著缺乏对准确自我评估至关重要的声明和程序知识 (t(20) = 4.59,p < 0.001).
- 在评估自己的表现时,学生倾向于关注结果而不是过程.
结论:
- 学生的不准确的运动任务判断源于缺乏宣言和程序知识,而不是缺乏元认知技能.
- 教育干预措施应整合理论知识和实践经验,以改善学生的绩效评估.
- 提高判断准确度可以培养更大的信心,并促进持续参与体育活动.
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