隐式和显式学习方法的实施顺序对学习者的任务享受和运动技能获得的影响
Yuki Matsuura1, Hiroki Matsuoka2, Yoshifumi Isa3
1Department of Health and Physical Education, Cooperative Faculty of Education, Utsunomiya University, Utsunomiya, Japan.
Frontiers in sports and active living
|July 4, 2025
概括
隐式学习增强了享受和探索,而显式学习则促进了技能自我评估和预服务教师体操的高级表现. 结合这两种方法可以优化运动技能的学习.
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.
- 教育心理学教育心理学
背景情况:
- 获得运动技能对于预服务教师至关重要.
- 了解不同学习方法订单的影响对于有效的教学是必不可少的.
研究的目的:
- 调查隐式与显式学习顺序对体操技能的获取和享受的影响.
- 分析学习方法序列对预服务教师运动技能发展的影响.
主要方法:
- 21名服务前教师参加了器械体操课程.
- 两个小组在七个课程中交替使用隐式和显式学习方法.
- 享受,身体感觉和自我评估的技能进步都在指令前和后进行了测量.
主要成果:
- 隐式学习带来了更高的享受,但较低的自我评估技能进步.
- 显式学习导致享受较低,但自我评估的技能进步和追求高级技能较高.
- 一个顺序的方法,隐含的接下来是明确的学习,似乎是有益的.
结论:
- 隐式学习促进了获得运动技能的初始享受和探索.
- 显式学习增强了对进步的自我评估,并鼓励高级技能执行.
- 一个最佳的教学策略包括隐式学习以获得乐趣,其次是显式学习以提高技能.
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