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引文資料
題名:
外在注意力焦點能增進兒童的立定跳遠表現
書刊名:
體育學報
作者:
林雙如
/
林靜兒
/
陳重佑
作者(外文):
Lin, Shuang-ju
/
Lin, Ching-er
/
Chen, Chung-yu
出版日期:
2017
卷期:
50:4
頁次:
頁413-425
主題關鍵詞:
注意力焦點
;
外在注意力焦點
;
口語指導
;
Focus of attention
;
External focus of attention
;
Verbal instruction
原始連結:
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相關次數:
被引用次數:期刊(
3
) 博士論文(0) 專書(0) 專書論文(0)
排除自我引用:
3
共同引用:
8
點閱:2
緒論:指導者在教學或訓練上常提供與身體動作有關的動作提示來增強學習者的動作表現,然而相關實證研究卻發現,提供和動作目標有關的外在注意力焦點指導,個體會有較好的動作表現,因此本研究主要探討不同注意力焦點對兒童立定跳遠表現的影響。方法:以7、9和11歲之男童共72名為實驗參加者,在不同注意力焦點的情境下(內在、近端外在與遠端外在),利用立定跳遠墊和測力板取得立定跳遠距離、動力學與運動學參數。結果:在立定跳遠距離表現方面,外在注意力焦點情境(近外:135.3 ± 29.3 cm;遠外:136.1 ± 31.1 cm)的動作表現顯著大於內在注意力焦點情境(132.0 ± 30.0 cm)及無指導情境(128.5 ± 29.4 cm),而近端外在與遠端外在則無顯著差異;在動力學方面,注意力焦點情境(內在:78.23 ± 17.86 % BW;近外:78.66 ± 17.02 % BW;遠外:78.75 ± 17.30 % BW)在水平最大力量顯著大於無指導情境(74.48 ± 16.59 % BW);在運動學方面,注意力焦點情境在水平速度(內在:2.13 ± 0.35 m/sec;近外;2.15 ± 0.33 m/sec;遠外:2.16± 0.35 m/sec)顯著大於無指導情境(2.04 ± 0.34 m/sec),在垂直速度(內在:1.25 ± 0.29 m/sec;近外:1.25 ± 0.28 m/sec;遠外:1.23 ± 0.28 m/sec)與起跳角度(內在:30.52 ± 6.74度;近外:30.22 ± 6.23度;遠外:29.85 ± 6.32度)顯著小於無指導情境(垂直速度:1.35± 0.29 m/sec;起跳角度:33.56 ± 6.16度)。結論:兒童在外在注意力焦點指導情境下,向上跳的動作會轉變為向前跳的動作,有效提升立定跳遠表現。
以文找文
Introduction: The instructor in teaching or training conditions often provide verbal instructions related to body movements to enhance the performance of the learner's action. However, related studies have demonstrated that the better motor performance is using verbal instruction of external focus of attention associated with action target. Therefore, the purpose of the study was to investigate the different focus of attention on the impact of children in standing long jump performance. Methods: The participant were 7, 9 and 11-year-old boys (N = 72) whom using the standing long jump pad and force plate made standing jump distance, kinetic and kinematic parameters with different focus of attention situation (internal focus of attention, external near focus of attention, & external far focus of attention). Results: The results of study found that the external focus of attention condition (near: 135.3 ± 29.3 cm; far: 136.1 ± 31.1 cm) has elicited significantly greater jump distance but were no significant differences observed between conditions in external near focus of attention and external far focus of attention. In additional, the focus of attention condition elicited significantly greater standardization horizontal ground reaction force (intetrnal: 78.23 ± 17.86 %BW; near: 78.66 ± 17.02 %BW; far: 78.75 ± 17.30 %BW) and greater horizontal speed (intetrnal: 2.13 ± 0.35 m/sec; near: 2.15 ± 0.33 m/sec; far: 2.16 ± 0.35 m/sec) than no instruction condition (force: 74.48 ± 16.59 %BW; speed: 2.04 ± 0.34 m/sec), and less vertical take-off speed (intetrnal: 1.25 ± 0.29 m/sec; near: 1.25 ± 0.28 m/sec; far: 1.23 ± 0.28 m/sec) and the angle (intetrnal: 30.52 ± 6.74; near: 30.22 ± 6.23; far: 29.85 ± 6.32) than no instruction condition (speed: 1.35 ± 0.29 m/sec; angle: 33.56 ± 6.16). Conclusion: Children in the external focus of attention condition from the action of actor who jump upward into the jump forward. It's effectively enhance the performance of standing long jump as a guide to action.
以文找文
期刊論文
1.
Prinz, W.(1997)。Perception and action planning。European Journal of Cognitive Psychology,9(2),129-154。
2.
Zachry, T.、Wulf, G.、Mercer, J.、Bezodis, N.(2005)。Increased movement accuracy and reduced EMG activity as the result of adopting an external focus of attention。Brain Research Bulletin,67(4),304-309。
3.
蘇慧慈、陳俊卿(20100600)。皮亞傑認知發展論對體育教學之啓示。大專體育,108,30-37。
延伸查詢
4.
Wulf, G.、Höß, M.、Prinz, W.(1998)。Instructions for motor learning: Differential effects of internal versus external focus of attention。Journal of Motor Behavior,30(2),169-179。
5.
廖樞陽(20121200)。皮亞傑與布魯納認知發展理論於兒童舞蹈教學之應用。國際藝術教育學刊,10(2),139-197。
延伸查詢
6.
Wulf, G.、Lewthwaite, R.(2016)。Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning。Psychonomic Bulletin & Review,23(5),1382-1414。
7.
Porter, J. M.、Ostrowski, E. J.、Nolan, R. P.、Wu, W. F. W.(2010)。Standing long-jump performance is enhanced when using an external focus of attention。The Journal of Strength and Conditioning Research,24(7),1746-1750。
8.
Porter, J. M.、Anton, P. M.、Wikoff, N. M.、Ostrowski, J. B.(2013)。Instructing skilled athletes to focus their attention externally at greater distances enhances jumping performance。The Journal of Strength and Conditioning Research,27(8),2073-2078。
9.
Chiviacowsky, S.、Wulf, G.、Ávila, L. T. G.(2013)。An external focus of attention enhances motor learning in children with intellectual disabilities。Journal of Intellectual Disability Research,57(7),627-634。
10.
Ashraf, R.、Aghdasi, M. T.、Sayyah, M.、Taghibiglo, N.(2012)。The effects of internal and externaland external focus of attention on children's performance in vertical jump task。International Journal of Basic Sciences and Applied Research,1(1),1-5。
11.
Hadler, R.、Chiviacowsky, S.、Wulf, G.、Schild, J. F. G.(2014)。Children's learning of tennis skills is facilitated by external focus instructions。Motriz: Revista de Educação Física,20(4),418-422。
12.
Emanuel, N.、Jarus, T.、Bart, O.(2008)。Effect of focus of attention and age on motor acquisition, retention, and transfer: A randomized trial。Physical Therapy,88(2),251-260。
13.
Porter, J. M.、Anton, P. M.、Wu, W. F. W.(2012)。Increasing the distance of an external focus of attention enhances standing long jump performance。Journal of Strength and Conditioning Research,26(9),2389-2393。
14.
Marchant, D. C.、Greig, M.、Scott, C.(2009)。Attentional focusing instructions influence force production and muscular activity during isokinetic elbow flexions。The Journal of Strength and Conditioning Research,23(8),2358-2366。
15.
Saemi, E.、Porter, J.、Wulf, G.、Ghotbi-Varzaneh, A.、Bakhtiari, S.(2013)。Adopting an external focus of attention facilitates motor learning in children with attention deficit hyperactivity disorder。Kineziologija,45(2),179-185。
16.
Prinz, W.(1992)。Why don't we perceive our brain states?。European Journal of Cognitive Psychology,4(1),1-20。
17.
Porter, J. M.、Wu, W. F. W.、Partridge, J.(2010)。Focus of attention and verbal instructions: Strategies of elite track and field coaches and athletes。Sport Science Review,19(3/4),77-89。
18.
Wu, W. F. W.、Porter, J. M.、Brown, L. E.(2012)。Effect of attentional focus strategies on peak force and performance in the standing long jump。The Journal of Strength and Conditioning Research,26(5),1226-1231。
19.
Westphal, W.、Porter, J. M.(2013)。Increasing the distance of an external focus of attention has limited effects on standing long jump performance。International Journal of Exercise Science,6(4),300-309。
20.
Wulf, Gabriele、McNevin, Nancy、Shea, Charles H.(2001)。The automaticity of complex motor skill learning as a function of attentional focus。The Quarterly Journal of Experimental Psychology: Section A,54(4),1143-1154。
21.
Wulf, G.、Su, J.(2007)。An external focus of attention enhances golf shot accuracy in beginners and experts。Research Quarterly for Exercise and Sport,78(4),384-389。
22.
Nideffer, R. M.(1976)。Test of attentional and interpersonal style。Journal of Personality and Social Psychology,34(3),394-404。
圖書
1.
Gallahue, D. L.、Ozmun, J. C.、Goodway, J. D.(2012)。Understanding motor development: Infants, children, adolescents, adults。McGraw-Hill。
2.
Haywood, K. M.(1988)。Laboratory activities for life span motor development。Champaign, IL:Human Kinetics。
3.
SHAPE America(2014)。National standards and grade-level outcomes for K-12 physical education。Champaign, IL:Human Kinetics。
4.
林美珍(1996)。兒童認知發展。臺北:心理。
延伸查詢
5.
Cohen, Jacob E.(1988)。Statistical Power Analysis for the Behavioral Sciences。Lawrence Erlbaum Associates。
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