| fullrecord |
[{"key": "dc.contributor.advisor", "value": "Jaakkola, Timo", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Antonen, Sanni", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Hellgren, Roy", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2017-06-14T13:03:32Z", "language": "", "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2017-06-14T13:03:32Z", "language": "", "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2017", "language": null, "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.other", "value": "oai:jykdok.linneanet.fi:1703927", "language": null, "element": "identifier", "qualifier": "other", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/54497", "language": "", "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Antonen, S. & Hellgren, R. Implisiittisen motorisen oppimisen vaikutus taidon kehittymiseen ja s\u00e4i-lymiseen paineenalaisessa tilanteessa kokeneilla oppijoilla. 2017. Liikuntatieteellinen tiedekunta, Jyv\u00e4skyl\u00e4n yliopisto, liikuntapedagogiikan pro gradu -tutkielma, 76 s., 2 liitett\u00e4.\r\nMotorisia taitoja voidaan harjoittaa eri tavoin. Oppijan kannalta onkin t\u00e4rke\u00e4 l\u00f6yt\u00e4\u00e4 sellainen harjoi-tustyyli, joka edist\u00e4\u00e4 h\u00e4nen motorista oppimistaan mahdollisimman tehokkaasti ja tuottaisi pysyvi\u00e4 oppimistuloksia. Motoristen taitojen opettaminen on perinteisesti pohjautunut opettajajohtoiseen opetustyyliin, joka sis\u00e4lt\u00e4\u00e4 paljon informatiivista ohjeistusta ja palautetta. T\u00e4llainen opetustyyli ei takaa v\u00e4ltt\u00e4m\u00e4tt\u00e4 tehokasta oppimista. Nykyaikaiset tutkimukset ja opetusmallit korostavat harjoitustapaa, jossa informatiivinen ohjeistus on v\u00e4h\u00e4ist\u00e4 ja suoritusta pyrit\u00e4\u00e4n ohjaamaan harjoitteiden ja ymp\u00e4rist\u00f6n avulla. Implisiittinen motorinen oppiminen on er\u00e4s t\u00e4llainen nykyaikainen oppimismalli, mik\u00e4 hy\u00f6dynt\u00e4\u00e4 aivojen tiedostamattomia ja tehokkaampia alueita motoristen taitojen harjoittelussa ja suorittamisessa. Implisiittisesti opitun motorisen taidon on esimerkiksi todettu kest\u00e4v\u00e4n eksplisiittisesti opittua taitoa paremmin paineenalaisessa tilanteessa. T\u00e4m\u00e4n tutkimuksen tarkoituksena on selvitt\u00e4\u00e4 implisiittisen ja eksplisiittisen harjoittelun vaikutuksia ja eroja taidon oppimisen automaatio-tasolla olevien henkil\u00f6iden taidon kehittymiseen ja s\u00e4ilyvyyteen paineenalaisessa tilanteessa. \r\n\r\nTutkimus toteutettiin interventiotutkimuksena, jossa 17.4 \u00b1 0.9 vuotiaiden (n=32) j\u00e4\u00e4kiekon ranne-laukauksen tarkkuutta pyrittiin kehitt\u00e4m\u00e4\u00e4n implisiittisin tai eksplisiittisin keinoin. Tutkimuksessa oli mukana my\u00f6s kontrolliryhm\u00e4, joka suoritti vain testit (23.1 \u00b1 3.3 vuotta; n=17). Tutkittavat suorittivat alkutestin\u00e4 30 rannelaukausta yritt\u00e4en osua j\u00e4\u00e4kiekkomaalissa olleeseen maalitauluun (30 x 45 cm). T\u00e4m\u00e4n j\u00e4lkeen tutkittavat jaettiin tasavahvasti ryhmiin, jonka j\u00e4lkeen alkoi harjoitusjakso, joka sis\u00e4lsi kolme harjoituskertaa ja yhteens\u00e4 270 suoritusta. Harjoituksissa oli kolme eri laukaisuet\u00e4isyytt\u00e4. Implisiittinen ryhm\u00e4 aloitti harjoittelun aina l\u00e4himm\u00e4lt\u00e4 et\u00e4isyydelt\u00e4 edeten kauemmaksi, tarkoi-tuksenmukaisen progression tavoin. Eksplisiittinen ryhm\u00e4 harjoitteli p\u00e4invastoin. Tutkittaville ei annettu palautetta harjoitusten aikana. Harjoitusjakson j\u00e4lkeen tutkittavat suorittivat paineenalaisen testin, jossa lauottiin 30 kertaa alkutestin tavoin. 8 tai 14 p\u00e4iv\u00e4n p\u00e4\u00e4st\u00e4 painetestist\u00e4 oppimista arvioitiin pysyvyystestill\u00e4, joka toteutettiin alkutestin tavoin. Tutkittavat vastasivat harjoitusjakson ja painetestin p\u00e4\u00e4tteeksi kyselyihin, joiden avulla tutkittiin p\u00e4\u00e4asiassa tutkittavien tarkkaavaisuuden suuntaamista ja turhautumisen kokemista. N\u00e4m\u00e4 antoivat viitteit\u00e4 harjoittelun implisiittisyydest\u00e4 ja eksplisiittisyydest\u00e4. \r\nTutkimuksen p\u00e4\u00e4tuloksena on, ett\u00e4 implisiittisen ryhm\u00e4n tulos painetestiss\u00e4 oli merkitt\u00e4v\u00e4sti parempi eksplisiittiseen ja kontrolliryhm\u00e4\u00e4n verrattuna (p < 0.04; p < 0.01). T\u00e4m\u00e4 tukee teoriaa, ett\u00e4 implisiittisesti opitut taidot s\u00e4ilyisiv\u00e4t paremmin paineenalaisissa tilanteissa kuin eksplisiittisesti opitut taidot. Toinen merkitt\u00e4v\u00e4 tulos on se, ett\u00e4 implisiittisen ryhm\u00e4n tarkkaavaisuus oli eksplisiittist\u00e4 ryhm\u00e4\u00e4 enemm\u00e4n ulkoisissa kohteissa. Harjoitusjakson aikana tulos oli tilastollisesti merkitsev\u00e4 (p < 0.01). Implisiittinen ryhm\u00e4 paransi testitulostaan alku- ja pysyvyystestin v\u00e4lill\u00e4, mutta ero ei ollut tilastolli-sesti merkitsev\u00e4. Eksplisiittisen ryhm\u00e4n tulokset eiv\u00e4t juuri muuttuneet. \r\nTutkimustulokset antavat viitteit\u00e4 siit\u00e4, ett\u00e4 implisiittinen harjoittelu kehitt\u00e4\u00e4 taitoa tehokkaammin kuin eksplisiittinen harjoittelu ja taito kest\u00e4\u00e4 paremmin paineenalaisissa tilanteissa. Koehenkil\u00f6iden pieni m\u00e4\u00e4r\u00e4 ja erilaiset harjoitustaustat heikent\u00e4v\u00e4t tutkimuksen validiteettia, mink\u00e4 vuoksi tuloksia ei voida yleist\u00e4\u00e4. Harjoitusm\u00e4\u00e4r\u00e4t j\u00e4iv\u00e4t my\u00f6s melko pieniksi taidon automaatiotasolla olevien henkil\u00f6iden taidon kehitt\u00e4miseksi. Implisiittist\u00e4 motorista oppimista tulee hy\u00f6dynt\u00e4\u00e4 enemm\u00e4n liikunnanopetuksessa ja urheilussa, jotta meill\u00e4 olisi tulevaisuudessa yh\u00e4 taitavampia liikkujia.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Motor skills can be practiced in different ways. As to the trainee, it`s important to find a method which would improve his learning most efficiently and which would produce permanent learning results. Teaching motor skills has traditionally been based on teacher centered method which con-tains a lot of informative instruction and feedback. Such a way of teaching doesn`t necessarily result in efficient learning. Modern studies and models of teaching techniques emphasize practice in which informative instruction is of minor importance and performance will be improved by tasks and envi-ronment. Implicit motor learning is a modern teaching method which relies on the unconscious and more productive areas in brain in practicing and learning motor skills. Implicitly learned skills are found to be more permanent than skills learned explicitly even when performed under pressure. The purpose of this study is to explore the effect of implicit and explicit practice on the learning and retention under pressure in trainees whose skills are already on the automatic stage. \r\nIn this intervention study 17.4 \u00b1 0.9 years old ice hockey players` (n=32) wrist shot accuracy was tried to improve both in implicit and explicit ways. The control group (23.1 \u00b1 3.3; n=17) performed only the tests. The pretest for study groups were 30 wrist shots to hit the target (size 30 x 45 cm) in the ice hockey goal. The performers were divided into two equal learning groups, after which there was a practice period which included three workouts including 270 shots all together. The shots were delivered from three different distances. The implicit group always began the workout at the shortest distance and moving to more advanced distances according to errorless learning. For the explicit group workout was performed vice versa. The study groups reserved no feedback during workouts. After the practice period those in the study groups performed 30 shots as in the pretest but now under pressure. After 8 or 14 days, the learning process was evaluated in a retention test in the same way as in the pretest. At the end of the practice period and the test under pressure, the study groups answered questionnaires which primarily asked for the attentional focus and the frus-tration level. They gave evidence of the implicit and explicit levels of practicing. \r\nThe major result of this study is that the performance level of the implicit group in the pressure test was significantly better than those of the explicit group and the control group (p < 0.04; p < 0.01). This underlines the theory, that skills learned implicitly would be retained under pressure better than those learned explicitly. Another significant result is that the attentional focus was more external in the implicit group than in the explicit group. The result was statistically significant (p < 0.01) in prac-tice period. The implicit group improved test results between the pretest and the retention test, but the improvement was not significant. There were no relevant changes in the results of the explicit group.\r\nThe results of the study indicate that the implicit practice will develop skills better than does the explicit practice and that the skills obtained will be better retained under pressure. The small number of the subjects and the difference practice backgrounds undermine the validity of the study and therefore the results cannot be generalized in larger populations. The practice loads also remained comparatively small to be able to improve skills of the subjects who were already on the automatic performance stages. Implicit motor learning needs to be used more in physical education and sports in order to have more skillful trainees in the future.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted using Plone Publishing form by Sanni Antonen (sakaanto) on 2017-06-14 13:03:32.311674. Form: Pro gradu -lomake (https://kirjasto.jyu.fi/julkaisut/julkaisulomakkeet/pro-gradu-lomake). JyX data: [jyx_publishing-allowed (fi) =True]", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by jyx lomake-julkaisija (jyx-julkaisija.group@korppi.jyu.fi) on 2017-06-14T13:03:32Z\r\nNo. of bitstreams: 2\r\nURN:NBN:fi:jyu-201706142870.pdf: 1054224 bytes, checksum: aa3622f38c1cc57cc3de3c06ff0f6c36 (MD5)\r\nlicense.html: 5198 bytes, checksum: dcb69e92421c2fd3f3516bc8c09e81e8 (MD5)", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2017-06-14T13:03:32Z (GMT). No. of bitstreams: 2\r\nURN:NBN:fi:jyu-201706142870.pdf: 1054224 bytes, checksum: aa3622f38c1cc57cc3de3c06ff0f6c36 (MD5)\r\nlicense.html: 5198 bytes, checksum: dcb69e92421c2fd3f3516bc8c09e81e8 (MD5)\r\n Previous issue date: 2017", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "1 verkkoaineisto (81 sivua)", "language": null, "element": "format", "qualifier": "extent", "schema": "dc"}, {"key": "dc.format.mimetype", "value": "application/pdf", "language": null, "element": "format", "qualifier": "mimetype", "schema": "dc"}, {"key": "dc.language.iso", "value": "fin", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": "en", "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.subject.other", "value": "taidon automaatiovaihe", "language": null, "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "implisiittinen oppiminen", "language": null, "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Implisiittisen motorisen oppimisen vaikutus taidon kehittymiseen ja s\u00e4ilymiseen paineenalaisessa tilanteessa kokeneilla oppijoilla", "language": null, "element": "title", "qualifier": null, "schema": "dc"}, {"key": "dc.type", "value": "master thesis", "language": null, "element": "type", "qualifier": null, "schema": "dc"}, {"key": "dc.identifier.urn", "value": "URN:NBN:fi:jyu-201706142870", "language": null, "element": "identifier", "qualifier": "urn", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Pro gradu -tutkielma", "language": "fi", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Master\u2019s thesis", "language": "en", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Liikuntatieteellinen tiedekunta", "language": "fi", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Faculty of Sport and Health Sciences", "language": "en", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Liikunta- ja terveystieteet", "language": "fi", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "University of Jyv\u00e4skyl\u00e4", "language": "en", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "Jyv\u00e4skyl\u00e4n yliopisto", "language": "fi", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Liikuntapedagogiikka", "language": "fi", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Physical Education Teacher Education", "language": "en", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "dc.date.updated", "value": "2017-06-14T13:03:33Z", "language": "", "element": "date", "qualifier": "updated", "schema": "dc"}, {"key": "yvv.contractresearch.funding", "value": "0", "language": "", "element": "contractresearch", "qualifier": "funding", "schema": "yvv"}, {"key": "dc.type.coar", "value": "http://purl.org/coar/resource_type/c_bdcc", "language": null, "element": "type", "qualifier": "coar", "schema": "dc"}, {"key": "dc.rights.accesslevel", "value": "openAccess", "language": "fi", "element": "rights", "qualifier": "accesslevel", "schema": "dc"}, {"key": "dc.type.publication", "value": "masterThesis", "language": null, "element": "type", "qualifier": "publication", "schema": "dc"}, {"key": "dc.subject.oppiainekoodi", "value": "502", "language": null, "element": "subject", "qualifier": "oppiainekoodi", "schema": "dc"}, {"key": "dc.subject.yso", "value": "oppiminen", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "j\u00e4\u00e4kiekko", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "motorinen oppiminen", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "motoriset taidot", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.format.content", "value": "fulltext", "language": null, "element": "format", "qualifier": "content", "schema": "dc"}, {"key": "dc.rights.url", "value": "https://rightsstatements.org/page/InC/1.0/", "language": null, "element": "rights", "qualifier": "url", "schema": "dc"}, {"key": "dc.type.okm", "value": "G2", "language": null, "element": "type", "qualifier": "okm", "schema": "dc"}]
|