外在注意力焦點能增進兒童的立定跳遠表現

External focus of attention enhances the performance of standing long jump in children

林雙如(Shuang-Ju Lin) ； 林靜兒(Ching-Er Lin) ； 陳重佑(Chung-Yu Chen)

《體育學報》 50卷4期 (2017/12) Pp. 413-425

https://doi.org/10.3966/102472972017125004004

摘要

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。

關鍵字

注意力焦點 ； 外在注意力焦點 ； 口語指導

並列摘要

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.

並列關鍵字

focus of attention ； external focus of attention ； verbal instruction

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