| Project/Area Number |
06680114
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| Research Category |
Grant-in-Aid for General Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Research Field |
体育学
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| Research Institution | KAGOSHIMA UNIVERSITY |
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Principal Investigator |
YAMANAKA Hiroshi KAGOSHIMA UNIVERSITY,FACULTY OF EDUCATION,ASSOCIATE PROFESSOR, 教育学部, 助教授 (60182581)
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| Project Period (FY) |
1994 – 1995
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| Project Status |
Completed (Fiscal Year 1995)
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| Budget Amount *help |
¥1,200,000 (Direct Cost: ¥1,200,000)
Fiscal Year 1995: ¥900,000 (Direct Cost: ¥900,000)
Fiscal Year 1994: ¥300,000 (Direct Cost: ¥300,000)
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| Keywords | GYMNASTICS / SELF-EFFICACY / MEMTAL SET / FEEDFORWARD / FEEDBACK / DOHSA METHOD / SELF-MONITORING |
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| Research Abstract |
The purpose of this study was to examine the effect of subjects' mental sets on gymnastic performance and general self-efficacy. Subjects were 1st grade students (n=200), 2nd grade students (n=200) and 3rd grade students (n=200) in a junior high school. Subjects were divided into two groups, which were feedforward group and feedback group. Subjects in the feedforward group were asked to be conscious of their own body, intend to choose strategy, and forcus on body moving process to pay attention to feelings of striving. In the feedback group, subjects were asked to forcus their results of performance. The scores of gymnastic performance and generalized self-efficacy of two groups were measured before and after the learning period for about two months.
The results of 2 [feedforward/feedback] *2 [high/low performance] *2 (pre/post test) factorial analysis of variance (ANOVA) employing the scores of gymnastic performance and self-efficacy as dependent variables on each grade were summarized as follows :
(1) Learning effect on gymnastic performance was found in each grade.
(2) Learning effect on self-efficacy for gymnastic task was found in each grade.
(3) Learning effect on self-efficacy for daily life was found in 2nd and 3rd grade.
(4) Mental set had an effect on gymnastic performance in each grade.
(5) Mental set had an effect on self-efficacy for gymanastic task in 2nd and 3rd grade.
(6) Mental set had an effect on self-efficacy for daily life in 3rd grade.
These results suggested that self-efficacy for daily life was heightened through the physical education in school, and that mental set playd an important role in the physical education in school.
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