Efeitos das concepções de capacidade na aprendizagem motora em uma condição autocontrolada de feedback

• Ano de defesa: 2020
• Autor(a) principal: Valério, Matheus Maron
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Pelotas; Escola Superior de Educação Física; Programa de Pós-Graduação em Educação Física; UFPel; Brasil
• Palavras-chave em Português: Autocontrole; Concepção fixa; Concepção maleável; Conhecimento de resultados; Habilidades motoras; Motivação; Self-control; Entity conceptions; Incremental conceptions; Knowledge of results; Motor skills; Motivation; CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA
• Link de acesso: http://guaiaca.ufpel.edu.br/handle/prefix/7792

The aim of the present study was to investigate the effects of instruction of ability conceptions on motor learning in a self-controlled feedback condition. Forty-five participants distributed in three experimental groups according to the instructions of ability conceptions: Malleable conceptions with self-control feedback (MCS), Entity conceptions with self-control feedback (FCS) and Self-control feedback (CS). The task was to putt the golf in order to hit the center of the target, using a siding in order to inhibit the target's visualization. All participants performed a Pre-test of 10 trials and, subsequently, 60 of trials in the Acquisition Phase, being able to request feedback in the form of knowledge of results (KR) after each trial. The participants of the MCS and FCS received instructions were designed to induce entity or incremental ability conceptions before the 1st trial and after the 20th and 40th, respectively. After 24h, retention and transfer tests were performed, which consisted of 10 trials each, without KR supply and instruction of ability conceptions. Selfefficacy, intrinsic motivation and preference for KR questionnaires were applied at different times in the study. The results revealed no difference between the groups at any stage of the study. In relation to the KR request, the participants of all groups behaved in a similar way, decreasing the request for KR as the practice progressed, and, in most cases, they favorite the request for KR after their best trials. Self-efficacy and intrinsic motivation measures also do not separate differences between groups at different stages of the study. We concluded that the conceptions of ability do not affect motor learning in self-controlled feedback conditions.