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Study On Effect Of Cognitive Load Regulation On Learning Effect Of Back-style High Jump

Posted on:2019-05-25Degree:MasterType:Thesis
Country:ChinaCandidate:T T HanFull Text:PDF
GTID:2417330545488936Subject:Physical education
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Cognitive load theory is a new cognitive psychology theory that educational psychologist Sweller and his colleagues have discovered,which is the psychological load that human cognitive structure pays when processing and processing information in a particular task.People's memory capacity is limited,in the reception of external information,if information than human already existing memory capacity will have an overload effect on learning,cognitive load theory is a good solution to this problem.Cognitive load theory has been widely used in various teaching fields in recent years,such as Chinese,maths,English and computer teaching,which effectively improves the teaching effect and promotes the learners ' ability of extracting knowledge and making rational use of it.In recent years,some scholars have applied the cognitive load theory to the sports field,and the back-style high jump is a complicated sports item composed of run-up,Take-off,pole and landing.In the study of back-style high jump,more is the use of traditional teaching methods and imagery training method,too much attention to the role of teachers,and ignored the students 'cognitive aspects,resulting in the students in the learning process of boredom and exhaustion.This paper is mainly in the back-style high jump technology learning process,through the learner's cognitive load intervention,to study the learner's internal cognitive load,external cognitive load and associated cognitive load,and their relationship.The study of how to exert regulation is beneficial to maximizing the benefit of learners ' learning effect through the regulation of cognitive load.This is of great significance to track and field teaching,and it also plays an important role in the acquisition of back-style high jump technology.This paper takes the students of 2017 level P.E.majors in Shandong Normal University as the subjects,and uses the methods of literature,questionnaire,expert interview,experiment,mathematical statistics and logical analysis to analyze and discuss this paper.The experimental subjects were divided into four groups,namely the traditional teaching group(the demonstration group),the experimental group(reducing the external cognitive load group),the experimental group(optimizing the associated cognitive load group),and the experimental three groups(reducing the external and simultaneous optimization of the associated cognitive load group).This paper discusses the influence of the external cognitive load and the correlated cognitive load on the learning effect of the back-style high jump under the condition of internalcognitive load.Because cognitive load is the interaction between the practitioner and the exercise task,the cognitive load of learners can be measured by indirect subjective method,direct subjective method and indirect objective method.The corresponding measurement content is the psychological effort of the experimenter,the self evaluation of the material difficulty level,the WP self rating scale and the high grade and the technical evaluation result of the back style jump.Through statistical analysis of these data,the conclusions are as follows:1.The high jump performance of the experimental group,the experimental group and the experimental group was better than that of the traditional teaching method.2.There is little difference between the experimental group and the experimental two groups,it shows that the two methods differ little;The results of the experiment are the best,which shows that the cognitive regulation of the experimenter is the best,the overload phenomenon is reduced,the cognitive load of the experimenter is handled better,and the maximum learning effect is obtained.3.The lowest psychological effort in the experimental group shows that this method can best reduce the additional cognitive load and obtain the best teaching goal in the process of skill acquisition,and the psychological effort paid at this time is optimal.4.The lowest self-evaluation of material difficulty in three groups shows that this method can stimulate students ' learning motivation,arouse their interest and enthusiasm,and help to acquire and master complex skills.
Keywords/Search Tags:cognitive load theory, internal cognitive load, external cognitive load, associated cognitive load, fosbury flop technology
PDF Full Text Request
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