1 0 0 0 OA タイムプレッシャーが刺激評価と処理資源に及ぼす影響
- 著者
- 大久保 瞳 高井 秀明 坂部 崇政 楠本 恭久
- 出版者
- 一般社団法人 日本体育・スポーツ・健康学会
- 雑誌
- 体育学研究 (ISSN:04846710)
- 巻号頁・発行日
- vol.60, no.1, pp.209-221, 2015 (Released:2015-06-13)
- 参考文献数
- 40
- 被引用文献数
- 3 3
The purpose of this study was to examine the effects of time pressure (TP) on the speed of stimulus evaluation and processing resources, and speed and accuracy of the behavioral response, using P300. The participants were 13 physical education students (mean age 18.85 years, SD 0.95), who were presented with a flanker task involving spacing between letters. Under non-TP conditions, there was no feedback sound even if there was no reaction before the stimulus was replaced by a new stimulus. The TP condition was a feedback sound that was triggered if no reaction occurred within 350 ms. The results showed that in terms of behavioral parameters, the reaction time became shorter with increasing TP. In addition, response accuracy decreased with increasing TP. Among physiological indices, P300 latency at Pz was shorter and P300 amplitude at Pz was larger under TP conditions than under non-TP conditions. Our results suggest that TP shortens the process of stimulus evaluation, and that more processing resources are required under TP conditions.
- 著者
- 坂部 崇政 高井 秀明 大久保 瞳
- 出版者
- 日本スポーツ心理学会
- 雑誌
- スポーツ心理学研究 (ISSN:03887014)
- 巻号頁・発行日
- pp.2022-2007, (Released:2022-06-07)
- 参考文献数
- 42
This study aimed to measure karate playersʼ contingent negative variation (CNV) and P3 and to evaluate their information processing when predicting a temporally shielded punch. Based on their experience of karate competition, participants were divided into two groups: an expert group of 11 people belonging to the A university karate club and a novice group of 13 people without karate competition experience. This study employed a choice reaction task and used the karate videos as stimuli. Participants were told to press a button with their right hand if the video showed an upper punch and with their left hand if it showed a middle punch. The measurement indices were the visual analogue scale (VAS) score for task difficulty, correct answer rate, reaction time, CNV, and P3. The results showed that the reaction time of the expert group was significantly shorter than that of the novice group. Similarly, the P3 latency of the expert group was significantly shorter than that of the novice group, indicating that the expert group was quicker to evaluate the stimulus during the prediction of the punch. Nevertheless, there was no significant difference in CNV amplitude and P3 amplitude between the expert and novice groups, indicating that the same level of cognitive processing took place between the expert and novice groups during the video presentation. This suggests that the expert group is able to perform better at a certain level of brain activity. Therefore, it is clear that the expert group in this study is able to respond quickly by appropriately adjusting their brain activity in the cognitive and motor preparation stages during the prediction of the punch.
Self-regulation of learning theory is a theory related to high-quality practice for athletes. Self-regulation of learning theory is a process in which the forethought phase, the performance phase, and the self-reflection phase circulate (Zimmerman, 2014). In addition, since athletes with a high level of performance accomplish self-regulation (eg Anshel & Poter, 1996; Toering et al., 2009; Ikudome et al., 2016), self-regulation of learning is considered to contribute to the improvement of athlete performance and the quality of practice. The purpose of this study was to conduct a psychological seminar to promote self-regulation of learning for university student athletes. The subjects were 14 members belonging to the University A trampoline club. In this study, we conducted five psychological seminars based on the self-regulation of learning theory, and asked for answers to the self-regulation of learning in sports scale before and after intervention. As a result, “evaluation and reflection” improved before and after the intervention. In addition, we examined the contents entered by the subjects at each seminar, and obtained suggestions for future support. The support provided in this study increased the opportunities to reflect on the practice, indicating that the athlete was able to learn to reflect and evaluate they practice appropriately. Even in the case of seminar-type support, it is consider that support can be provided according to the athlete by grasping the individual characteristics of the athlete and the progress of the work.