무용동작학습의 맥락간섭효과
The Effect of Contextual Interference on Ballet Movement Learning
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초록
본 연구는 서로 다른 GMP를 가진 3가지의 발레동작(투르드바스크-Tour de basque, 에샤뻬 소떼 알 라 스콘-Ḕchappḕ sautḕ ẚ la seconde, 시손느 페르메-Sissonne fermḕe)을 과제로 선정하여 실제 발레동작학습상황에서 맥락간섭효과가 나타나는지를 알아보며, 초등학생들을 대상으로 맥락간섭효과를 실험함으로써 성인과 학습맥락에 대한 이해수준이 다른 아동들에게도 맥락간섭효과가 나타나는지 아닌지를 알아보는데 목적이 있다. 피험자는 발레동작 학습경험이 없는 초등학생 20명을 대상으로 하였으며, 본 연구의 실험설계는 맥락수준을 독립변인으로 하고 종속변인인 분단을 반복 측정하는 2(맥락수준)×6(분단)의 습득단계와 2(맥락수준)×2(분단)의 파지단계의 요인설계 하에 이루어졌다. 실험의 결과는 다음과 같다. 첫째, 습득단계에서 분단의 주효과가 통계적으로 유의하게 나타났으며, 분단연습집단이 무선연습집단보다 통계적으로 유의하게 우수한 수행을 보였다. 집단과 분단의 상호작용효과가 나타났다. 둘째, 파지단계에서 분단의 주효과가 통계적으로 유의하게 나타났으며, 무선연습집단이 분단연습집단보다 통계적으로 우수한 수행결과를 나타냈다. 집단과 분단의 상호작용은 나타나지 않았다.
Abstract
The purpose of this study was to investigate whether the contextual interference effect appears in elementary children using three ballet movements. Participants were 20 fourth and fifth-graders elementary schools children, which were randomly distributed to either block-practice group or random-practice group. The experiment carried out 2(group)×6(block) factorial design with repeated measures on the last factor for acquisition phase and 2(group)×2(block) for the retention phase. The results were as follows;First, in acquisition phase, the main effects of practice blocks showed statistically significant and the main effect of groups showed statistically significant. And interaction effect between block and group was shown. Second, in retention test, the main effects of practice blocks showed statistically significant and the main effect of groups showed statistically significant. And no interaction effect between block and group was shown.
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