Concepções de capacidade e aprendizagem de uma habilidade motora esportiva em adolescentes

Abstract

The objective it was to check the effects of different capacity concepts on performance and learning of futsal motor skills in teenagers. The study consists of three experimental groups with the following phases each: pretest, practice, retention and transfer. It was 45 male and female teenagers participated in the experiment, randomly grouped into three diferente groups: fixed capacity conceptions (FCC), malleable capacity conceptions (MCC) and control (C). For the FCC group the instructions prompt to the idea that the ability to dribble is innate, born with individuals, while for the MCC group the instructions prompt to the idea that the skill can be learned. The control group was given no induction ability concepts. The task was to get to and conducting a futsal ball with the non-dominant foot in the shortest time possible, bypassing zigzag cones positioned in a straight line at a distance of one meter from each other. There 15 trials on the practice phase and 5 trials on the retention and transfer phases. Self-efficacy, positive and negative affects and motivational questionnaires were applied after the pretest, practice and transfer phases as well as before the withholding phase. The results showed that there were no differences in the performance and learning tasks. That was also seen in the questionnaires results from the different groups. Concluding the results indicate that the instructions used, prompting to different conceptions of ability, did not affect the learning of the motor skills necessary for dribbling in soccer in teenagers.