Detalhes bibliográficos
| Ano de defesa: |
2013 |
| Autor(a) principal: |
Heidrich, Caroline Valente |
| Orientador(a): |
Clark, Suzete Chiviacowsky |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Pelotas
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação Física
|
| Departamento: |
Escola Superior de Educação Física
|
| País: |
BR
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://guaiaca.ufpel.edu.br/handle/123456789/1800
|
Resumo: |
Recent studies have shown that expectations and mindsets can affect not only performance (Chalabaev, Sarrazin, Stone & Cury, 2008), but also the learning of motor skills (Wulf, Chiviacowsky & Lewthaite, 2012). The objective of the present study was to investigate the influence of stereotype threat on learning a sport skill in women. Method: Participants practiced 15 trials of a soccer dribbling task, and their learning was observed in a retention test, one day later. Before practice, they received instructions introducing the task as involving athletic speed/power capacities, where women normally perform worse than men (stereotype threat group - ST), or as involving agility/coordination capacities, where women normally can perform better than men (reduced stereotype threat group - RST). After practice, they filled out a questionnaire measuring self-efficacy. Results: Participants of the RST group showed significant motor performance and learning advantages, as well as increased self-efficacy levels, than the ST group. Conclusions: The findings provide evidence that the learning of sport skills can be affected by the use of instructions designed to reduce stereotype threat. They add to the growing evidence of the impact of social-cognitive factors on motor skill learning. |
