Polaha Jodi, Allen Keith, Studley Benjamin
Munroe-Meyer Institute, University of Nebraska Medical Center, 68198-5450, USA.
Behav Modif. 2004 Mar;28(2):261-75. doi: 10.1177/0145445503259280.
Self-monitoring of stroke count by swimmers is a common coaching strategy, it is but one that has little data to support it. Although research has demonstrated that self-monitoring can motivate behavior change, little research has focused on whether self-monitoring can enhance skill development. The purpose of the present set of studies was to examine the effects of self-monitoring on the improvement of a specific swimming skill (i.e., stroke count). Eight adult fitness swimmers and three college-level competitive swimmers participated in Study 1. In an A-B-A design, swimmers were observed to reduce stroke counts by about one stroke per lap when instructed to self-monitor and to verbally report strokes. In Study 2. swimmers self-monitored and visually reported strokes on a dry-erase board. A greater improvement was observed in five out of six swimmers. Across studies, stroke counts generally returned to baseline levels when self-monitoring was ended, and improvements during both self-monitoring phases were the greatest in the weakest swimmers. Limitations of the research, mechanisms of change, and implications for coaches are discussed.
游泳者自行监测划水次数是一种常见的教练策略，但支持这一策略的数据却很少。尽管研究表明自我监测可以促进行为改变，但很少有研究关注自我监测是否能促进技能发展。本系列研究的目的是检验自我监测对一项特定游泳技能（即划水次数）提高的影响。8名成年健身游泳者和3名大学水平的竞技游泳者参与了研究1。在A-B-A设计中，当被指示进行自我监测并口头报告划水次数时，观察到游泳者每圈的划水次数减少了约一次。在研究2中，游泳者在干擦板上进行自我监测并直观地报告划水次数。六名游泳者中有五名有了更大的进步。在各项研究中，当自我监测结束时，划水次数通常会回到基线水平，并且在两个自我监测阶段，进步最大的是最弱的游泳者。讨论了研究的局限性、变化机制以及对教练的启示。
