Butki B D
University of Wyoming.
Percept Mot Skills. 1994 Dec;79(3 Pt 1):1151-9.
This study investigated the anxiety effects of an evaluative audience on the acquisition of a simple motor skill. These effects, also known as "stage fright," can be a major moderator of performance, so a better understanding of these variables can lead to improvements in motor skill development. 60 students completed 15 trials on a pursuit rotor. Participants completed the trials either alone (control) or in front of an audience (treatment). To test for differences in acquisition due to the timing of the introduction of the audience, some subjects completed all trials with an audience present, while others were allowed to practice 4 or 9 trials before the introduction of the audience. The performance curves exhibited by each group reached asymptote at approximately the same time but at different performance levels. Analyses of covariance indicated that, while the final performance of the treatment groups was not different, each treatment group performed significantly more poorly than the control group. Participants attempting to acquire a skill before an audience might not be able to adapt to the effects of the audience regardless of the timing of the introduction of the audience.
本研究调查了评价性观众对简单运动技能习得的焦虑影响。这些影响，也被称为“怯场”，可能是表现的一个主要调节因素，因此更好地理解这些变量可以促进运动技能发展的改善。60名学生在追踪转子上完成了15次试验。参与者要么单独完成试验（对照组），要么在观众面前完成试验（试验组）。为了测试由于观众引入时间不同而导致的习得差异，一些受试者在有观众在场的情况下完成了所有试验，而另一些受试者在观众引入之前被允许练习4次或9次试验。每组呈现的表现曲线在大致相同的时间达到渐近线，但处于不同的表现水平。协方差分析表明，虽然试验组的最终表现没有差异，但每个试验组的表现都明显比对照组差。无论观众引入的时间如何，试图在观众面前习得技能的参与者可能无法适应观众的影响。
