본 연구는 발레동작을 과제로 사용하여 3가지 발레동작을 가장 효율적으로 학습시킬 수 있는 방법을 맥락간섭수준을 이용해서 알아보고, 초등학생들을 대상으로 맥락간섭의 효과를 실험하는데 있다. 연구대상자는 I초등학교 4학년 학생 14명으로 발레동작 중 3가 지 동작 즉, 투르드바스크(Tour de basque), 에샤뻬 소떼 알 라 스콘(Ḕchappḕ sautḕ ẚ la seconde), 시손느 페르메(Sissonne fermḕe)을 실시하였다. 연구결과로 첫째, 습득단계에서 는 1분단 9시행씩 6분단(총 162시행)을 실시하였으며, 시행이 증가할수록 동작수행점수가 점차적으로 향상되고 있음을 살펴볼 수가 있다. 또한, 각 집단에 따른 수행의 차이는 분 단연습집단이 무선연습집단보다 동작수행점수가 좋게 나타났음을 볼 수가 있다. 둘째, 파 지단계에서는 1분단 9시행씩 2분단(총 54시행)을 실시하였으며, 그에 따른 결과를 보면 파 지 1보다 파지 2의 수행이 좋았으며, 습득단계와 달리 분단연습집단보다 무선연습집단의 수행이 더 좋은 것을 볼 수 있었다.
The purpose of this study was to investigate whether the contextual interference effect appears in elementary children with low intellect using three ballet movements. Fourteen fourth-graders at \'I\' elementary school located in In-cheon were randomly distributed to either block-practice group or random-practice group. In learning phase, the result showed statistically significant difference between practice blocks but no difference was shown between groups. No interaction effect between block and group was shown. In retention test, there was also significant difference between blocks but difference was not shown between groups. Interaction effect between block and group was noticed. The result of this study was in line with those of many previous studies on children. Since children are less exposed to physical activities and their motor functions are yet to be fully developed, practice with high C. I. may have led them to confusion. Practices of low C. I. could have distracted children\'s attention due to the repetition of the same practice schedule, thus losing interest to learn, which resulted in their low motor performance. Key words: : contextual interference effect, random practice, blocked practice, ballet movement learning
Ⅰ. 서 론 Ⅱ. 연구방법 Ⅲ. 연구결과 Ⅳ. 논의 및 결론 참고문헌
