The Effects of Space-Time Cognitive Teaching Method Toward Performance Of Long Jump Technique

Abstract

The understanding and memory of the concept of action space-time cues can better promote learning effect, and athlete's perception of motion space-time procedure is an important factor affecting skills performance. Therefore, there is a high interest in the study of training methods that can improve these attributes. One such training method is the space-time cognitive teaching method, which was uses on the experiment of long jump teaching. The studies attempted to compare the effects of Space-Time Cognitive Teaching Methods (STCTM) with Traditional Long Jump Teaching Method (TLJTM) toward students' long jump skills performance and the perceptive ability. Thirty six male subjects in college sports were randomly divided into space-time cognitive teaching group (n=18) and traditional long jump teaching group (n=18) to participate in the 12 weeks long jump technology teaching program. Before the start of the teaching plan, there was no significant difference in the basic physical qualities of the space-time cognitive teaching group 1 and the traditional long jump teaching group 2 (p > 0.05). After the completion of the teaching plan, there was no significant difference for the measuring the distance score of long jump in group 1 and group 2 (p = 0.67 >0.05). However, there were significant differences in the impact of the long jump technical evaluation score (p = 0.01) and observation, analysis and problem-solving performance (p = 0.03). The second result show that space-time cognitive teaching methods is more effective than traditional long jump teaching method in improving the evaluated score of long jump techniques and the cognitive ability of observe, analyze and solve the problem (p < 0.05).