اثر دو رویکرد معلم‌محور و کودک‌محور بر شایستگی حرکتی واقعی و ادراک‌شدة دختران دبستانی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناس ارشد رفتار حرکتی، دانشگاه خوارزمی

2 استادیار رفتار حرکتی، دانشگاه خوارزمی

3 استاد رفتار حرکتی، دانشگاه خوارزمی

چکیده

هدف مطالعة حاضر، بررسی اثر برنامۀ مداخلهای مهارتهای دست‌کاری با دو رویکرد کودک‌محور و معلم‌محور بر شایستگی حرکتی واقعی و ادراک‌شدة دختران دبستانی است. تعداد 45 نفر از کودکان دختر نه‌سالۀ مدارس شهر قروه به روش نمونه‌گیری تصادفی چندمرحله‌ای انتخاب و پس از همسان‌سازی به سه گروه معلم‌محور، کودک‌محور و شاهد تقسیم شدند. هر برنامه شامل 20 جلسة 45دقیقه‌ای طی یک دورة ده‌هفته‌ای بود. نتایج نشان داد در پس‌آزمون، شایستگی حرکتی واقعی و ادراک‌شدة دو گروه مداخله، برتر از گروه شاهد بود و گروه کودک‌محور نیز برتر از گروه معلم‌محور بود (P<0.05). این نتایج نشان می‌دهد مزایای منتسب به برنامههای مداخلهای با تأکید بر رویکرد جو انگیزة تبحر، از قابلیت تعمیم در زمینة مهارت‌های حرکتی بنیادی دست‌کاری برخوردار است.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Effects of Teacher Centered and Child Centered Approaches on Actual and Perceived Motor Competence of the Elementary School Girls

نویسندگان [English]

  • Hosein Qaderi 1
  • Farhad Ghadiri 2
  • Abbas Bahram 3
1 M.Sc. of Motor Behavior, Kharazmi University
2 Assistant Professor of Motor Behavior, Kharazmi University
3 Professor of Motor Behavior, Kharazmi University
چکیده [English]

The purpose of the present study was to investigate the effects of a manipulation skills intervention program, on actual and perceived motor competence of the elementary school girls by teacher centered and child centered Approaches. For this purpose, 45 girl elementary school students of Qorveh (8.98±0.20 years) via a multi-stage random sampling were selected and after matching were divided into three groups of teachers centered, child centered and control. Each program consisted of 20, 45-minute sessions during a ten-week period. The results showed that in posttest the actual and perceived competence of two intervention groups were higher than control group and the child-center group was better than teacher-center group (P<0.05). The results show that the benefits attributed to the intervention program with emphasis on mastery motivational climate approach, have the capability of generalize in the field of manipulative fundamental motor skills.

کلیدواژه‌ها [English]

  • Intervention Program
  • Mastery Motivational Climate
  • Motor Competence
  • Manipulation Motor Skills
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