رفتار حرکتی

مقایسه اثربخشی آموزش خطی و غیرخطی بر عملکرد مهارت‌های حرکتی دستکاری کودکان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه رفتار حرکتی، دانشکده علوم ورزشی، دانشگاه مازندران، بابلسر، ایران

2 گروه رفتار حرکتی، دانشکده علوم ورزشی، دانشگاه خوارزمی، تهران، ایران

چکیده
پیچیدگی شیوه‌های آموزشی و مقولۀ تفاوت‌های فردی، چالش‌های فراوانی برای متخصصین امر آموزش مهارت‌های حرکتی ایجاد نموده است. بنابراین هدف پژوهش حاضر مقایسه اثربخشی آموزش خطی و غیرخطی بر عملکرد مهارت‌های حرکتی دستکاری بود. جامعۀ آماری این پژوهش شامل کلیۀ کودکان دختر 8 سالۀ دبستان‌های واقع در شهر بابلسر بودند که 55 نفر از آنان به روش نمونه‌گیری در دسترس انتخاب شدند و به‌مدت 6 هفته، هفته‌ای 2‌ بار در برنامۀ مداخله‌ای که شامل آموزش خطی (انجام تمرینات تجویزی و تکراری) و آموزش غیرخطی (دستکاری قیود تکلیف مانند تجهیزات و دستورالعمل‌ها) برای بهبود عملکرد مهارت‌های حرکتی دستکاری بود، شرکت کردند. ابزار گرد‌آوری اطلاعات شامل، آزمون‌های کمی یا محصول‌ محور تعدیل شده دقت پرتاب از بالای‌شانه، آزمون شوت مور-‌کریستین تعدیل شده برای کودکان و آزمون دریبل مارپیچ بسکتبال بود. داده‌های پژوهش با استفاده از آزمون تحلیل واریانس مختلط مورد تحلیل قرار گرفت. نتایج نشان داد در مهارت دقت پرتاب، مهارت دریبل مارپیچ و مهارت ضربه با پا، تفاوت معنی‌داری بین دو گروه آموزش خطی و غیرخطی وجود داشت (0/01>p) و کودکان برخوردار از آموزش غیرخطی نسبت به کودکان برخودار از آموزش خطی از سطح عملکرد بالاتری در مهارت‌های حرکتی دستکاری برخودار بودند. در ‌نتیجه توصیه می‌شود معلمان و مربیان با بکارگیری رویکرد آموزشی غیرخطی در آموزش مهارت‌های حرکتی بنیادی به کودکان در دستیابی به نتایج عملکرد بهتر در محیط پویای یادگیری کمک کنند.

کلیدواژه‌ها

موضوعات

عنوان مقاله English

The comparison of effectiveness Linear and Nonlinear Pedagogy on manipulation Motor Skills performance of children

نویسندگان English

  • masomeh ghorbani marzoni 1
  • Abass bahram 2
  • farhad ghadiri 2
  • rasol yaali 2
1 motor behavior, faculty of sport science, university of mazandran, babolsar, Iran
2 motor behavior group,faculty of sport sciences, university of kharazmi, tehran, iran
چکیده English

Abstract
The complexity of educational practices and the issue of individual differences has created many challenges for motor skills educators. So the purpose of this study was to compare effectiveness linear and nonlinear pedagogy on manipulation motor skills performance of children. The population of this study included all girl children of 8 years old primary schools in Babolsar city that 55 children of them were selected using accessible sampling method and participated for 4 weeks, twice a week, in interventional program involving linear pedagogy (performing prescriptive and repetitive exercises) and nonlinear pedagogy (manipulation of task constraints including equipment and instructions) to performance improvement of manipulation motor skills. Data collection tools included quantitative or product-oriented tests adjusted of overarm throwing accuracy, Moore-christine shot test (modified for children) and basketball spiral dribble test. The data were analyzed using Mix-ANOVA analysis test. The results showed that there was a significant difference between the two nonlinear and linear pedagogy groups in throwing accuracy skills, spiral dribbling skill and kicking skill (P<0/001) and Children with nonlinear pedagogy had a higher level of performance in manipulation motor skills than those with linear pedagogy. As a result, it is recommended that teachers and educators help children to achieve better performance outcomes in a dynamic learning environment by applying a nonlinear pedagogy approach to teaching Fundamental motor skills to children.

کلیدواژه‌ها English

  • Nonlinear pedagogy
  • Dynamic learning environment
  • Fundamental motor skills
  • Manipulation of constraints
  • children
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رفتار حرکتی
دوره 13، شماره 45
پاییز1400
مهر 1400
صفحه 91-112

  • تاریخ دریافت 13 مرداد 1397
  • تاریخ بازنگری 02 دی 1397
  • تاریخ پذیرش 30 دی 1397

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