رفتار حرکتی

تأثیر آموزش مبتنی بر بازی بر عملکرد، تصمیم‌گیری و رفتار فراشناختی؛ رویکرد تمرین بازی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه رفتارحرکتی، دانشکده علوم ورزشی، دانشگاه ارومیه، ایران

2 عضو هیئت علمی/ دانشکده علوم ورزشی /دانشگاه ارومیه / ارومیه/ ایران

چکیده
هدف از مطالعه حاضر، شناسایی اهمیت رویکرد تمرین بازی در تصمیم گیری، رفتار فراشناختی و مهارت فوتسال بود. نمونه آماری شامل 30 دانش آموز دختر بود که به دو گروه تقسیم شدند (آموزش سنتی: 15 نفر و تمرین بازی: 15 نفر). نمونه ها سابقه آموزش فوتسال را نداشتند و بطور تصادفی انتخاب شدند. از آزمون مهارت فوتسال برای ارزیابی عملکرد، نرم افزار تصمیم گیری برا ارزیابی تصمیم گیری و از پرسشنامه رفتار فراشناختی برای بررسی رفتار فراشناخت استفاده شد. پروتکل های آموزشی بطور جداگانه برای هر گروه در طی یک دوره 12 هفته اجرا شد. نتایج نشان داد که تفاوت معنی داری بین گروه تمرین سنتی و گروه تمرین بازی در مهارت های پاس، شوت و دریبل وجود دارد. تحلیل ها همچنین تفاوت معنی داری بین دو گروه در تصمیم گیری و رفتارفراشناختی را نشان داد. این اختلافات به نفع گروه تمرین بازی بود. با توجه به یافته ها، می توان نتیجه گرفت که استفاده از آموزش مبتنی بر بازی می تواند مهارت های حرکتی و کارکردهای شناختی فوتسال را بطورهمزمان بهبود بخشد. مطالعه حاضر نشان می دهد مربیان علاوه بر مهارت های حرکتی، می توانند با اجرای رویکرد بازی تاکتیکی، رفتارفراشناختی بازیکنان را در استراتژی آموزشی بهبود بخشیده، که به بازیکنان این امکان را می دهد تا در موقعیت بازی ، توانایی موفقیت در حل مسئله را داشته باشند.

کلیدواژه‌ها

عنوان مقاله English

The Effect of Game-Based Pedagogy on Performance, Decision Making and Meta-cognitive Behavior: Play Practice Approach

نویسندگان English

  • sahar beik 1
  • Jalal Dehghanizade 2
1 Urmia University
2 Assistant Professor in Motor Behavior/ Faculty of sport sciences/ Department of Motor Behavior and Sport Management/ University of Urmia, Urmia, Iran
چکیده English

This study aimed to identify the importance of the play practice approach in decision making, metacognitive behavior and futsal skills. The sample included 30 female students who were divided into two groups (traditional training: n=15 and play practice: n=15). The samples had no history of futsal training and were randomly selected. The futsal skill test was used to evaluate performance in decision making on decision-making software, and for metacognitive behavior from the metacognitive behavior questionnaire. Training protocols were implemented separately for each group for over 12 weeks. The results showed significant differences between traditional and play practice groups in the pass, shoot and dribble skills. The analyses also showed significant differences between the two groups in decision making and metacognitive behavior. These differences were in favor of the play practice group. Based on the result, it can be concluded that the use of game-based pedagogy can improve futsal basic technique skills and cognition function simultaneously. The study suggests that in addition to motor skills coaches can improve players' metacognitive behavior in educational strategies by implementing the tactical-game approach, which allows players to acquire the ability to successfully solve problems for themselves in a game situation.

کلیدواژه‌ها English

  • Play Practice
  • Decision Making
  • Metacognitive Behavior
  • Futsal
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رفتار حرکتی
دوره 13، شماره 44
تابستان 1400
تیر 1400
صفحه 17-42

  • تاریخ دریافت 29 فروردین 1399
  • تاریخ بازنگری 08 مهر 1399
  • تاریخ پذیرش 10 آبان 1399

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