رفتار حرکتی

تأثیر بازی‌های حرکتی هدفمند انفرادی و گروهی بر مهارت‌های بینایی-حرکتی در کودکان دختر هشت ساله

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه رفتار حرکتی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران.

2 استادیار گروه رفتار حرکتی دانشکده تربیت بدنی و علوم ورزشی دانشگاه خوارزمی

3 عضو هیات علمی پژوهشگاه تربیت بدنی

چکیده
هدف این پژوهش مقایسه تأثیر بازی‌های حرکتی هدفمند انفرادی و گروهی بر مهارت‌های بینایی-حرکتی دختران هشت ساله بود. به این منظور، با بکارگیری روش نیمه تجربی با طرح پیش‌آزمون و پس‌آزمون چند گروهی، 40 دختر با میانگین سن 53/8 سال به صورت تصادفی در گروه‌های بازی انفرادی (13 نفر)، بازی گروهی (12 نفر) و کنترل (15 نفر) جای گرفتند. آزمون مهارت‌های بینایی- حرکتی، قبل و بعد از دوره آزمایشی (هشت هفته‌ای، 16 جلسه 60 دقیقه‌ای) و نیز یک ماه پس از اتمام مداخلات برای سنجش متغیرها استفاده شد. نتایج نشان داد که مهارت‌های بینایی- فضایی (001/0 > p)، مهارت‌های تجزیه و تحلیل بینایی (001/0 > p) و یکپارچگی بینایی- حرکتی و تثبیت چشمی (001/0 > p) در هر دو شرایط آزمایشی، از پیش‌آزمون به پس‌آزمون به طور معنادار افزایش یافت و تا آزمون پیگیری بدون تغییر ماند (05/0 > p). براساس مقایسه‌ گروه‌ها در پس‌آزمون و آزمون پیگیری، نمره مهارت‌های بینایی- فضایی (01/0 > p) و یکپارچگی بینایی- حرکتی و تثبیت چشمی (01/0 > p) در شرایط بازی‌های انفرادی به طور معناداری بالاتر از بازی‌های گروهی بود، در حالی که نمره مهارت-های تجزیه و تحلیل بینایی در شرایط بازی‌های گروهی به طور معناداری بالاتر از بازی‌های انفرادی قرار داشت (05/0 > p). براساس یافته‌ها، بازی‌های انفرادی طی یک دوره هشت هفته‌ای در بهبود مهارت‌های بینایی- فضایی و یکپارچگی بینایی- حرکتی و تثبیت چشمی دختران هشت ساله اثربخش‌تر از بازی‌های گروهی و در مقابل، بازی‌های گروهی در بهبود مهارت-های تجزیه و تحلیل بینایی اثربخش‌تر از بازی‌های انفرادی هستند.

کلیدواژه‌ها

عنوان مقاله English

Effect of Solitary and Group Purposeful-Movement Plays on Visual-Motor Skills in Girls Aged Eight Years

نویسندگان English

  • Narges Borhani Dizaji 1
  • shahab Parvinpour 2
  • saleh rafiee 3
1 Department of Motor Behavior, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2 assistance professor of motor behavior department of physical education and sport sciences of Kharazmi university
3 faculty member of SSRC
چکیده English

The purpose of this study was to compare the effect of solitary and group purposeful movement plays on the visual-motor skills of eight-year-old girls. To this end, using a quasi-experimental method with multi-group pre-test and post-test design, 40 girls with a mean age of 8.53 years were randomly assigned to solitary play (n = 13), group play (n = 12), and control (n = 15) groups. The Test of Visual-Motor Skills was used to measure variables before and after the experimental period (eight weeks, 16 sessions of 60 minutes) and one month after the end of the period. The results showed that visual-spatial skills (p < 0.001), visual analysis skills (p < 0.001) and visual-motor integration and visual fixation (p < 0.001) increased significantly from the pre-test to the post-test and remained unchanged until the follow-up test (p < 0.05). Based on the comparisons of groups at the post-test and follow-up test, the score of visual-spatial skills (p < 0.01) and visual-motor integration and visual fixation (p < 0.01) in the solitary play condition were significantly higher than group play, while the score of visual analysis skills in the group play condition was significantly higher than solitary play (ps < 0.05). Based on the findings, solitary plays in an eight-week course are more effective in improving visual-spatial skills, visual-motor integration, and visual fixation than group play among eight-year-old girls, and in contrast, group plays are more effective in improving visual analysis skills than solitary plays.

کلیدواژه‌ها English

  • Visual-Spatial Skills
  • Visual Analysis
  • Visual-Motor Integration
  • Visual Fixation
  • Purposeful Movement Play
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رفتار حرکتی
دوره 14، شماره 49
پاییز1401
دی 1401
صفحه 59-86

  • تاریخ دریافت 14 اسفند 1400
  • تاریخ بازنگری 23 اردیبهشت 1401
  • تاریخ پذیرش 07 تیر 1401

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