Motor Behavior

The effectiveness of teaching local games with nonlinear and traditional methods on cognitive and social abilities of children aged 10-11 years

Articles in Press

Document Type : Research Paper

Authors

1 Phd student of Motor behavior Physical Education & Sport Sciences Faculty, University of urmia, Iran

2 Professor, Department of Motor Behavior and sport management, Faculty of Sport Sciences, Urmia University, Urmia, Iran

Abstract
The purpose of this study was to investigate the effectiveness of teaching local games with nonlinear and traditional methods on cognitive and social abilities of students. This research was semi-experimental with pre-test and post-test design that was performed in a field form. Fifty-five girl students (10-11 age) were randomly divided into four groups: constraint-led, teaching games for understanding, hybrid of constraint-led and teaching games for understanding and traditional groups. Subjects practiced for 12 weeks, 3 sessions per week and 1 hour per session according to the educational approach of their group. Caglab software and the Social-emotional and resilience scale were used to assess cognitive and social ability, respectively. The results of MIX ANOVA showed that there was a significant difference between pre-test and post-test of the hybrid group in cognitive and social ability, so it can be said that probably 66% of the changes in cognitive and 75% of changes in social ability were influenced by their hybrid approach. While in traditional education, no significant effect was observed in the relevant variables. Based on the findings, it can be concluded that using constraint-led approach and teaching the game for understanding can improve children's cognitive and social ability at the same time and it is necessary to support physical education teachers to effectively implement hybrid approaches in the school environment. so that they can consciously lead the learner to think about how to communicate and cognitive issues.

Keywords

Motor Behavior

Articles in Press, Accepted Manuscript
Available Online from 18 January 2023

  • Receive Date 18 April 2022
  • Revise Date 24 September 2022
  • Accept Date 18 January 2023

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