رفتار حرکتی

مقایسه اثربخشی آموزش خطی و غیرخطی بر دانش فراشناختی و یادگیری مهارت دریبل فوتبال

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشکده تربیت بدنی و علوم ورزشی- دانشگاه ارومیه

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

3 استادیار، گروه تربیت بدنی، دانشگاه پیام نور، تهران، ایران.

چکیده
در مطالعات اخیر آموزش و تدریس تربیت‌بدنی علاوه بر فاکتورهای جسمانی، کارکردهای شناختی و فراشناختی نیز مورد بررسی قرار گرفته است، اما پیچیدگی شیوه‌های آموزشی و اصل تفاوت‌های فردی، چالش‌های فراوانی برای متخصصین امر آموزش مهارت‌های حرکتی و شناختی ایجاد کرده است. هدف تحقیق مقایسه اثربخشی آموزش خطی و غیرخطی بر دانش فراشناختی و یادگیری مهارت دریبل فوتبال کودکان بود. پژوهش حاضر از نوع نیمه تجربی با دو گروه تجربی و سه زمان اندازه‌گیری بود. جامعه‌آماری دانش‌آموزان پسر 11-9 سال شهرستان اندیمشک بودند و به روش نمونه‌گیری هدفمند در دسترس 72 کودک به عنوان نمونه انتخاب شدند و به طور تصادفی به دو گروه 36 نفری آموزش خطی با میانگین سنی 81/0±34/10 و آموزش غیرخطی با میانگین سنی 73/0±08/10 تقسیم شدند. از آزمون دریبل فوتبال اییگلی و پرسشنامه رفتار فراشناختی پاپایانو و همکاران (2012) برای سنجش متغیرها استفاده شد. داده‌ها با آزمون تحلیل واریانس مکرر و t مستقل تجزیه و تحلیل شدند. نتایج درون گروهی نشان داد که هر دو گروه آموزش خطی و غیرخطی باعث بهبود مهارت دریبل فوتبال، دانش اخباری، رویه‌ای، شرطی و به طور کلی دانش فراشناختی شدند (05/0≥P). نتایج بین گروهی نشان داد که اثربخشی آموزش غیرخطی نسبت به آموزش خطی بیشتر بود. مداخلات مبتنی بر آموزش غیرخطی نسبت به مداخلات مبتنی بر آموزش خطی باعث بهبود و اثربخشی بیشتر در دانش فراشناختی و مهارت دریبل فوتبال کودکان می‌شوند. بنابراین به معلمان و مربیان پیشنهاد می‌شود برای بهبود مهارت‌های حرکتی و فراشناختی کودکان از آموزش‌های مبتنی بر اصول غیرخطی بجای استفاده از آموزش خطی استفاده کنند.

کلیدواژه‌ها

موضوعات

عنوان مقاله English

Comparing the effectiveness of linear and non-linear training on metacognitive knowledge and Learning soccer dribbling skills

نویسندگان English

  • hasan mirali 1
  • Jalal Dehghanizade 2
  • Farzad Maleki 3
1 Faculty of Physical Education and Sport Sciences - Urmia University
2 Associate Professor in Motor Behavior/ Faculty of sport sciences/ Department of Motor Behavior and Sport Management/ Urmia University , Urmia, Iran
3 Assistant Professor, Department of Physical Education, Payam Noor University, Tehran, Iran.
چکیده English

In recent studies of physical education teaching and learning, cognitive and metacognitive functions have been studied in addition to physical factors. However, the complexity of teaching methods and individual differences has created significant challenges for experts in teaching motor and cognitive skills. The purpose of the research was to compare the effectiveness of linear and non-linear training on metacognitive knowledge and learning soccer dribbling skills of children. The current research was semi-experimental with two experimental groups and three measurement times. The statistical population was 9-11-year-old male students of Andimshek city, and 72 children were selected as a sample using the available purposeful sampling method, and they were randomly divided into two groups of 36 people, linear pedagogy with an average age of 10.34±0.81 and non-linear pedagogy with an average age of 10.08±0.73. Yeagley dribble skills test and Metacognitive Behavior Questionnaire of Papaiano et al (2012) were used to measure the measurements. Data were analyzed by Anova with repeated measure and Independent t test. The intra-group results showed that both linear and non-linear training groups improved soccer skills, declrative knowledge, procedural, conditionals and metacognitive knowledge in general (P≤0.05). The intergroup results showed that the effectiveness of non-linear training was higher than linear training (P≤0.05). Interventions based on non-linear pedagogy compared to linear pedagogy cause more improvement and effectiveness in children's metacognitive knowledge and soccer dribbling skills. Therefore, teachers and trainers are suggested to improve children's motor and metacognitive skills use pedagogy based on non-linear principles instead of using traditional usage pedagogy.

کلیدواژه‌ها English

  • Linear Pedagogy
  • Non-Linear Pedagogy
  • Metacognitive Knowledge
  • Learning
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رفتار حرکتی
دوره 15، شماره 54
دی 1402
صفحه 97-118

  • تاریخ دریافت 09 تیر 1402
  • تاریخ بازنگری 03 اسفند 1402
  • تاریخ پذیرش 12 اسفند 1402

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