پژوهشگاه تربیت بدنی و علوم ورزشی وزارت علوم ، تحقیقات و فناوری پژوهش در ورزش تربیتی 2538-2721 13 40 2025 10 23 Comparison of physical Literacy Games with Two Teacher-Directed and Peer-Directed Approaches on Motor Development and Motor Competence of Elementary School مقایسه بازی‌های سواد جسمانی با دو رویکرد هدایت‌شده از سوی معلم و هدایت‌شده از سوی همتایان بر رشد حرکتی و شایستگی حرکتی دانش‌آموزان ابتدایی 79 100 4581 10.22089/res.2025.16716.2514 FA سودابه منوچهریان دانشجوی کارشناسی ارشد رفتار حرکتی، دانشکده علوم ورزشی، دانشگاه سمنان، سمنان، ایران فاطمه رضایی استادیار رفتارحرکتی دانشگاه سمنان، سمنان، ایران 0000-0002-8395-5974 معصومه علی اصغری تویه دانشجوی دکتری رفتار حرکتی، دانشکده تربیت‌بدنی و علوم ورزشی، دانشگاه مازندران، بابلسر، ایران Journal Article 2024 04 24 Extended Abstract Background and Purpose Although the school environment is often perceived as a pivotal context for augmenting children’s physical activity (PA), prevailing evidence from various international contexts reveals a counterintuitive trend: a general decrease in activity levels coinciding with the age of school entry. This paradox raises concerns over the efficacy of school-based physical activity interventions, which have historically shown limited effectiveness in substantially advancing motor development or reversing this decline. Numerous psychological models and behavior change theories have informed interventions targeting PA, yet these programs often yield only marginal improvements, indicating a gap between theoretical frameworks and applied outcomes. Parallel to psychological models are motor development-based intervention strategies (Renshaw et al., 2010), focusing on child developmental stages and motor skill acquisition; however, these have similarly elicited only incremental gains in PA behavior among youth. Within this landscape, a promising and integrative framework gaining scholarly and practical attention is that of physical literacy (PL). PL reframes physical education (PE) not purely as exercise but as a foundation for nurturing lifelong competence, confidence, and motivation to engage in physical activities. Motor competence emerges as a central mediator in this framework, encompassing both actual competence—the tangible ability to execute motor tasks—and perceived competence—the individual’s self-assessment of their capability and confidence in performing these tasks. Developmentally, motor competence acquisition signifies mastery across a spectrum of age-appropriate dynamic skills and is critically linked to broader cognitive enhancements, notably improvements in executive functions and higher-order cognitive processes. Conversely, deficits in motor competence are associated with attentional difficulties and diminished self-esteem in children, which cascades negatively to academic performance and quality of life. Recognizing motor competence as intrinsic to physical fitness and activity participation, educational, social, and cultural systems bear the responsibility—and opportunity—to foster its growth both directly through structured play and indirectly via cultural engagement. Central to conceptualizing motor competence development is the nature of play and the modalities of instruction. The principle of proportionality in play advocates that games designed for children must cater to their developmental needs rather than expecting children to conform to the demands of fixed task environments. Such tailored play facilitates active lifestyle models and advances physical literacy, moving beyond mere exercise to embrace holistic growth. The present investigation capitalized on this approach, utilizing games purposefully constructed to stimulate motor development pathways and enhance motor competence. Methods Employing a semi-experimental design shaped by a pretest-posttest control group framework, the study engaged 45 female elementary students drawn via cluster random sampling from the fourth through sixth grades in Hamadan city, academic year 2022-2023. Post pretesting, participants were randomized into two intervention cohorts and a control group. Measurement tools employed were the Bruninks-Ozertsky motor proficiency test (1987), Harter’s self-perception scale (1989), and Heather Gardner’s physical literacy games inventory (2017). Intervention spanned 16 weeks with biweekly sessions adhering to distinct training modalities: a teacher-guided (purposeful) approach involving structured coaching with direct instruction, tactical feedback, monitored skill acquisition, and peer rotation; and a peer-guided (intentional) format wherein participants self-managed all game aspects including decisions, feedback, and training. The control cohort maintained their regular participation in typical school sports without exposure to PL games. Post intervention, all groups were retested using the same standardized evaluations. Results Analysis through one-way ANOVA revealed statistically significant differences favoring intervention groups over controls in motor development (p = 0.001) and motor competence (p = 0.001). Notably, the teacher-directed approach achieved superior gains in motor development metrics, reflecting stronger acquisition of actual physical skills, including both gross and fine motor capabilities essential for complex sport tasks. In contrast, the peer-directed approach exhibited marked effect on motor competence indices, indicating enhancements in perceived abilities, intrinsic motivation, and self-efficacy. These differentiated outcomes underscore the nuanced influence of instructional styles within physical literacy programming. Teacher-guided sessions provide scaffolded learning environments conducive to skill mastery, whereas peer-guided activities foster autonomous learning, social interaction, and motivational growth. The findings thus highlight the complementary roles these methods can play in holistic motor development and the cultivation of physical literacy. Conclusion The study’s findings advocate for integrating physical literacy games into school curriculums as a formidable means to promote children’s motor skill development and perceptual competence. The demonstrated differential impacts of teacher versus peer-centered instructional methods suggest strategic customization in PE programs: selecting goal-directed teaching to emphasize motor skill acquisition and fostering peer-led interaction to build confidence and motivation. Considering the inherent variability of children’s sports experiences across different education settings, a blended approach that marries structured coaching with peer motivation emerges as optimal for cultivating physical literacy. Such comprehensive physical literacy education not only supports children’s immediate engagement in sport and activity but also lays a foundation for lifelong active behaviors—a critical public health objective. Article Message Despite widespread recognition of schools as ideal venues for physical activity promotion, conventional interventions grounded in psychology or motor development models often lack efficacy. This research validates physical literacy games as robust facilitators of motor development and perceptual competence among elementary students. Importantly, it evidences that appropriating the instructional method to the intended developmental target—teacher-driven for skill proficiency and peer-led for confidence—maximizes benefits. Ethical Considerations Ethical safeguards in place included informed consent from guardians and students, confidentiality commitments, voluntary participation, and post-study equity by offering the control group access to the intervention. The study adhered rigorously to institutional ethical standards. <span style="mso-ascii-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-font-family: 'Times New Roman'; mso-hansi-theme-font: major-bidi; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: major-bidi;">Authors’ Contributions <span dir="LTR" style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt; mso-ascii-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-font-family: 'Times New Roman'; mso-hansi-theme-font: major-bidi; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: major-bidi;">Conceptualization: Fatemeh Rezaei, Sodabeh Manochehrian<span dir="LTR" style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt; mso-ascii-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-font-family: 'Times New Roman'; mso-hansi-theme-font: major-bidi; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: major-bidi;">, Masoumeh Ali Asghari Toyeh Data Collection: Sodabeh Manochehrian<span dir="LTR" style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt; mso-ascii-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-font-family: 'Times New Roman'; mso-hansi-theme-font: major-bidi; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: major-bidi;"> Data Analysis: Sodabeh Manochehrian<span dir="LTR" style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt; mso-ascii-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-font-family: 'Times New Roman'; mso-hansi-theme-font: major-bidi; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: major-bidi;">, Fatemeh Rezaei Manuscript Writing and Review: Fatemeh Rezaei Funding Responsibility: Sodabeh Manochehrian<span dir="LTR" style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt; mso-ascii-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-font-family: 'Times New Roman'; mso-hansi-theme-font: major-bidi; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: major-bidi;"> Project Manager: Fatemeh Rezaei <span style="mso-ascii-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-font-family: 'Times New Roman'; mso-hansi-theme-font: major-bidi; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: major-bidi;">Conflict of Interest <span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt; mso-ascii-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-font-family: 'Times New Roman'; mso-hansi-theme-font: major-bidi; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: major-bidi;">No conflicts of interest reported. <span style="mso-ascii-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-font-family: 'Times New Roman'; mso-hansi-theme-font: major-bidi; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: major-bidi;">Acknowledgments <span style="font-size: 11.0pt; mso-bidi-font-size: 12.0pt; mso-ascii-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-font-family: 'Times New Roman'; mso-hansi-theme-font: major-bidi; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: major-bidi;">The authors extend heartfelt thanks to all collaborators and participants who generously contributed. این پژوهش با هدف مقایسه بازی‌های سواد جسمانی با دو رویکرد هدایت‌شده از سوی معلم و هدایت‌شده از سوی همتایان بر رشد حرکتی و شایستگی حرکتی دانش‌آموزان ابتدایی انجام شد. پژوهش از نوع پژوهش‌های نیمه‌تجربی با طرح پیش‌آزمون و پس‌آزمون با گروه کنترل بود. جامعه آماری شامل تمام دانش‌آموزان دختر مشغول به تحصیل در پایه‌های چهارم، پنجم و ششم ابتدایی شهرستان همدان در سال تحصیلی 1402-1401 بود. با استفاده از روش نمونه‌گیری تصادفی خوشه‌ای، 45 نفر براساس قلمرو پژوهش به‌عنوان نمونه انتخاب شدند و پس از اجرای پیش‌آزمون به روش تصادفی ساده به دو گروه مداخله و یک گروه کنترل تقسیم شدند. برای جمع‌آوری داده‌ها از آزمون برونیکس ازرتسکی (1987)، پرسشنامه خودادراکی هارتر (1989) و بازی‌های سواد جسمانی هدر گاردنر (2017) استفاده شد. گروه‌های مداخله به مدت چهار ماه، دو جلسه در هفته مطابق با روش آموزشی تمرین کردند؛ در حالی که گروه کنترل هیچ مداخله‌ای دریافت نکرد و در پایان هفته شانزدهم از هر دو گروه پس‌آزمون گرفته شد. داده‌ها با استفاده از آزمون تحلیل واریانس یک‌راهه ارزیابی شد. نتایج نشان داد، میانگین گروه آزمایشی در دو متغیر رشد حرکتی (001/0=P)، شایستگی حرکتی (001/0=P) نسبت به گروه کنترل تفاوت معنا‌داری داشت. همچنین در شاخص رشد حرکتی، اثر رویکرد معلم‌محور بیشتر از همتایان‌محور و در شاخص شایستگی حرکتی، اثر رویکرد همتایان‌محور بیشتر از معلم‌محور بود؛ بنابراین می‌توان نتیجه گرفت که برنامه بازی‌های سواد جسمانی مبتنی بر فعالیت ورزشی منجر به پیشرفت رشد و شایستگی حرکتی می‌شود و رویکرد متفاوت تدریس با نقش اطلاعات‏محور در مقابل انگیزش محور می‌تواند اثرات مختلفی در این زمینه داشته باشد.

https://res.ssrc.ac.ir/article_4581_c78c347465f4775425c059ea101c131f.pdf