مقایسه بازی‌های سواد جسمانی با دو رویکرد هدایت‌شده از سوی معلم و هدایت‌شده از سوی همتایان بر رشد حرکتی و شایستگی حرکتی دانش‌آموزان ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی کارشناسی ارشد رفتار حرکتی، دانشکده علوم ورزشی، دانشگاه سمنان، سمنان، ایران

2 استادیار رفتارحرکتی دانشگاه سمنان، سمنان، ایران

3 دانشجوی دکتری رفتار حرکتی، دانشکده تربیت‌بدنی و علوم ورزشی، دانشگاه مازندران، بابلسر، ایران

چکیده
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.

کلیدواژه‌ها

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دوره 13، شماره 40
پاییز 1404
صفحه 79-100

  • تاریخ دریافت 05 اردیبهشت 1403
  • تاریخ بازنگری 16 اسفند 1403
  • تاریخ پذیرش 14 اردیبهشت 1404