Research on Educational Sport

Comparison of physical literacy games with two teacher-directed and peer-directed approaches on motor development and motor competence of elementary school students

Articles in Press

Document Type : Research Paper

Authors

1 semnan university

2 faculty of semnan university

3 mazandaran university

Abstract
The purpose of the present research was to compare physical literacy games with two purposeful and deliberate approaches to the growth and motor skills of elementary school students. The current research was a semi-experimental research with a pre-test and post-test design with a control group. Its statistical population includes all female students studying in the fourth, fifth, and sixth grades of Hamedan City in the academic year 2022-2023. Using the cluster random sampling method, 45 people were selected as a sample based on the scope of the research and after performing the pre-test, they were divided into two intervention groups and one control group by simple random method. Bruninks-Ozertsky test (1987), Harter's self-perception questionnaire (1989), and Heather Gardner's physical literacy games (2017) were used to collect data. The intervention groups practiced for 4 months, 2 sessions per week according to the training method, while the control group did not receive any intervention and at the end of the 16th week, a post-test was taken from both groups. Data were evaluated using a one-way analysis of variance test. Data analysis showed that there is a significant difference between the average of the experimental group in the two variables of motor development (P=0.001), motor competence (P=0.001) compared to the control group. Also, in the motor development index, the effect of the deliberate approach was more than the purposeful one, and in the motor competence index, the purposeful effect was more than the purposeful one.

Keywords

Main Subjects

Research on Educational Sport

Articles in Press, Accepted Manuscript
Available Online from 04 May 2025

  • Receive Date 24 April 2024
  • Revise Date 06 March 2025
  • Accept Date 04 May 2025

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