تأثیر روش آموزش خطی و بازی برای درک بر تبحر حرکتی و شایستگی حرکتی ادراک‌شده در فوتسال

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری گروه رفتار حرکتی، دانشکده تربیت‌بدنی، دانشگاه خوارزمی تهران، ایران

2 دانشیار گروه رفتار حرکتی، دانشکده تربیت ‌بدنی و علوم ورزشی، دانشگاه خوارزمی تهران، ایران

3 استاد گروه رفتار حرکتی، دانشکده تربیت ‌بدنی و علوم ورزشی، دانشگاه خوارزمی تهران، ایران

چکیده

هدف: یافتن بهترین شیوه آموزشی مسئله‌ای است که امروزه توجه محققین علوم رفتاری را به خود جلب کرده است. در راستای این بحث هدف این مطالعه بررسی تأثیر تأثیر روش آموزش خطی و TGFU بر تبحر حرکتی و شایستگی حرکتی ادراک‌شده کودکان در بازی های فوتسال بود.
روش­ها: جامعه آماری این مطالعه همه کودکان 9-12 سال شهر اهواز بودند (میانگین سن= 7/10 و انحراف استاندارد=41/1). شرکت کنندگان شامل 40 پسر بودند که به صورت داوطلبانه در این مطالعه شرکت کردند. آنها به مدت دو ماه (16 جلسه یک و نیم ساعته) تمرینات فوتسال را در گروههای خطی (20 نفر) و TGFU (20 نفر) انجام دادند. ابزار اندازه گیری شامل پرسشنامه‌های انگیزش درونی برای ارزیابی شایستگی حرکتی ادراک‌شده و آزمون برونینکس اوزرتسکی برای ارزیابی تبحر حرکتی بودند. داده ها با استفاده از آزمون تی مستقل و نرم افزار آماری SPSS نسخه 20 تحلیل شدند.
یافته­ها: نتایج آزمون تی مستقل نشان داد تبحر حرکتی (تی (1،38) = 52 /3-، پی= 00/0) و شایستگی حرکتی ادراک‌شده (تی (1،38) = 44 /2-، پی= 02/0) گروه آموزش برای درک به‌طور معنی‌داری بیشتر از گروه خطی هست.
نتیجه ­گیری: این مطالعه مؤثر بودن روش آموزش مرتبط با بازی نسبت به روش خطی را نمایان کرده است که می‌تواند در مدارس و مهدکودک‌ها کاربرد داشته باشد.
 
 

کلیدواژه‌ها

عنوان مقاله [English]

Effect of Linearity and Teaching Games for Understanding (TGFU) on Motor Proficiency and Perceived Motor Competence in Futsal

نویسندگان [English]

  • Maryam Davoodi 1
  • Rasoul Yaali 2
  • Farhad Ghadiri 2
  • Abbas Bahram 3
1 PhD student ,Department of Motor Behavior, Faculty of Physical Education, Kharazmi University, Tehran, Iran
2 Associate Professor. Faculty of Physical Education, Kharazmi University, Tehran, Iran.
3 Professor. Faculty of Physical Education, Kharazmi University, Tehran, Iran.
چکیده [English]

Purpose: Finding the best teaching method is a current issue of interest to behavioural scientists. This study aims to investigate the effect of teaching games for understanding (TGFU) and linearity on motor proficiency and perceived motor competence in futsal games.
Methods: The study's population included children aged 9-12 years in Ahvaz (Mean age = 10.7, SD = 1.41). Two groups of subjects (20 participants in each group) engaged in futsal skill training using Teaching Games for Understanding (TGFU) and linear methods. Perceived motor competence was evaluated using the Intrinsic Motivation Questionnaire, and actual motor competence was assessed with the Bruininks-Oseretsky test. The training sessions lasted for two months, with 16 sessions, each lasting one and a half hours. Data were analyzed using an independent t-test in SPSS version 20 statistical software.
Results: The results of an independent t-test revealed significant differences in motor proficiency (t(1.38) = -3.52, p = 0.00) and perceived motor competence (t (1.38) = -2.44, p = 0.02) between the TGFU and linear groups, with TGFU showing higher effectiveness.
Conclusion: The study's findings demonstrate the effectiveness of teaching games for understanding (TGFU) methods over linear methods, which can be implemented in schools and kindergartens.
 

کلیدواژه‌ها [English]

  • Motor Proficiency
  • Perceived Motor Competence
  • TGFU
  • Linear Method

مراجع

  1. Tremblay MS, Warburton DER, Janssen I, Paterson DH, Latimer AE, Rhodes RE, et al. New Canadian physical activity guidelines. Appl Physiol Nutr Metab. 2011;36(1):36–46. http://dx.doi.org/10.1139/h11-009
  2. Nelson TF, Gortmaker SL, Subramanian S V, Cheung L, Wechsler H. Disparities in overweight and obesity among US college students. Am J Health Behav. 2007;31(4):363–73. http://dx.doi.org/10.5993/ajhb.31.4.3
  3. Cadoret G, Bigras N, Duval S, Lemay L, Tremblay T, Lemire J. The mediating role of cognitive ability on the relationship between motor proficiency and early academic achievement in children. Hum Mov Sci. 2018;57:149–57. http://dx.doi.org/10.1016/j.humov.2017.12.002
  4. Ghorbanzadeh B, Mohammadi Orangi B, Aghdasi M. The Mediator Role of Emotional Intelligence on the Relationship between Gross and Fine Motor Skill with Academic Achievement in Children. Sport Psychol Stud. 2020;8(30):239–56. In Persian https://doi.org/10.22089/spsyj.2020.7957.1857
  5. Stodden DF, Goodway JD, Langendorfer SJ, Roberton MA, Rudisill ME, Garcia C, et al. A developmental perspective on the role of motor skill competence in physical activity: An emergent relationship. Quest. 2008;60(2):290–306. http://dx.doi.org/10.1080/00336297.2008.10483582
  6. Mohammadi Orangi B, Yaali R, Shahrzad N. The effect of eight weeks of aerobic rhythmic exercises with music on motor proficiency, anxiety and depression in children with developmental coordination disorder. Mot bihavior. 2018;9(30):17–34. In Persian https://doi.org/10.22089/mbj.2018.3599.1437
  7. Galahu, E., and J. C. Ozmoon. "Understanding motor development in a lifetime." Trans Bahram A, Ghadiri F, Shahrzad N. Tehran: Nafe 2012 (2012).‏
  8. Payne V, Isaacs L. Human motor development: A lifespan approach. Mt View, Calif Mayf Pub. 2012; 5–23.
  9. Mohammadi Oranghi B, Aghdasi M, Yaali R. Effect of Aerobic Rhythmic Exercises with Music on Emotional Intelligence and Motor Proficiency in Children with Developmental Coordination Disorder. Mot Behav. 2019;11(36):17–34. In Persian https://doi.org/10.22089/mbj.2018.5592.1651
  10. Renshaw I, Chow JY, Davids K, Button C. Nonlinear pedagogy in skill acquisition: An introduction. Routledge; 2015.
  11. Supriadi D. Implementasi Model Teaching Game for Understanding terhadap Keterampilan Bermain dalam Strike and Fielding Games. J Penelit Pendidik. 2019;18(3):270–5. https://doi.org/10.17509/jpp.v18i3.14998
  12. Crespo M, Reid MM, Miley D. Tennis: Applied examples of a game-based teaching approach. Strategies. 2004;17(4):27–30. https://doi.org/10.1080/08924562.2004.10591100
  13. Ebrahimi Tavakolian M, Mohammadi Orangi B, Ghadiri, F., Mohammad Nejad M. The effect of nonlinear pedagogy on motor proficiency and self-esteem of hyperactive obese girls. J Fundam Ment Heal. 2020;22(3):240–50. https://doi.org/10.22038/jfmh.2020.16474
  14. Wang Y, Yatim MHM. A Framework of Childhood Obesity Prevention Through Game-Based Learning. In: Design, Motivation, and Frameworks in Game-Based Learning. IGI Global; 2019. 154–83. http://dx.doi.org/10.4018/978-1-6684-5360-5.ch025
  15. Butler J, Griffin L. More teaching games for understanding: Moving globally. Human Kinetics; 2010.
  16. Thorpe RD, Bunker DJ. A model for the teaching of games in secondary schools. London. Bull Phys Educ. 1983;19:5–9.
  17. Tan WH. A Coaching Framework for Meta-Games: A Case Study of FPS Trainer. In: Design, Motivation, and Frameworks in Game-Based Learning. IGI Global; 2019. 184–212. 10.4018/978-1-5225-6026-5.ch007
  18. Ríos JVS, Guijarro E, Rocamora I, Marinho JLC. Teaching Games for Understandings vs Direct Instruction: levels of physical activity on football U-12. Educ Sport Heal Phys Act Int J. 2019;3(1):46–55.
  19. Norouzi Seyed Hoseini E, Norouzi Seyed Hossieni R. Effects of TGFU Teaching Method on Self-Determine Motivation and Learning of Volleyball Serve in Adolescent Students. Mot Behav. 2017; 9(29):17–34. In Persian https://doi.org/10.22089/mbj.2017.4342.1516
  20. Alizadeh L, Mohammad Zadeh H. The role of task constraints manipulation on learning of skills and strategies of basketball by nonlinear pedagogy (TGFU). Motor Behavior, 11(38), 115-128. In Persian https://doi.org/10.22089/mbj.2018.4684.1547
  21. Daneshyar E, Mohammadzadeh H. Comparison of tactical knowledge and situational interest in traditional teaching and game-based methods. Motor Behavior, In Persian 2021, 123-150. https://doi.org/10.22089/mbj.2020.8277.1846
  22. Bruininks RH. Bruininks-Oseretsky Test of Motor Proficiency, (BOT-2). Minneapolis, MN Pearson Assess. 2005. https://psycnet.apa.org/doi/10.1037/t14991-000
  23. Orangi BM, Shahrzad N, Yaali R. The relationship between motor proficiency with body mass index and nutritional status in healthy boys 10-14 years old. Research in Sport Management and Motor Behavior (RSMMB). 2018; 7(14):59–69. In Persian
  24. Jafari M, Badami R. The Effect of Basic Gymnastic Exercises in Environments with Different Colors, on Static and Dynamic Balance. Research in Sport Management and Motor Behavior (RSMMB), 2018; 7(14):49–58. In Persian
  25. McAuley E, Duncan T, Tammen V. “Psychometric properties of the Intrinsic Motivation Inventory in a competitive sport setting: A confirmatory factor analysis”. Research Quarterly for Exercise and Sport. 1987;60(48):58. https://doi.org/10.1080/02701367.1989.10607413
  26. Gil-Arias A, Harvey S, Cárceles A, Práxedes A, Del Villar F. Impact of a hybrid TGGU-Sport Education unit on student motivation in physical education. PLoS One. 2017; 12(6):e0179876. https://doi.org/10.1371%2Fjournal.pone.0179876
  27. Hopper T, Butler J, Storey B. TGfU – Simply Good Pedagogy: Understanding a Complex Challenge. Ottawa, Ontario: PHE-Canada. 2009;
  28. Dyson B, Griffin LL, Hastie P. Sport education, tactical games, and cooperative learning: Theoretical and pedagogical considerations. Quest, 56(2):226–40. https://doi.org/10.1080/00336297.2004.10491823
  29. Harter S, Younie S. The determinants and mediational role of global self-worth in children. 1987. https://doi.org/10.1007/978-1-4684-8264-5_4
  30. Renshaw I, Davids K, Savelsbergh G. Motor Learning in Practice: A Constraints-led Approach. London: Routledge. 2010.
  31. Williams AM, Hodges NJ. Practice, Instruction and Skill Acquisition: Challenging Tradition. J Sports Sci. 2005;23(6):637–650. https://doi.org/10.1080/02640410400021328
  32. Schöllhorn WI, Mayer-Kress G, Newell KM, Michelbrink M. Time scales of adaptive behavior and motor learning in the presence of stochastic perturbations. Hum Mov Sci. 2009; 28(3):319–33. https://doi.org/10.1016/j.humov.2008.10.005
روانشناسی ورزش
دوره 16، شماره 1
1403
صفحه 221-234

فایل ها

سابقه مقاله

  • تاریخ دریافت: 05 مرداد 1400
  • تاریخ بازنگری: 26 آبان 1400
  • تاریخ پذیرش: 28 آذر 1400

هم رسانی

ارجاع به این مقاله

آمار