Mina Keshavarz; Hasan Mohammadzadeh
Abstract
Introduction: In recent years, there has been considerable interest in the evolution of physical education teaching from a linear to a non-linear approach. This study aimed to investigate the effectiveness of traditional games with a hybrid of games for understanding and game sense teaching approaches ...
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Introduction: In recent years, there has been considerable interest in the evolution of physical education teaching from a linear to a non-linear approach. This study aimed to investigate the effectiveness of traditional games with a hybrid of games for understanding and game sense teaching approaches on students' motor proficiency.Methods: This research was quasi-experimental with a pre-test and post-test design conducted in a field-based study. Fifty-five girl students (10-11years) were randomly divided into four groups: teaching game for understanding, game sense, hybrid of teaching game for understanding and game sense, and traditional group. Subjects practiced one-hour session three days a week according to their group's educational approach for 12 weeks. The Bruininks-Oseretsky test was used to assess children's motor proficiency.Results: The results of Mixed ANOVA showed a significant difference between the pre-test and post-test of the first three groups. So, it can be stated that for gross motor skills, the Hybrid group got the highest score with 79% of variance explained, and for fine motor skills and total motor proficiency, the teaching game for understanding got the highest scores with 84% and 85% of the variance explained, respectively. Traditional education did not have a significant effect on the investigated variables.Conclusion: It can be concluded that using the hybrid approach improves children's motor proficiency. The present study shows that teaching games for understanding and game sense models in the form of traditional games are a proper training method to improve motor proficiency in students. It seems that these approaches can be transferred to other educational levels
Younes Olfatian; Mahmoud Shiekh; Abbas Minooi
Abstract
One of the basic motor skills in childhood is manipulation skills. Gross motor manipulation is a person's relationship with the objects and has this feature: force is applied to an object or the force of an object is absorbed. The aim of this study was to examine the effect of a selected motor program ...
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One of the basic motor skills in childhood is manipulation skills. Gross motor manipulation is a person's relationship with the objects and has this feature: force is applied to an object or the force of an object is absorbed. The aim of this study was to examine the effect of a selected motor program including team traditional games as motor experiences on manipulation skills development in boys aged between 6 and 8 (1st to 3rd grade of elementary school) in deprived areas. In this semi-experimental study, 20 children were selected from the male children in deprived areas of Andimeshk city purposively by convenience sampling method through a personality questionnaire. Firstly, they were pretested with Ulrich Gross Motor Development Test. The subjects were randomly matched in two groups: 10 kids in experiment group and 10 kids in control group. Then the selected motor program was executed for 24 sessions, 45 minutes each session for 8 weeks. During the execution of the program, the control group performed their usual activities. After the end of the program, both groups were post-tested. After checking the normality of the data and equality of variances, data were analyzed using multivariate analysis of variance and one-way ANOVA in the context of MANOVA. Results showed that traditional games had a positive effect on development of manipulation skills (F6.4=30.75, sig=0.003, ƞ2=0.979). So an opportunity can be provided for children to train and increase the development of their basic manipulation skills and their movement by encouraging them to play proper games and enriching the environment.
