Document Type : Research Paper I Open Access I Released under CC BY-NC 4.0 license
Authors
1 دانشگاه دامغان
2 Department of Movement Learning and Growth, Faculty of Physical Education and Sports Sciences, University of Tehran, Tehran,
3 Department of Motor Behavior, Faculty of Physical Education, Al-Zahra University, Tehran, Iran.
Abstract
Introduction: The aim of this study was to compare linear, nonlinear, and differential and TGFU methods on individual and team creativity and decision-making in combination with inclusive education.
Methods: To achieve this goal, 64 male children (10.22±1.73) were selected as available samples. For two months, children practiced futsal skills two sessions every week and each session lasted 90 minutes in four groups (12 normal children, two hyperactive children and two DCD children in each group). The number of observed actions was recorded and analyzed for each variable: individual creativity, team creativity, and decision-making creativity. Part of the data was analyzed descriptively and the rest with 2 (time)*4 (group) ANOVA test.
Results: The results of this study indicate that the linear method has less impact on individual, team, and decision-making creativity compared to the nonlinear, TGFU, and differential methods. The nonlinear group outperformed the others in original and creative actions, team creativity, and decision-making. In the inclusive education section, individuals with disabilities showed better performance in post-tests for creative actions, original actions, team creativity, and decision-making in the nonlinear, differential, and TGFU groups compared to the linear method.
Conclusion: The results of this study emphasize the importance of integrating inclusive education with non-linear methods, in which the manipulation of constraints can cover the weaknesses of children with problems. These results can be used in schools.
Keywords
- Differential Learning
- Inclusive Education
- Linear Pedagogy
- Nonlinear Pedagogy
- Teaching Games For Understand
Main Subjects
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