رشد و یادگیری حرکتی ورزشی

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مقایسۀ آموزش خطی و غیرخطی بازی‌های توپی بالشولة هایدلبرگ بر میزان فعالیت بدنی؛ با تأکید بر خودکارامدی و لذت از فعالیت در دختران هفت تا نه‌ساله

نوع مقاله : مقاله پژوهشی Released under CC BY-NC 4.0 license I Open Access I

نویسندگان

1 گروه رفتار حرکتی، دانشکدۀ علوم ورزشی، دانشگاه رازی، کرمانشاه، ایران.

2 گروه رفتار حرکتی، دانشکدۀ علوم ورزشی، دانشگاه رازی، کرمانشاه، ایران .

3 گروه رفتار حرکتی ، دانشکده علوم ورزشی، دانشگاه رازی، کرمانشاه، ایران.

چکیده

مقدمه: این پژوهش با هدف مقایسۀ دو روش آموزش خطی و غیرخطی بازی‌های توپی بالشولة هایدلبرگ  بر میزان فعالیت بدنی، خودکارامدی و لذت از فعالیت در دختران هفت تا نه‌ساله انجام گرفت.
روش پژوهش: این تحقیق نیمه‌تجربی با ۳۰ دختر هفت تا نه‌ساله در دو گروه ۱۵ نفره (آموزش خطی و غیرخطی) انجام گرفت. مداخله شامل هشت هفته تمرین (سه جلسه در هفته) بود و فعالیت بدنی شرکت‌کنندگان با پرسشنامة فعالیت بدنی نونهالان (ضامنی و همکاران، ۱۳۹۸) در طول دوره و دو ماه پس از آن اندازه‌گیری شد. همچنین از پرسشنامه‌های خودکارامدی و لذت از فعالیت بدنی مورانو و همکاران (2019) قبل و بعد از مداخله استفاده شد.
یافته‌ها: نتایج حاصل از تحلیل واریانس مرکب نشان داد که روش آموزش غیرخطی تأثیر معناداری بر افزایش سطح فعالیت بدنی، خودکارامدی و لذت از فعالیت بدنی داشته است (p>0/5). اثر اصلی گروه در تمامی متغیرهای وابسته معنادار بود، که بیانگر تفاوت‌های شایان توجه بین دو گروه خطی و غیرخطی است. با این حال، اثر اصلی زمان و همچنین اثر تعاملی زمان × گروه در هیچ‌یک از متغیرهای وابسته به سطح معناداری نرسید (p>0/5).
نتیجه‌گیری: آموزش غیرخطی بازی‌های توپ‌های هایدلبرگ با افزایش خودکارامدی و لذت از فعالیت بدنی، نسبت به آموزش خطی، تأثیر بیشتری در بهبود و پایداری سطح فعالیت بدنی دختران هفت تا نه‌ساله دارد. این یافته‌ها می‌توانند مبنای علمی برای طراحی برنامه‌های آموزشی مؤثرتر جهت ارتقای مشارکت کودکان در فعالیت بدنی باشند.

کلیدواژه‌ها

عنوان مقاله [English]

Comparison of the Linear and Nonlinear Teaching Methods of Heidelberg Ball School Games on Physical Activity Levels: Emphasizing Self-Efficacy and Enjoyment in 7 to 9-Year-Old Girls

نویسندگان [English]

  • Razie parnow 1
  • Ayoob Sabaghi 2
  • Behrooz Ebrahimi 3

1 Department of Motor Behavior, Faculty of Sport Sciences, Razi University, Kermanshah, Iran.

2 Department of Motor Behavior, Faculty of Sport Sciences , Razi University, Kermanshah, Iran.

3 Department of Motor Behavior, Faculty of Sport Sciences , Razi University, Kermanshah, Iran .

چکیده [English]

Introduction: This study aimed to compare the effects of linear and nonlinear teaching methods of Heidelberg Ball School games on physical activity levels, self-efficacy, and enjoyment of activity in girls aged 7 to 9 years.
Methods: This quasi-experimental study was conducted with 30 girls aged 7 to 9 years, who were assigned to two groups of 15 (linear and nonlinear teaching). The intervention consisted of 8 weeks of training (three sessions per week). Participants' physical activity levels were measured during the intervention and two months post-intervention using the Youth Physical Activity Questionnaire (Zamani et al., 2019). Additionally, the Self-Efficacy and Enjoyment of Physical Activity questionnaires by Murano et al. (2019) were administered before and after the intervention.
Results: The results of mixed ANOVA analysis revealed that the nonlinear teaching approach had a significant effect on increasing physical activity levels, self-efficacy, and enjoyment of physical activity (P<0.05). The main effect of group was significant across all dependent variables, indicating notable differences between the linear and nonlinear groups. However, the main effect of time and the interaction effect of time × group did not reach statistical significance for any of the dependent variables (P>0.05).
Conclusion: The nonlinear teaching of Heidelberg Ball School games, by enhancing self-efficacy and enjoyment of physical activity, has a greater impact on improving and sustaining physical activity levels among 7- to 9-year-old girls compared to linear teaching. These findings can serve as a scientific basis for designing more effective educational programs to promote children's participation in physical activities.

کلیدواژه‌ها [English]

  • Ball Games
  • Enjoyment
  • Pedagogy
  • Physical Activity
  • Self-Efficacy
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رشد و یادگیری حرکتی ورزشی
دوره 17، شماره 4
دی 1404
صفحه 91-110
فایل ها
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  • تاریخ دریافت: 25 مهر 1403
  • تاریخ بازنگری: 13 بهمن 1403
  • تاریخ پذیرش: 17 بهمن 1403
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