Document Type : Research Paper I Open Access I Released under CC BY-NC 4.0 license
Authors
Razi University
Abstract
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 7- to 9-year-old girls.
Methods: This quasi-experimental study was conducted with 30 girls aged 7 to 9, divided into two groups of 15 (linear and nonlinear teaching). The intervention consisted of 8 weeks of training (3 sessions per week), and 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 the 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 the 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 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.
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