تأثیر الگو "تدریس بازی برای فهمیدن" بر سواد جسمانی پسران ده ساله
پژوهش در ورزش تربیتی
مقاله 5 ، دوره 10، شماره 27 ، شهریور 1401، صفحه 131-154 1.35 M )
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22089/res.2021.10923.2124 نویسندگان
فاطمه سبزواری شهرضا 1 شهاب پروین پور* 2 مهدی نمازی زاده 3 1 دانشجو دکتری رشد حرکتی، دانشگاه آزاد اسلامی واحد تهران مرکزی2 استادیار رفتار حرکتی، دانشکده تربیت بدنی و علوم ورزشی، دانشگاه خوارزمی، تهران، ایران3 دانشیار رفتار حرکتی، دانشگاه آزاد اسلامی اصفهان واحد خوراسگانچکیده هدف از انجام این پژوهش بررسی تأثیر الگو " تدریس بازی برای فهمیدن " بر سواد جسمانی و حوزههای زیر مجموعه آن بوده است. بدین منظور دانشآموزان دو کلاس چهارم (میانگین سنی7/0 ± 2/10سال) در یک مدرسه در شهر سیرجان به طور تصادفی در دو گروه کنترل و تجربی قرار گرفتند (هر گروه 22 نفر). در مرحله اول از کلیه دانش آموزان شرکتکننده تست ارزیابی کانادایی سواد جسمانی نسخه دوم گرفته شد و گروه تجربی در یک دوره مداخله با الگو " تدریس بازی برای فهمیدن " به مدت 36 جلسه و هر جلسه 45 دقیقه شرکت کردند و گروه کنترل برنامه کلاسی همیشگی خود را انجام دادند. سپس ارزیابی سواد جسمانی برای بار دوم در پایان مداخله برای هر دو گروه انجام شد. برای تجزیه و تحلیل دادهها از آزمون تک متغیره من ویتنی برای مقایسه نمرههای هر فاکتور بعد از مداخله استفاده شد و همچنین برای بررسی گروههای مطالعه با حذف اثر هر فاکتور قبل از مداخله با توجه به نوع مقیاس از آزمونهای چند متغیره آنالیز کواریانس و یا آنالیز رگرسیون پواسن با استفاده از روش "جی.ای.ای" در سطح معناداری (05/0 P ≤ ) استفاده شد. نتایج نشان داد این الگو تأثیر معناداری بر سواد جسمانی، رفتار روزمره، درک و فهم و انگیزه و اعتماد به نفس دارد، اما تفاوت معناداری بر توانمندی جسمانی مشاهده نشد. این نتایج حمایت از این فرضیه را فراهم میکنند که استفاده از این الگو میتواند در تسهیل رشد مؤلفه‌های سواد جسمانی کودکان مؤثر باشد . کلیدواژه‌ها
دانشآموزان ؛ رفتار روزمره ؛ درک و فهم مراجع
Alcalá, D. H., & Garijo, A. H. (2017). Teaching games for understanding: A comprehensive approach to promote student’s motivation in physical education. Journal of human kinetics , 59(1): 17-27. Almond, L. (2013). What is the value of physical literacy and why is physical literacy valuable?.Presidents Message, America, S. H. A. P. E., Couturier, L., Chepko, S., & Holt, S. A. (2014). National standards & grade-level outcomes for K-12 physical education. Champaign: Human Kinetics. Bailey, P., Hunsberger, M., & Hayden, K. A. (1998). The diverse faces of critical literacy: Only knowledge or also social action?. Alberta journal of educational research , 44(2): 120.
Balakrishnan, M., Rengasamy, S., & Aman, M. S. (2011). Effect of teaching games for understanding approach on students' cognitive learning outcome. International Scholarly and Scientific Research & Innovation, 5(5), 714-716 Capel, S., & Whitehead, M. (2013). Debates in physical education. Routledge , , London , pp. 3-21.Castelli, D. M., Centeio, E. E., Beighle, A. E., Carson, R. L., & Nicksic, H. M. (2014). Physical literacy and comprehensive school physical activity programs. Preventive medicine , 66: 95-100.
Cocca, A., Espino Verdugo, F., Ródenas Cuenca, L. T., & Cocca, M. (2020). Effect of a Game-Based Physical Education Program on Physical Fitness and Mental Health in Elementary School Children. International Journal of Environmental Research and Public Health , 17(13): 4883. Dania, A., Kossyva, I., & Zounhia, K. (2017). EFFECTS OF A TEACHING GAMES FOR UNDERSTANDING PROGRAM ON PRIMARY SCHOOL STUDENTS'PHYSICAL ACTIVITY PATTERNS. European Journal of Physical Education and Sport Science , 3(2), 81-94.Davids, K., Hristovski, R., Araújo, D., Balague-Serre, N., Button, C., & Passos, P. (Eds). (2014). Complex systems in sport . London: Routledge. Doozan, A., & Bae, M. (2016). Teaching physical literacy to promote healthy lives: TGfU and related approaches. The Physical Educator , 73: 471-487. Dudley, D. A. (2015). A conceptual model of observed physical literacy. The Physical Educator , 72: 236-260. Fawkner, S., Henretty, J., Knowles, A. M., Nevill, A., & Niven, A. (2014). The influence of maturation, body size and physical self-perceptions on longitudinal changes in physical activity in adolescent girls. Journal of sports sciences , 32(4): 392-401. Fletcher, T., & Bullock, S. M. (2012). Enacting literacy pedagogies: A collaborative self-study by teacher educators in physical education and science. Studying Teacher Education , 8: 19-33. Fu, Y., Gao, Z., Hannon, J. C., Burns, R. D., & Brusseau, T. A. (2016). Effect of the SPARK program on physical activity, cardiorespiratory endurance, and motivation in middle-school students. Journal of Physical Activity and Health , 13(5): 534-542. Gabbett, T., Jenkins, D., & Abernethy, B. (2009). Game-based training for improving skill and physical fitness in team sport athletes. International Journal of Sports Science & Coaching , 4(2): 273-283. Green, N. R., Roberts, W. M., Sheehan, D., & Keegan, R. J. (2018). Charting physical literacy journeys within physical education settings. Journal of Teaching in Physical Education , 37(3): 272-279. Griffin L., Oslin J.L., Mitchell S.A. (1995). An analysis of two instructional approaches to teaching net games. Research Quarterly for Exercise and Sport , 66: 65–66. Harvey, S., Cushion, C. J., Wegis, H. M., & Massa-Gonzalez, A. N. (2010). Teaching games for understanding in American high-school soccer: A quantitative data analysis using the game performance assessment instrument. Physical Education and Sport Pedagogy , 15(1): 29-54. Harvey, S., & Jarrett, K. (2014). A review of the game-centred approaches to teaching and coaching literature since 2006. Physical Education and Sport Pedagogy , 19(3): 278-300. Harvey, S., Song, Y., Baek, J. H., & Van Der Mars, H. (2016). Two sides of the same coin: Student physical activity levels during a game-centred soccer unit. European Physical Education Review , 22(4): 411-429. Jurbala, P. (2015). What is physical literacy, really? Quest , 67: 367-383. Light, R. (2002). Engaging the body in learning: promoting cognition in games through TGfU. ACHPER Healthy Lifestyles Journal , 49(2): 23-26. Longmuir, P. E., Boyer, C., Lloyd, M., Yang, Y., Boiarskaia, E., Zhu, W., & Tremblay, M. S. (2015). The Canadian assessment of physical literacy: methods for children in grades 4 to 6 (8 to 12 years). BMC public health , 15(1): 767. Mandigo, J., Lodewyk, K., & Tredway, J. (2019). Examining the Impact of a Teaching Games for Understanding Approach on the Development of Physical Literacy Using the Passport for Life Assessment Tool. Journal of Teaching in Physical Education , 38(2): 136-145. Oslin JL, Mitchell SA. 2006. Game-centered approaches to teaching physical education. In: O’Sullivan M, Kirk D, Macdonald D, eds. Handbook of physical education. Champaign: Human Kinetics. 627-650.
Osman, A. S. H. R. A. F. (2017). Effects of teaching games for understanding on tactical awareness and decision making in soccer for college students. Ovidius University Annals, Series Physical Education and Sport/Science, Movement and Health , 17(2): 170-177. Pearson, P. J., & Webb, P. (2008). Developing effective questioning in teaching games for understanding (TGfU). Paper presented at the 1st Asia Pacific sport in education conference, AdelaidePasek, M., Szark-Eckardt, M., Wilk, B., Zuzda, J., Żukowska, H., Opanowska, M., ... & Kupcewicz, E. (2020). Physical Fitness as Part of the Health and Well-Being of Students Participating in Physical Education Lessons Indoors and Outdoors. International Journal of Environmental Research and Public Health , 17(1): 309. Penney, D., & Chandler, T. (2000). Physical education: What future (s)?. Sport , Education and Society , 5(1): 71-87. Renshaw, I., Araújo, D., Button, C., Chow, J. Y., Davids, K., & Moy, B. (2016). Why the constraints-led approach is not teaching games for understanding: A clarification. Physical Education and Sport Pedagogy , 21(5): 459-480. Roberts, S., & Fairclough, S. (2011). Observational analysis of student activity modes, lesson contexts and teacher interactions during games classes in high school (11—16 years) physical education. European Physical Education Review , 17(2): 255-268. Rovegno, I., & Dolly, J. P. (2006). 3.4 Constructivist perspectives on learning. Handbook of physical education , 242. Santos-Rocha, R., Rieger, T., & Jimenez, A. (2015). Europe Active’s Essentials of Fitness Instruction. Campaign: Human Kinetics. Slingerland, M., Haerens, L., Cardon, G., & Borghouts, L. (2014). Differences in perceived competence and physical activity levels during single-gender modified basketball game play in middle school physical education. European Physical Education Review , 20(1): 20-35. Thorpe, R., Bunker, D., & Almond, L. (1986). Rethinking games teaching. Department of Physical Education and Sports Science, University of Technology .Trajković, N., Madić, D. M., Milanović, Z., Mačak, D., Padulo, J., Krustrup, P., & Chamari, K. (2020). Eight months of school-based soccer improves physical fitness and reduces aggression in high-school children. Biology of Sport , 37(2): 185. Trudeau, F., & Shephard, R. J. (2008). Physical education, school physical activity, school sports and academic performance. International Journal of Behavioral Nutrition and Physical Activity , 5(1): 10. Webb, P. I., Pearson, P. J., & Forrest, G. (2006). Teaching Games for Understanding (TGfU) in primary and secondary physical education. International Conference for Health, Physical Education Recreation, Sport and Dance, 1st Oceanic Congress Wellington. New Zealand.Whitehead, M. (2007). Physical literacy: Philosophical considerations in relation to developing a sense of self, universality and propositional knowledge. Sport, Ethics and Philosophy , 1(3): 281–298. Whitehead, M. (Ed.). (2010). Physical literacy: Throughout the lifecourse . New York, NY: Routledge. Whitehead, M. (2013). What is physical literacy and how does it impact on physical education. Debates in physical education , 37-52. Yu, C. C. W., Chan, S., Cheng, F., Sung, R. Y. T., & Hau, K. T. (2006). Are physical activity and academic performance compatible? Academic achievement, conduct, physical activity and self‐esteem of Hong Kong Chinese primary school children. Educational Studies , 32(4): 331-341.
آمار
تعداد مشاهده مقاله: 1,629
تعداد دریافت فایل اصل مقاله: 446
