پژوهشگاه تربیت بدنی و علوم ورزشی

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مهران منش, مهراب, واعظ موسوی, سید محمد کاظم, اصلانخانی, محمد علی. (1403). پیامدهای آموزش خطی و غیرخطی در یادگیری مهارت های حرکتی و ورزشی: مطالعه مروری نظام مند. , 16(55), 75-108. doi: 10.22089/mbj.2022.13464.2050
مهراب مهران منش; سید محمد کاظم واعظ موسوی; محمد علی اصلانخانی. "پیامدهای آموزش خطی و غیرخطی در یادگیری مهارت های حرکتی و ورزشی: مطالعه مروری نظام مند". , 16, 55, 1403, 75-108. doi: 10.22089/mbj.2022.13464.2050
مهران منش, مهراب, واعظ موسوی, سید محمد کاظم, اصلانخانی, محمد علی. (1403). 'پیامدهای آموزش خطی و غیرخطی در یادگیری مهارت های حرکتی و ورزشی: مطالعه مروری نظام مند', , 16(55), pp. 75-108. doi: 10.22089/mbj.2022.13464.2050
مهران منش, مهراب, واعظ موسوی, سید محمد کاظم, اصلانخانی, محمد علی. پیامدهای آموزش خطی و غیرخطی در یادگیری مهارت های حرکتی و ورزشی: مطالعه مروری نظام مند. , 1403; 16(55): 75-108. doi: 10.22089/mbj.2022.13464.2050

پیامدهای آموزش خطی و غیرخطی در یادگیری مهارت های حرکتی و ورزشی: مطالعه مروری نظام مند

رفتار حرکتی
مقاله 4، دوره 16، شماره 55، فروردین 1403، صفحه 75-108    اصل مقاله (1.25 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22089/mbj.2022.13464.2050
نویسندگان
مهراب مهران منش1؛ سید محمد کاظم واعظ موسوی* 2؛ محمد علی اصلانخانی3
1گروه رفتار حرکتی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران
2گروه تربیت بدنی و علوم ورزشی، دانشگاه جامع امام حسین، تهران، ایران
3گروه رفتار حرکتی، دانشگاه شهید بهشتی، تهران، ایران
چکیده
هدف این پژوهش مرور مطالعات انجام‌شده در ایران روی پیامدهای یادگیری مهارت‌های حرکتی و ورزشی براساس روش‌های آموزش خطی و غیرخطی بود. برای ترکیب کیفی ادبیات پژوهشی از روش مرور نظام‌مند براساس خط مشیء‌های نسخه 2020 بیانیه پریزما استفاده شد. جستجو با استفاده از 26 عبارت از سه منبع اطلاعاتی (سامانه نشریات علمی ایران، پایگاه مجلات تخصصی نور و گوگل اسکولار) در بازه زمانی سال 2000 تا 2022 میلادی انجام شد و در مجموع، 2086 رکورد در جستجوی اولیه حاصل شد. پس از بررسی عناوین، چکیده‌ها، حذف رکوردهای تکراری، بررسی متن کامل مقالات و بررسی معیارهای ورود و خروج، در نهایت 26 مقاله واجد شرایط انتخاب گردید. در مجموع، 88 درصد مطالعات مربوط به پنج سال اخیر بودند و 1008 نفر در آنها شرکت داشتند (41 درصد پسر). بیشتر مطالعات در زمینه تربیت بدنی مدارس (58 درصد) روی آموزش نُه گونه مهارت حرکتی- ورزشی متمرکز داشته و پیامدهای جسمی- حرکتی و ورزشی (80 درصد)، شناختی (19 درصد) و عاطفی (42 درصد) در آنها بررسی شده است. بجز چند مطالعه ناهمخوان، در بیشتر مطالعات، روش‌های آموزش غیرخطی از جمله رویکرد دانش‌آموز محور، مدل آموزش ورزش، یادگیری مشارکتی، رویکرد هدایت‌شده با محدودگرها و رویکردهای مبتنی بر بازی (مدل آموزش بازی برای فهمیدن، رویکرد بازی‌های تاکتیکی، حس بازی، تمرین بازی، آموزش بازی‌های موقعیتی) در ایجاد پیامدهای مثبت یادگیری اثربخشی‌تر از روش‌های آموزش خطی بودند. براساس یافته‌های مرور نظام‌مند حاضر، ملاحظات روش شناسی و مسیرهای آتی برای پژوهش روی روش‌های آموزش مهارت‌های حرکتی و ورزشی مورد بحث قرار می‌گیرند.
کلیدواژه‌ها
روش آموزش؛ پیامدهای یادگیری؛ آموزشی سنتی؛ آموزشی مبتنی بر مدل؛ تربیت بدنی
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