میز خدمت الکترونیک
دوره ویراستاری

  اخبار و اعلانات

 آمار

تعداد نشریات127
تعداد شماره‌ها7,139
تعداد مقالات76,849
تعداد مشاهده مقاله154,462,355
تعداد دریافت فایل اصل مقاله116,514,744
پرنو, راضیه, صباغی, ایوب, ابراهیمی, بهروز. (1404). 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. , 17(4), 91-110. doi: 10.22059/jsmdl.2025.383894.1803
راضیه پرنو; ایوب صباغی; بهروز ابراهیمی. "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". , 17, 4, 1404, 91-110. doi: 10.22059/jsmdl.2025.383894.1803
پرنو, راضیه, صباغی, ایوب, ابراهیمی, بهروز. (1404). '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', , 17(4), pp. 91-110. doi: 10.22059/jsmdl.2025.383894.1803
پرنو, راضیه, صباغی, ایوب, ابراهیمی, بهروز. 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. , 1404; 17(4): 91-110. doi: 10.22059/jsmdl.2025.383894.1803

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

رشد و یادگیری حرکتی ورزشی
مقاله 7، دوره 17، شماره 4، دی 1404، صفحه 91-110    اصل مقاله (1.1 M)
نوع مقاله: مقاله پژوهشی Released under CC BY-NC 4.0 license I Open Access I
شناسه دیجیتال (DOI): 10.22059/jsmdl.2025.383894.1803
نویسندگان
راضیه پرنو1؛ ایوب صباغی2؛ بهروز ابراهیمی* 3
1گروه رفتار حرکتی، دانشکدۀ علوم ورزشی، دانشگاه رازی، کرمانشاه، ایران.
2گروه رفتار حرکتی، دانشکدۀ علوم ورزشی، دانشگاه رازی، کرمانشاه، ایران .
3گروه 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
بازی‌های توپی؛ خودکارآمدی؛ روش آموزش؛ فعالیت بدنی؛ لذت از فعالیت
مراجع
Abusleme-Allimant, R., Hurtado-Almonacid, J., Reyes-Amigo, T., Yáñez-Sepúlveda, R., Cortés-Roco, G., Arroyo-Jofré, P., & Páez-Herrera, J. (2023). Effects of structured and unstructured physical activity on gross motor skills in preschool students to promote sustainability in the physical education classroom. Sustainability, 15(13), 10167. https://doi.org/10.3390/su151310167

Annesi, J. J. (2006). Relations of physical self-concept and self-efficacy with frequency of voluntary physical activity in preadolescents: Implications for after-school care programming. Journal of Psychosomatic Research, 61(4), 515-520. https://doi.org/10.1016/j.jpsychores.2006.04.009

Azlan, A., Ismail, N., Fauzi, N. F. M., & Talib, R. A. (2021). Playing traditional games vs. free-play during physical education lesson to improve physical activity: a comparison study. Pedagogy of Physical Culture and Sports, 25(3), 178-187. https://doi.org/10.15561/26649837.2021.0306

Balali, M., VaezMousavi, M., Ghasemi, A., & Parvinpour, S. (2019). Effects of challenging games on manipulative motor skills of 4–6 years old children: an application of challenge point framework. Early Child Development and Care, 189(5), 697-706. https://doi.org/10.1080/03004430.2017.1339276

Bang, H. J., Li, L., & Flynn, K. (2023). Efficacy of an Adaptive Game-Based Math Learning App to Support Personalized Learning and Improve Early Elementary School Students’ Learning. Early Childhood Education Journal, 51(4), 717-732. https://doi.org/10.1007/s10643-022-01332-3

Barr-Anderson, D. J., Young, D. R., Sallis, J. F., Neumark-Sztainer, D. R., Gittelsohn, J., Webber, L., Saunders, R., Cohen, S., & Jobe, J. B. (2007). Structured physical activity and psychosocial correlates in middle-school girls. Preventive medicine, 44(5), 404-409. https://doi.org/10.1016/j.ypmed.2007.02.012

Baysden, E., Mendoza, N., Callender, C., Deng, Z., & Thompson, D. (2022). Teen reactions to a self-representational avatar: A qualitative exploration. Journal of Sport and Health Science, 11(2), 157-163. https://doi.org/10.1016/j.jshs.2021.07.004

Breed, R., & Spittle, M. (2020). Developing game sense in physical education and sport. Human Kinetics Publishers.

Burns, R. D., Fu, Y., & Podlog, L. W. (2017). School-based physical activity interventions and physical activity enjoyment: A meta-analysis. Prev Med, 103, 84-90. https://doi.org/10.1016/j.ypmed.2017.08.011

Buszard, T., Reid, M., Masters, R., & Farrow, D. (2016). Scaling the equipment and play area in children’s sport to improve motor skill acquisition: A systematic review. Sports medicine, 46, 829-843. https://doi.org/10.1007/s40279-015-0452-2

Butler, J., Oslin, J., Mitchell, S., & Griffin, L. (2008). The way forward for TGfU: filling the chasm between theory and practice. Physical & Health Education Journal, 74(1).

Carcamo-Oyarzun, J., Herrmann, C., Gerlach, E., Salvo-Garrido, S., & Estevan, I. (2023). Motor competence, motivation and enjoyment in physical education to profile children in relation to physical activity behaviors. Physical Education and Sport Pedagogy, 1-16. https://doi.org/10.1080/17408989.2023.2265399

Carraro, A., Young, M. C., & Robazza, C. (2008). A contribution to the validation of the physical activity enjoyment scale in an Italian sample. Social Behavior and Personality: an international journal, 36(7), 911-918. https://doi.org/10.2224/sbp.2008.36.7.911

Colella, D., Morano, M., Bortoli, L., & Robazza, C. (2008). A physical self-efficacy scale for children. Social Behavior and Personality: an international journal, 36(6), 841-848. https://doi.org/10.2224/sbp.2008.36.6.841

Crotti, M., Rudd, J. R., Roberts, S., Boddy, L. M., Fitton Davies, K., O’Callaghan, L., Utesch, T., & Foweather, L. (2021). Effect of Linear and Nonlinear Pedagogy Physical Education Interventions on Children’s Physical Activity: A Cluster Randomized Controlled Trial (SAMPLE-PE). Children, 8(1), 49. https://doi.org/10.3390/children8010049

Crotti, M., Rudd, J., Roberts, S., Fitton Davies, K., O’Callaghan, L., Utesch, T., & Foweather, L. (2022). Physical activity promoting teaching practices and children’s physical activity within physical education lessons underpinned by motor learning theory (SAMPLE-PE). PloS one, 17(8), e0272339 . https://doi.org/10.1371/journal.pone.0272339

Doolen, N. B., & Bixby, W. R. (2017). Regulating Pleasure During Exercise: Impact on Exercise Adherence: 2404 Board# 4 June 2 9: 30 AM-11: 30 AM. Medicine & Science in Sports & Exercise, 49(5S), 672. https://doi.org/10.1249/01.mss.0000518772.55895.b4

Ebdalifar, A., Parvinpour, S., & Vaez Mousavi, S. M. (2022). Comparison of the Effect of Linear and Nonlinear Methods on Children’s Actual. The Scientific Journal of Rehabilitation Medicine, 11(4), 626-639. https://doi.org/10.32598/sjrm.11.4.11

Elbeltagi, R., Al-Beltagi, M., Saeed, N. K., & Alhawamdeh, R. (2023). Play therapy in children with autism: Its role, implications, and limitations. World J Clin Pediatr, 12(1), 1-22. https://doi.org/10.5409/wjcp.v12.i1.1

Fairclough, S. J., & Stratton, G. (2006). A review of physical activity levels during elementary school physical education. Journal of teaching in physical education, 25(2), 240-258. https://doi.org/10.1123/jtpe.25.2.240

Fairclough, S. J., Weaver, R. G., Johnson, S., & Rawlinson, J. (2018). Validation of an observation tool to assess physical activity-promoting physical education lessons in high schools: SOFIT. J Sci Med Sport, 21(5), 495-500. https://doi.org/10.1016/j.jsams.2017.09.186

Farris, S. G., Legasse, A. J., Uebelacker, L. A., Brown, R. A., Price, L. H., & Abrantes, A. M. (2019). Anxiety sensitivity is associated with lower enjoyment and an Anxiogenic response to physical activity in smokers. Cognitive therapy and research, 43, 78-87. https://doi.org/10.1007/s10608-018-9948-z

Fitzpatrick, K. (2019). What happened to critical pedagogy in physical education? An analysis of key critical work in the field. European Physical Education Review, 25(4), 1128-1145. https://doi.org/10.1177/1356336X18796530

Ghorbani Marzoni, M., Bahram, A., ghadiri, f., & yaali, r. (2024). Comparison of the effect of two linear and nonlinear pedagogy approaches on intrinsic motivation of children. Journal of Sport Management and Motor Behavior, 19(38), 29-50. https://doi.org/10.22080/jsmb.2023.17344.3217 (In Persian)

Gudadappanavar, A. M., Benni, J. M., & Javali, S. B. (2021). Effectiveness of the game-based learning over traditional teaching-learning strategy to instruct pharmacology for Phase II medical students. J Educ Health Promot, 10, 91. https://doi.org/10.4103/jehp.jehp_624_20

Gusnani, Zalfendi, Erizal, N., & Nurul, I. (2020, August). Development of Game-Based Basic Motion Learning Models for Elementary School Students Proceedings of the 1st International Conference of Physical Education (ICPE 2019). Published by Atlantis Press.https://doi.org/ 10.2991/assehr.k.200805.080

Han, S.-s., Li, B., Wang, G.-x., Ke, Y.-z., Meng, S.-q., Li, Y.-x., Cui, Z.-l., & Tong, W.-x. (2022). Physical Fitness, Exercise Behaviors, and Sense of Self-Efficacy Among College Students: A Descriptive Correlational Study. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.932014

Hills, A. P., Dengel, D. R., & Lubans, D. R. (2015). Supporting public health priorities: recommendations for physical education and physical activity promotion in schools. Progress in cardiovascular diseases, 57(4), 368-374. https://doi.org/10.1016/j.pcad.2014.09.010

I Schollhorn, W., Hegen, P., & Davids, K. (2012). The nonlinear nature of learning-A differential learning approach. The Open Sports Sciences Journal, 5(1).

 Jafari, S., Sabaghi, A., & Ebrahimi, B. (2024). The impact of 8 weeks of Heidelberg Ballschule games on the motor proficiency and visual-motor skills of 7-9 year-old female students. International Journal of Adolescence and Youth, 29(1), 2435274. https://doi.org/10.1080/02673843.2024.2435274

Khaledi, M., Heirani, A., & Sabaghi, A. (2022). Effects of Eight Weeks of Selected Virtual‐Assisted Montessori‐Based Games on Motor Proficiency and Perceived Self‐Control in Children with Spastic Hemiplegia during the Coronavirus Outbreak. BioMed research international, 2022(1), 5792094. https://doi.org/10.1155/2022/5792094

Khodadad Kashi, S., Khosromanesh, R., & Asadolahi, A. (2022). Investigating the physical activity of Iranian girls aged 7-12 years: Designing a qualitative model. Research in Sport Management and Motor Behavior, 12(24), 190-208. https:doi.org/10.52547/JRSM.12.24.190 (In Prsian)

Kirk, D. (2013). Educational Value and Models-Based Practice in Physical Education. Educational Philosophy and Theory, 45(9), 973-986. https://doi.org/10.1080/00131857.2013.785352

Kirk, D., & Haerens, L. (2014). New research programmes in physical education and sport pedagogy. Sport, Education and Society, 19(7), 899-911. https://doi.org/10.1080/13573322.2013.874996

Komar, J., Chow, J.-Y., Chollet, D., & Seifert, L. (2014). Effect of analogy instructions with an internal focus on learning a complex motor skill. Journal of applied sport psychology, 26(1), 17-32. https://doi.org/10.1080/10413200.2013.771386

Korcz, A., Krzysztoszek, J., Bronikowski, M., Łopatka, M., & Bojkowski, Ł. (2023). Associations between physical activity, screen time, sleep time and selected academic skills in 8/9-year-old children. BMC public health, 23(1), 1335. https://doi.org/10.1186/s12889-023-16230-5

Ladwig, M. A., Vazou, S., & Ekkekakis, P. (2018). “My best memory is when I was done with it”: PE memories are associated with adult sedentary behavior. Translational Journal of the American College of Sports Medicine, 3(16), 119-129. https://doi.org/10.1249/TJX.0000000000000067

Lee, M. C., Chow, J. Y., Komar, J., Tan, C. W., & Button, C. (2014). Nonlinear pedagogy: an effective approach to cater for individual differences in learning a sports skill. PloS one, 9(8), e104744. https://doi.org/10.1371/journal.pone.0104744

Lee, M. C. Y., Chow, J. Y., Button, C., & Tan, C. W. K. (2017). Nonlinear Pedagogy and its role in encouraging twenty-first century competencies through physical education: a Singapore experience. Asia Pacific Journal of Education, 37(4), 483-499. https://doi.org/10.1080/02188791.2017.1386089

Liao, C.-C., Hsu, C.-H., Kuo, K.-P., Luo, Y.-J., & Kao, C.-C. (2023). Ability of the sport education model to promote healthy lifestyles in university students: a randomized controlled trial. International Journal of Environmental Research and Public Health, 20(3), 2174. https://doi.org/10.3390/ijerph20032174

McAuley, E., Szabo, A., Gothe, N., & Olson, E. A. (2011). Self-efficacy: Implications for Physical Activity, Function, and Functional Limitations in Older Adults. Am J Lifestyle Med, 5(4). https://doi.org/10.1177/1559827610392704

Metzler, M. (2017). Instructional models in physical education. Routledge. https://doi.org/10.4324/9781315213521

Milne, S. E. (1999). Self-efficacy in changing societies. Journal of Health Psychology, 4(2), 281-283. https://doi.org/10.1177/135910539900400207

Mohammadi Orangi, B., Yaali, R., Ackah-Jnr, F. R., Bahram, A., & Ghadiri, F. (2021). The effect of nonlinear and linear methods and inclusive education on self-esteem and motor proficiency of ordinary and overactive children. Journal of Rehabilitation Sciences & Research, 8(2), 69-78. https://doi.org/10.30476/jrsr.2021.88992.1120

Moon, J., Webster, C. A., Stodden, D. F., Brian, A., Mulvey, K. L., Beets, M., Egan, C. A., McIntosh, L. I. F., Merica, C. B., & Russ, L. (2024). Systematic review and meta-analysis of physical activity interventions to increase elementary children’s motor competence: a comprehensive school physical activity program perspective. BMC public health, 24(1), 826. https://doi.org/10.1186/s12889-024-18145-1

Morales-Sánchez, V., Hernández-Martos, J., Reigal, R. E., Morillo-Baro, J. P., Caballero-Cerbán, M., & Hernández-Mendo, A. (2021). Physical Self-Concept and Motor Self-Efficacy Are Related to Satisfaction/Enjoyment and Boredom in Physical Education Classes. Sustainability, 13(16), 8829. https://www.mdpi.com/2071-1050/13/16/8829

Morano, M., Bortoli, L., Ruiz, M. C., Vitali, F., & Robazza, C. (2019). Self-efficacy and enjoyment of physical activity in children: factorial validity of two pictorial scales. PeerJ, 7, e7402. https://doi.org/10.7717/peerj.7402

Naibaho, L., Samosir, R., & Hulu, A. (2022). The Effect of Throwing and Catching the Ball on the Social-Emotional Ability of 5-6-Year-Old Children in Smart Ceria Simbontar Kindergarten. Eximia, 5(1), 415-422.

Peers, C., Issartel, J., Behan, S., O'Connor, N., & Belton, S. (2020). Movement competence: Association with physical self-efficacy and physical activity. Human Movement Science, 70, 102582. https://doi.org/10.1016/j.humov.2020.102582

 Petrušič, T. (2023). The effects of an 8-week ball game intervention on the motor abilities of 6-7-year-olds. Kinesiologia Slovenica: scientific journal on sport, 29(3), 119-134. https://doi.org/10.52165/kinsi.29.3.119-134

Renshaw, I., Headrick, J., Maloney, M., Moy, B., & Pinder, R. (2019). Constraints-led learning in practice: Designing effective learning environments. In Skill Acquisition in Sport (pp. 163-182). Routledge.

Rudd, J. R., Pesce, C., Strafford, B. W., & Davids, K. (2020). Physical literacy-A journey of individual enrichment: An ecological dynamics rationale for enhancing performance and physical activity in all. Frontiers in psychology, 11, 1904. https://doi.org/10.3389/fpsyg.2020.01904

Simón-Piqueras, J. Á., Cano-Noguera, F., Zamorano-García, D., & Gil-Madrona, P. (2023). Efecto de un programa de iniciación a la natación basado en juegos motores acuáticos sobre la autoestima corporal y socio afectiva en niñas y niños de 5 y 6 años de edad. Revista Electrónica Interuniversitaria de Formación del Profesorado, 26(3), 75-88. https://doi.org/10.6018/reifop.570041

Simón-Piqueras, J. Á., Prieto-Ayuso, A., Gómez-Moreno, E., Martínez-López, M., & Gil-Madrona, P. (2022). Evaluation of a program of aquatic motor games in the improvement of motor competence in children from 4 to 5 years old. Children, 9(8), 1141. https://doi.org/10.3390/children9081141

Sutapa, P., Pratama, K. W., Rosly, M. M., Ali, S. K. S., & Karakauki, M. (2021). Improving Motor Skills in Early Childhood through Goal-Oriented Play Activity. Children (Basel), 8(11). https://doi.org/10.3390/children8110994

Tavakolian, M. E., Orangi, B. M., Ghadiri, F., & Nejad, M. M. (2020). The effect of nonlinear pedagogy on motor proficiency and self-esteem of hyperactive obese girls. J Fundam Ment Heal, 22(3), 240-250. https://doi.org/10.22038/JFMH.2020.16474

Vaghetti, C. A. O., Monteiro-Junior, R. S., Finco, M. D., Reategui, E., & da Costa Botelho, S. S. (2018). Exergames experience in physical education: A review. Physical Culture and Sport. Studies and Research, 78(1), 23-32. https://doi.org/10.2478/pcssr-2018-0010

Wang, X., & Zhou, B. (2024). Motor development-focused exercise training enhances gross motor skills more effectively than ordinary physical activity in healthy preschool children: an updated meta-analysis. Frontiers in Public Health, 12, 1414152. https://doi.org/10.3389/fpubh.2024.1414152

Wright, C., Buxcey, J., Gibbons, S., Cairney, J., Barrette, M., & Naylor, P. J. (2020). A Pragmatic Feasibility Trial Examining the Effect of Job Embedded Professional Development on Teachers' Capacity to Provide Physical Literacy Enriched Physical Education in Elementary Schools. Int J Environ Res Public Health, 17(12). https://doi.org/10.3390/ijerph17124386

Yan, W., Chen, L., Wang, L., Meng, Y., Zhang, T., & Li, H. (2023). Association between enjoyment, physical activity, and physical literacy among college students: a mediation analysis [Original Research]. Frontiers in Public Health, 11. https://doi.org/10.3389/fpubh.2023.1156160

Yli-Piipari, S., Watt, A., Jaakkola, T., Liukkonen, J., & Nurmi, J. E. (2009). Relationships between physical education students' motivational profiles, enjoyment, state anxiety, and self-reported physical activity. J Sports Sci Med, 8(3), 327-336.

Zameni, L., Yeylaghi Ashrafi, M. R., & Khalaji, H. (2020). Psychometric Properties of the Persian Version of the Physical Activity Questionnaire for Older Children (PAQ-C). Sport Physiology, 11(44), 123-142. https://doi.org/10.22089/spj.2020.8328.1988

آمار
تعداد مشاهده مقاله: 511
تعداد دریافت فایل اصل مقاله: 253





سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب