نوع مقاله : مطالعه پژوهشی اصیل
نویسندگان
1 عضو هیئت علمی دانشگاه خوارزمی تهران
2 کارشناسی ارشد گروه رفتار حرکتی دانشگاه فرهنگیان نسیبه، تهران، ایران
3 استادیار گروه رفتار حرکتی دانشگاه فرهنگیان نسیبه، تهران، ایران
چکیده
هدف این پژوهش بررسی تأثیر رویکرد آموزش خطی و غیرخطی بر انگیزۀ مشارکت دانشآموزان در ساعات تربیت‌بدنی بود. 40 دانش آموز به‌صورت تصادفی در دو گروه 20 نفره آموزش خطی و غیرخطی قرار گرفتند. در مرحلۀ پیشآزمون شرکتکنندگان پرسش‌نامه انگیزۀ مشارکت ورزشی را تکمیل کردند. تکلیف مورد استفاده، دو با مانع بود که در مسیر 50 متری انجام شد. برای اجرای پروتکل در آموزش خطی از رویکرد سنتی آموزش استفاده شد. در گروه آموزش غیرخطی از دستکاری محدودگرها (تغییر در فاصله و ارتفاع موانع) استفاده شد. پس از پایان مرحلۀ اکتساب پسآزمون به عمل آمد. نتایج نشان داد روش آموزش خطی و غیرخطی تأثیر معناداری بر میزان انگیزۀ مشارکت دانش آموزان دارد. همچنین مشخص شد گروه آموزش غیرخطی نسبت به گروه آموزش خطی، انگیزش مشارکت بهتری داشت. به معلمان و مربیان تربیت‌بدنی پیشنهاد می‌شود به‌منظور ارتقأ انگیزۀ مشارکت دانشآموزان از رویکرد آموزش غیرخطی استفاده نمایند.
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
The Effect of Training Method (Linear and Nonlinear) on Student Participation Motivation in Physical Education Class
نویسندگان [English]
- Rasoul Yaali 1
- Nasrin Teymoori 2
- sara Bagheri 3
1 Kharazmi University of Tehran
2 Motor Behavior Department, Nasibeh Teacher Training College, Tehran, Iran
3 Motor Behavior Department, Nasibeh Teacher Training College, Tehran, Iran
چکیده [English]
The present study was conducted to compare the effect of linear and nonlinear pedagogy on students̓ participation motivation in physical education class. 40 students were selected by random sampling method and were assigned to two groups of linear and nonlinear pedagogy consisting of 20 subjects per each group. In the pre-test, participants were asked to complete the Participation Motivation Questionnaire (PMQ). Flights of hurdles were used as the task completed in a 50-meter route. Traditional education approach was applied in linear pedagogy group. In nonlinear pedagogy group, constraint changes (distance and height of barriers) were used. The post-test was performed after acquisition phase. Results showed that linear and nonlinear teaching methods had a significant effect on student’s participation motivation. It was also found that, the subjects in non-linear training group had better participation motivation than those in the linear training group. In this regard, physical education teachers and educators are suggested to use a nonlinear approach to enhance student’s participation motivation
کلیدواژه‌ها [English]
- Nonlinear Pedagogy
- Linear Pedagogy
- Participation Motivation
- Flights of Hurdles
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