مطالعات روان‌شناسی ورزشی

مطالعات روان‌شناسی ورزشی

تأثیر بازی‌های بومی- محلی و بازی‌های منتخب دبستانی بر سواد بدنی و کارکردهای اجرایی در دختران و پسران

نوع مقاله : مطالعه پژوهشی اصیل

نویسندگان
نفیسه روشی
فرشید طهماسبی
غلامرضا لطفی
گروه رفتار حرکتی، دانشکده تربیت بدنی و علوم ورزشی، دانشگاه تربیت دبیر شهید رجایی ، تهران، ایران
10.22089/spsyj.2025.17813.2560
چکیده
هدف: پژوهش حاضر با هدف بررسی تأثیر بازی‌های بومی-محلی و بازی‌های دبستانی بر دانش سواد بدنی و کارکردهای اجرایی در دختران و پسران انجام شد.
مواد و روش ها: این پژوهش از نظر هدف، کاربردی و از نظر شیوه اجرا، نیمه ‌تجربی از نوع پیش‌آزمون ـ پس‌آزمون با گروه کنترل بود. شرکت‌کنندگان پژوهش شامل 60 دانش‌آموز دختر و پسر 11 تا 12 ساله مدارس ابتدایی مهدیه و والفجر شهرستان رودان استان هرمزگان بودند که به شیوه در دسترس انتخاب شدند. شرکت‌کنندگان پس از تکمیل دو پرسشنامه ارزیابی سواد بدنی کانادا و پرسشنامه درجه‌بندی رفتاری کارکردهای اجرایی، با استفاده از طرح ABBA به‌صورت تصادفی در سه گروه (بازی بومی-محلی ، بازی دبستانی، و کنترل) برای هر جنسیت تقسیم شدند و در مجموع 6 گروه (هر گروه 10 نفر) تشکیل شد. گروه بازی‌های بومی-محلی و دبستانی به مدت 5 هفته، هر هفته 3 جلسه 45 دقیقه‌ای، به ترتیب 10 بازی بومی-محلی و 10 بازی هدفمند دبستانی را انجام دادند. گروه کنترل در این مدت تنها به فعالیت های روزمره خود ادامه دادند. پس از اتمام جلسات، پس‌آزمون برگزار شد. داده‌ها با استفاده از تحلیل واریانس دوراهه در نرم‌افزار SPSS با سطح معناداری 05/0 تحلیل شدند.
یافته ها: نتایج نشان داد که هرچند نمرات دانش سواد بدنی در هر دو جنسیت بهبود یافت، اما تفاوت معناداری بین گروه‌ها مشاهده نشد (p≥0.05). مداخله بازی‌های بومی-محلی و دبستانی به بهبود نمرات دانش سواد بدنی و کارکردهای اجرایی منجر شد، اما تنها گروه بومی-محلی در کارکردهای اجرایی، تنظیم رفتار و فراشناخت بهبود معناداری نسبت به گروه‌های دبستانی و کنترل نشان داد(p≤0.05)، در حالی‌که تأثیر بازی‌های دبستانی از نظر آماری معنادار نبود (p≥0.05).
نتیجه گیری: این یافته‌ها بر اهمیت گنجاندن بازی‌های بومی-محلی در برنامه‌های آموزشی برای تقویت رشد شناختی و رفتاری کودکان تأکید می‌کنند.
کلیدواژه‌ها
سواد بدنی
کارکردهای اجرایی
بازی
بازی‌های بومی- محلی
بازی‌های دبستانی
موضوعات

عنوان مقاله English

The Effect of Traditional and Selected School Games on Physical Literacy and Executive Functions of Girls and Boys

نویسندگان English

Nafiseh Raveshi
Farshid Tahmasbi
Gholamreza Lotfi
Department of Motor Behavior, Faculty of Physical Education & Sport Sciences, Shahid Rajaee Teacher Training University, Tehran, Iran.
چکیده English

Objective: The present study aimed to investigate the effect of traditional and selected school games on physical literacy and executive functions in boys and girls.
Materials and Methods: This study was applied in terms of purpose and quasi-experimental in terms of execution, with a pretest-posttest design including a control group. The participants consisted of 60 male and female students aged 11 to 12 years from Mahdiyeh and Valfajr elementary schools in Rudan County, Hormozgan Province, who were selected through convenience sampling. After completing the Canadian Assessment of Physical Literacy (CAPL) questionnaire and the Behavior Rating Inventory of Executive Function (BRIEF), participants were randomly assigned into three groups (traditional games, selected school games, and control) for each gender using an ABBA design, forming a total of 6 groups (10 individuals per group). The traditional and selected school games groups performed 10 traditional games and 10 goal-oriented school games, respectively, over 5 weeks, with 3 sessions per week, each lasting 45 minutes. The control group continued their daily activities during this period. A posttest was administered after the sessions concluded. Data were analyzed using two-way analysis of variance (ANOVA) in SPSS software, with a significance level of 0.05.
Findings: The results showed that although physical literacy knowledge scores improved in both genders, no significant difference was observed between the groups (p ≥ 0.05). The traditional and selected school games interventions led to improvements in physical literacy knowledge and executive functions scores, but only the traditional group showed significant improvements in executive functions, behavior regulation, and metacognition compared to the selected school games and control groups (p ≤ 0.05), while the effect of selected school games was not statistically significant (p ≥ 0.05).
Conclusion: These findings emphasize the importance of incorporating traditional games into educational programs to enhance children's cognitive and behavioral development.

کلیدواژه‌ها English

Physical Literacy
Executive Functions
Traditional Games
School Games
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مطالعات روان‌شناسی ورزشی
دوره 15، شماره 56
تابستان 1405
صفحه 143-158

  • تاریخ دریافت 16 اسفند 1403
  • تاریخ بازنگری 12 آذر 1404
  • تاریخ پذیرش 21 آذر 1404