سامانه مدیریت نشریات علمی دانشگاه شهید بهشتی

حسینی کیا, مهناز, باقری اصل, فرزانه. (1403). تاثیر الگو دهی ماهر و در حال یادگیری بر اکتساب و یادداری تبحر حرکتی با تاکید بر مهارت های پایه ژیمناستیک. , 16(2), 49-67. doi: 10.48308/mbsp.2022.226864.1111
مهناز حسینی کیا; فرزانه باقری اصل. "تاثیر الگو دهی ماهر و در حال یادگیری بر اکتساب و یادداری تبحر حرکتی با تاکید بر مهارت های پایه ژیمناستیک". , 16, 2, 1403, 49-67. doi: 10.48308/mbsp.2022.226864.1111
حسینی کیا, مهناز, باقری اصل, فرزانه. (1403). 'تاثیر الگو دهی ماهر و در حال یادگیری بر اکتساب و یادداری تبحر حرکتی با تاکید بر مهارت های پایه ژیمناستیک', , 16(2), pp. 49-67. doi: 10.48308/mbsp.2022.226864.1111
حسینی کیا, مهناز, باقری اصل, فرزانه. تاثیر الگو دهی ماهر و در حال یادگیری بر اکتساب و یادداری تبحر حرکتی با تاکید بر مهارت های پایه ژیمناستیک. , 1403; 16(2): 49-67. doi: 10.48308/mbsp.2022.226864.1111

تاثیر الگو دهی ماهر و در حال یادگیری بر اکتساب و یادداری تبحر حرکتی با تاکید بر مهارت های پایه ژیمناستیک

روانشناسی ورزش
مقاله 4، دوره 16، شماره 2، 1403، صفحه 49-67    اصل مقاله (962.67 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.48308/mbsp.2022.226864.1111
نویسندگان
مهناز حسینی کیا* 1؛ فرزانه باقری اصل2
1کارشناس ارشد رفتار حرکتی، دانشگاه آزاد اسلامی واحد کرمانشاه، کرمانشاه، ایران
2استادیار تربیت بدنی دانشگاه آزاد اسلامی واحد کرمانشاه، کرمانشاه، ایران
چکیده
هدف: روش الگودهی ماهر و در حال یادگیری از مهم ترین عوامل موثر بر یادگیری حرکتی است. هدف مطالعه حاضر بررسی تاثیر الگوی در حال یادگیری و الگوی ماهر بر یادگیری تبحر حرکتی (چابکی، تعادل ایستا و پویا) در کودکان پیش دبستانی شهرستان کرمانشاه  بود.
روش‌ها: روش پژوهش حاضر به شیوه  آزمایشی با پیش آزمون، پس آزمون بود. نمونه آماری پژوهش 30 کودک پیش دبستانی بودند که از مهدکودک های شهر کرمانشاه و به صورت در دسترس انتخاب شدند. مشارکت کنندگان در سه گروه کنترل و الگودهی ماهر و در حال یادگیری مشارکت داشتند. بعد از پیش آزمون، گروه در حال یادگیری 12 جلسه شصت کوششی به همراه دستورالعمل و بازخورد، آموزش داده شد، و گروه الگوی ماهر، فیلم ویدیویی اجرای آزمون چابکی، تعادل  ایستا و پویا یکی از افراد حرفه ای را مشاهده کردند.داده ها از طریق تحلیل واریانس اندازه گیری مکرر و با استفاده از نرم افزار SPSS  نسخه 26 تحلیل شد.
یافته‌ها: نتایج تحلیل واریانس نشان داد که هر دو گروه (گروه الگودهی ماهر و در حال یادگیری)، در یادگیری مهارت مورد نظر از مرحله پیش‎آزمون تا آزمون اکتساب پیشرفت داشتند و این پیشرفت تا مرحله آزمون یادداری تا حدودی پایدار بود (05/0>P). همچنین، هم در مرحله اکتساب و هم در مرحله یادداری، تفاوت معنی‎داری بین گروه‎های الگوی ماهر و الگوی در حال یادگیری وجود نداشت (05/0<P).
نتیجه‌گیری: در یادگیری مهارت هایی همچون تعادل ایستا، تعادل پویا، چابکی، روش الگودهی ماهر و در حال یادگیری به لحاظ صرف وقت و هزینه برای شاگردان، مربیان، معلمان و والدین سودمندتر است و موجب یادگیری بیشتر و پایدارتر می شود.
کلیدواژه‌ها
الگوی در حال یادگیری؛ الگوی ماهر؛ چابکی؛ تعادل ایستا؛ تعادل پویا
عنوان مقاله [English]
Effects of Learning and Skilled Models on Acquisition and Retention of Motor Proficiency, with Emphasis on Basic Gymnastics Skills
نویسندگان [English]
Mahnaz Hossini Kia1؛ Farzaneh Bagheri Asl2
1MSc of motor behavior, Islamic Azad University Kermanshah Branch, Kermanshah, Iran
2Assistant Professor of Physical Education, Islamic Azad University Kermanshah Branch, Kermanshah, Iran
چکیده [English]
Purpose: Learning and skilled models are crucial factors that influence motor learning. This study aims to explore the impact of learning models and skilled models on the acquisition and retention of motor proficiency, specifically focusing on basic gymnastics skills.
Methods: An experimental method with pre and post-test assessments was employed. The study included 30 pre-schoolers from kindergartens in Kermanshah city, selected through convenient sampling. Participants were divided into three groups: control, learning model, and skilled model. Following the pre-test, the learning group underwent 12 training sessions of sixty attempts each with instructions and feedback, while the skilled model group watched a video of a professional performing agility, static, and dynamic balance tests. Data analysis was conducted using multivariate repeated measures analysis of variance in SPSS 26.
Results: The analysis of variance results indicated that both the learning and skilled groups demonstrated significant progress in acquiring the desired skill from the pre-test to the acquisition test, and this progress was maintained until the retention test (P>0.05). Furthermore, there was no significant difference between the skilled model and the learning model in both the acquisition and retention stages (P<0.05).
Conclusion: These findings suggest that learning skills such as static balance, dynamic balance, agility, and skilled patterning methods are more advantageous for students, educators, teachers, and parents in terms of time and cost, leading to more sustainable learning outcomes.
کلیدواژه‌ها [English]
Learning Model, Skilled Model, Agility, Static Balance, Dynamic Balance
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