پژوهش در مدیریت ورزشی و رفتار حرکتی

نقش فراهم سازها در رشد مهارت های حرکتی بنیادی دستکاری کودکان: کاربردی از چارچوب نظری نقطه چالش

نویسندگان

مرضیه بلالی
محمد کاظم واعظ موسوی
عبدالله قاسمی
https://doi.org/10.29252/JRSM.9.17.15
چکیده
هدف تحقیق حاضر بررسی پیش بینی­های نظریه نقطه چالش (گاداگنولی و لی، 2004) از طریق مقایسه دو گروه بازی­های چالشی و غیر­چالشی در توسعه مهارت­های بنیادی دستکاری بود. برای این منظور 30 کودک 4 تا 6 سال از یکی از مهد کودک­های تهران انتخاب و بر اساس نمره­های پیش­آزمون در دو گروه قرار داده شدند. در هر دو گروه، از بازی­هایی جهت توسعه مهارت­های دستکاری استفاده شد با این تفاوت که در گروه بازی های چالشی، سختی تکلیف به صورت پیشرونده افزایش پیدا می­کرد، در حالی که سختی تکلیف در گروه دیگر ثابت باقی می­ماند. مداخله 8 هفته، 2 جلسه در هفته و 42 دقیقه در هر جلسه بود. مهارت­های دستکاری کودکان با استفاده از آزمون رشد حرکتی اولریخ، ویرایش دوم، در ابتدا و یک هفته پس از انتهای دوره مداخله اندازه­گیری شد. نتایج تحلیل واریانس چند متغیره نشان داد پیشرفت دو گروه در نمره کلی مهارت­های دستکاری و همه خرده مقیاس­ها به جز دریافت کردن با هم اختلاف معناداری نداشت. در مجموع، هر چند پیش­بینی­های نظریه نقطه چالش به طور کامل در توسعه مهارت­های دستکاری کودکان سالم مورد تایید قرار نگرفت اما برتری گروه چالشی در مهارت دریافت نشان داد این روش در توسعه مهارت­های پیچیده کاربرد بیشتری دارد.

کلیدواژه‌ها

بازی
سختی تکلیف کارکردی
مهد کودک
یادگیری حرکتی

عنوان مقاله English

The role of affordances in developing children manipulative movement skills: an application of challenge point framework

نویسندگان English

Marzieh Balali
Mohammad Kazem Vaez Mousavi
Abdollah Ghasemi
چکیده English

The purpose of present study was to investigate predictions of challenge point theory (guadagnoli and lee, 2004) through comparing two group of challenging and nonchallenging games in developing manipulative fundamental movement skills. Thirty 4 to 6 years old child were selected from one of the kindergartens of Tehran and were grouped according to pretest scores. The games were used were designed for developing manipulative skills in both groups, however the task difficulty of these games was increased in challenging group while in nonchallenging group it was kept constant. The intervention was 8 weeks, 2 session for each week and 42 minutes for each session. Children's manipulative skills were assessed using Test of Gross Motor Development – second version in the beginning and the end of the intervention. The results of multivariate analysis of variance showed that improvement groups in total score of manipulative skills and all subscales exept that catching wasn't significant. In total, if the challenge point theories predictions on developing of manipulative skills of healthy children failed to be proved but better improvement of challenging group in catching shows that this method is more effective in developing complex skills.

کلیدواژه‌ها English

Play
Functional Task Difficulty
Kindergarten
motor learning
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