مقایسه تأثیر دو مدل آموزشی بریادگیری مهارت های بسکتبال در شرایط رقابتی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه آموزشی رفتار حرکتی، واحد تهران مرکزی،دانشگاه آزاد اسلامی، تهران، ایران

2 گروه آموزشی رفتار حرکتی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران Mnamazizadeh@gmail.com

3 گروه آموزشی رفتار حرکتی، دانشگاه امام حسین(ع)، تهران، ایران

چکیده

هدف از پژوهش حاضر مقایسه تأثیر دو مدل آموزشی (بازی های تاکتیکی و مستقیم) بر یادگیری مهارت های منتخب بسکتبال در شرایط رقابتی است. نمونه پژوهش 24 دانشجوی دختر تربیت بدنی از دانشگاه آزاد اسلامی واحد مرودشت بودند که واحد درسی بسکتبال را اخذ نموده بودند. به همین منظور نمونه آماری پژوهش، به دو گروه تقسیم شدند که یک گروه با مدل آموزشی بازی های تاکتیکی (n=12) و گروه دیگر با مدل آموزشی مستقیم (n=12) آموزش داده شدند. برنامه تمرینی شامل 8 هفته، هفته ای 2 جلسه و هر جلسه 90 دقیقه بود.  این پژوهش شامل سه مرحله پیش آزمون، تمرین و پس آزمون بود و با استفاده از ابزار GpAI، تاکتیک ها (تصمیم گیری و حمایت هم تیمی)مورد سنجش قرار گرفتند. برای تحلیل داده ها از روش های آمار توصیفی، روش های آماری آزمون تحلیل واریانس و آزمون تی استفاده شد. نتایج نشان داد که تفاوت معناداری (P ) بین مهارت های منتخب و عملکرد حرکتی بازیکنان دو مدل بازی های تاکتیکی و مدل مستقیم وجود ندارد. علاوه بر این نمرات درصدی مهارت های حرکتی، تصمیم گیری و حمایت هم تیمی برای هر دو گروه در مرحله پس آزمون نسبت به پیش آزمون، افزایش معناداری را نشان می دهد. به طور کلی، نتایج پژوهش نشان می دهد که مدل تاکتیکی و مدل مستقیم به یک اندازه می توانند در بهبود عملکرد بسکتبال تأثیر داشته باشند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Effect comparison of two instruction models on learning of Basketball skills in competition condition

نویسندگان [English]

  • rezvan rezvaniasl 1
  • Mehdi namazizadeh 2
  • Mohammad kazem vaezmosavi 3
1 Department of Motor Behaviour, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2 Department of Motor Behaviour, Central Tehran Branch, Islamic Azad University, Tehran, Iran Mnamazizadeh@gmail.com
3 Department of Motor Behaviour, Emam Hossein University, Tehran, Iran
چکیده [English]

Abstract
The aim of this study was investigation effect comparison of two instruction models (the tactical game and straight) on learning of Basketball selected skills in competition condition. The subjects were 24 female PE student of Islamic Azad University of Marvdasht that they had got Basketball course. They distributed to 2 groups, a group trained with tactical game model (n=12) and another group trained with straight model (n=12). They trained for 8 weeks, 2 sections in each weeks and 90 minutes in each section. The research was conducted three phases, include: pre-test, training and post-test (retention) and used “GPAI” tools for evaluation of various aspects of learning situations in skills, tactics (decision making and teammate support). The descriptive statics and statistical methods Mix ANOVA 2*2 and t-test were utilized to analyze data. Results show that there isn’t significant differential (p < 0/0001) between selected skills and motor function in players of two tactical game and straight models; where as observed significant increase in percent score of motor skills, decision making and teammate support in each groups at post-test stage than pre-test. Generally the result of this study show that tactical game model and straight model equally improvement Basketball function.
Key words: competition condition, tactical game model, straight model, motore performance

کلیدواژه‌ها [English]

  • "competition condition"
  • "instruction Model"
  • "motor skill "
  • " Making decision"
  • "teammate suport"
André, M., & Hastie, P. (2016). Comparing teaching approaches in two student-designed  games units. European Physical Education Review, 1356336X16681955.
Casey, A., Hastie, P., & Jump, S. (2016). Examining student-designed games through  Suits' theory of games. Sport, Education and Society, 21(8), 1230-1248.
Daniela, M. A., Virgil, T., & Gabriel, G. I. (2013). The Methodological Overview for the   Technical-tactical Training in Basketball. Procedia-Social and Behavioral Sciences, 93, 2173-2179.
Dean Jr, D., & Kuhn, D. (2007). Direct instruction vs. discovery: The long view. Science     .       Education, 91(3), 384-397.
Doolittle, S. A., & Girard, K. T. (1991). A dynamic approach to teaching games in              . elementary PE. Journal of Physical Education, Recreation & Dance, 62(4), 57-62.
Griffin, L. L., Mitchell, S. A., & Oslin, J. L.( 2016). Teaching sports concepts and skills: A tactical games approach: Human Kinetics Publishers (UK) Ltd.
Jayantilal, K., & O’Leary, N. (2017). (Reinforcing) factors influencing a physical    education teacher’s use of the direct instruction model teaching games. European Physical Education Review, 23(4), 392-411.
Jayantilal, K., & O'Leary, N. (2016). (Reinforcing) factors influencing a physical   education teachers use of the direct instruction model teaching games. European Physical Education Review.
Kim, I. (2016). Exploring changes to a teacher’s teaching practices and student learning…through a volleyball content knowledge workshop. European Physical Education …Review, 22(2), 225-242.
Kirk, D., & MacPhail, A. (2002). Teaching games for understanding and situated   learning: Rethinking the Bunker-Thorpe model. Journal of Teaching in Physical Education, 21(2), 177-192.
Light, R., & Fawns, R. (2003). Knowing the game: Integrating speech and action in  games teaching through TGfU. Quest, 55(2), 161-176.
Mahmoodi bardezardi, S., Fathiazar, E., Mahmoodi, F., & Badri, R., (2018). Investigating the Effectiveness of the Question and Answer Learning Model in Social Stud-ies course of grade fifth on Understanding Concepts and Critical Thinking of Students. Journal of Psychological  Models and Methods. 9(31), 111-130.
Mateus, N., Santos, S., Vaz, L., Gomes, I., & Leite, N. (2015). The effect of a physical literacy and differential learning program in motor, technical and tactical basketball skills. Revista de psicología del deporte, 24(3), 0073-0076.
 Memmert, D., Almond, L., Bunker, D., Butler, J., Fasold, F., Griffin, L., König, S.     (2015). Top 10 research questions related to teaching games for understanding. Research Quarterly for Exercise and Sport, 86(4), 347-359.
Metzler, M. W. (2017). A review of research on time in sport pedagogy. Journal of       Teaching in Physical Education; 8(2), 87-103.
Metzler, M. W. (2011).  Instruction models for physical education (3rd ed). Scottsdale, AZ: Holcomb Hathaway;
Metzler, M. W. (2005). Instructional models for physical education: Holcomb HathawayPubs.
Mitchell, S, Oslin, J, Griffin, L. (2013).  Teaching Sport Concepts and Skills: A Tactical Games Approach (3rd ed). Champaign, IL: Human Kinetics.
Nadeau, L., Richard, J.-F., & Godbout, P. (2008). The validity and reliability of a performance assessment procedure in ice hockey. Physical Education and Sport Pedagogy, 13(1), 65-83.
Nathan, S. (2016). Badminton instructional in Malaysian schools: a comparative analysis of TGfU and SDT pedagogical models. SpringerPlus, 5(1), 1215.
Nathan, S., & Haynes, J. (2013). A move to an innovative games teaching model: Style E Tactical (SET). Asia-Pacific Journal of Health, Sport and Physical Education, 4(3), 287-302.
Psotta, R., & Andrew, M. (2011). Changes in decision-making skill and skill execution in ……soccer performance: The intervention study. Acta Gymnica, 41(2), 7-15.
Rezvani Asl, R., & Rafei Dehbidi, V. (2011). A Big Chang in Coaching: Instruction of Teaching Games Model in Basketball: Eram Shiraz Publishers (IR).
Rink, J. E. (2013). Measuring teacher effectiveness in PE. Research Quarterly for Exercise, 84(4), 407-418.
Smith, L., Harvey, S., Savory, L., Fairclough, S., Kozub, S., & Kerr, C. (2015). Physical activity levels and motivational responses of boys and girls: A comparison of direct     instruction and tactical games models of games teaching in physical education. European Physical Education Review, 21(1), 93-113.
Smith, W. (2016). Fundamental movement skills and fundamental games skills are complementary pairs and should be taught in complementary ways at all stages of skill development. Sport, Education and Society, 21(3), 431-442.
Wild, C., & Berger, D. (2016). The Proposed Teaching Excellence Framework (TEF): A Formula for Teaching Excellence. Paper presented at the The International Academic Forum.
Zetou, E., Vernadakis, N., Derri, V., Bebetsos, E., & Filippou, F. (2014). The effect of game for understanding on backhand tennis skill learning and self-efficacy improvement in elementary students. Procedia-Social and Behavioral Sciences, 152, 765-771.