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محمدی اورنگی, بهزاد, شهبازی, مهدی, بخشی نژاد, بهناز. (1405). مقایسۀ روش‌های خطی، غیرخطی، افتراقی و TGFU بر خلاقیت و تصمیم‌گیری کودکان عادی، DCD و ADHD در فوتسال: تأکیدی بر آموزش فراگیر. , 18(1), -. doi: 10.22059/jsmdl.2025.383679.1801
بهزاد محمدی اورنگی; مهدی شهبازی; بهناز بخشی نژاد. "مقایسۀ روش‌های خطی، غیرخطی، افتراقی و TGFU بر خلاقیت و تصمیم‌گیری کودکان عادی، DCD و ADHD در فوتسال: تأکیدی بر آموزش فراگیر". , 18, 1, 1405, -. doi: 10.22059/jsmdl.2025.383679.1801
محمدی اورنگی, بهزاد, شهبازی, مهدی, بخشی نژاد, بهناز. (1405). 'مقایسۀ روش‌های خطی، غیرخطی، افتراقی و TGFU بر خلاقیت و تصمیم‌گیری کودکان عادی، DCD و ADHD در فوتسال: تأکیدی بر آموزش فراگیر', , 18(1), pp. -. doi: 10.22059/jsmdl.2025.383679.1801
محمدی اورنگی, بهزاد, شهبازی, مهدی, بخشی نژاد, بهناز. مقایسۀ روش‌های خطی، غیرخطی، افتراقی و TGFU بر خلاقیت و تصمیم‌گیری کودکان عادی، DCD و ADHD در فوتسال: تأکیدی بر آموزش فراگیر. , 1405; 18(1): -. doi: 10.22059/jsmdl.2025.383679.1801

مقایسۀ روش‌های خطی، غیرخطی، افتراقی و TGFU بر خلاقیت و تصمیم‌گیری کودکان عادی، DCD و ADHD در فوتسال: تأکیدی بر آموزش فراگیر

رشد و یادگیری حرکتی ورزشی
دوره 18، شماره 1، فروردین 1405
نوع مقاله: مقاله پژوهشی Released under CC BY-NC 4.0 license I Open Access I
شناسه دیجیتال (DOI): 10.22059/jsmdl.2025.383679.1801
نویسندگان
بهزاد محمدی اورنگی* 1؛ مهدی شهبازی2؛ بهناز بخشی نژاد3
1گروه علوم ورزشی، دانشکدۀ علوم انسانی، دانشگاه دامغان، دامغان، ایران.
2گروه علوم رفتاری و شناختی ورزشی، دانشکدۀ علوم ورزشی و تندرستی، دانشگاه تهران، تهران، ایران.
3گروه رفتار حرکتی، دانشکدۀ تربیت بدنی، دانشگاه الزهرا، تهران، ایران.
چکیده
 مقدمه: هدف این تحقیق مقایسۀ روش‌های خطی، غیرخطی، افتراقی و TGFU بر خلاقیت فردی و تیمی و تصمیم‌گیری در تلفیق با آموزش فراگیر بود.
روش پژوهش: برای رسیدن به این هدف 64 کودک پسر (1/73±10/22 سال) به‌عنوان نمونۀ در دسترس انتخاب شدند. کودکان به مدت دو ماه هر هفته دو جلسه و هر جلسه 90 دقیقه در گروه‌های چهارگانه (در هر گروه 12 کودک عادی دو کودک بیش‌فعال و دو کودک DCD) مهارت‌های فوتسال را تمرین کردند. در هر کدام از متغیرهای خلاقیت فردی، تیمی و تصمیم‌گیری، تعداد اعمال مشاهده‌شده ثبت و تحلیل شد. بخشی از داده‌ها به‌صورت توصیفی و بقیه با آزمون 2 (زمان)*۴(گروه) تحلیل شدند.
یافته‌ها: نتایج نشان داد که روش خطی در مقایسه با روش غیرخطی، TGFU و افتراقی تأثیر کمتری بر خلاقیت فردی، تیمی و تصمیم‌گیری دارد. در این زمینه گروه غیرخطی در اعمال اصیل و خلاق، خلاقیت تیمی و تصمیم‌گیری بهتر از گروه‌های دیگر بود. در بخش آموزش فراگیر نیز عملکرد افراد با اختلال در پس‌آزمون برای اعمال خلاق، برای اعمال اصیل، برای خلاقیت تیمی و برای تصمیم‌گیری در گروه غیرخطی، افتراقی و TGFU بهتر از روش خطی بود.
نتیجه‌گیری: نتایج این تحقیق بر اهمیت تلفیق آموزش فراگیر با روش غیرخطی تأکید می‌کند که در آن دستکاری قیود می‌تواند ضعف‌های کودکان دارای مشکل را پوشش دهد. این نتایج در مدارس کاربرد دارد.
کلیدواژه‌ها
آموزش افتراقی؛ آموزش فراگیر؛ آموزش خطی؛ آموزش غیرخطی؛ آموزش بازی برای درک
عنوان مقاله [English]
Comparison of Linear, Nonlinear, Differential, and TGFU Methods on Creativity and Decision-making in Futsal among Typically Developing, DCD, and ADHD Children: An Emphasis on Inclusive Education
نویسندگان [English]
Behzad Mohammadi Orangi1؛ Mehdi Shahbazi2؛ Behnaz Bakhshinezhad3
1Department of Sports Sciences, Faculty of Humanities, Damghan University, Damghan, Iran.
2Department of Behavioral and Cognitive Sciences in Sports, Faculty of Sport Sciences and Health, University of Tehran, Tehran, Iran.
3Department of Motor Behavior, Faculty of Physical Education, AlZahra University, Tehran, Iran.
چکیده [English]
 Introduction:This study aimed to compare linear, nonlinear, differential, and TGfU methods on individual and team creativity and decision‑making in combination with inclusive education.
Methods: To achieve this goal, 64 male children (mean age = 10.22 ± 1.73 years) were selected as a convenience sample. For two months, the children practiced futsal skills in two sessions per week, each lasting 90 minutes, across four groups (each group consisting of 12 typically developing children, two children with ADHD, and two children with DCD). The number of observed actions was recorded and analyzed for each variable: individual creativity, team creativity, and decision‑making. Part of the data was analyzed descriptively, and the remainder was analyzed using a 2 (time) × 4 (group) ANOVA.
Results: The results indicated that the linear method had less impact on individual creativity, team creativity, and decision‑making compared to the nonlinear, TGfU, and differential methods. The nonlinear group outperformed the other groups in original and creative actions, team creativity, and decision‑making. Regarding inclusive education, individuals with disabilities in the nonlinear, differential, and TGfU groups showed better performance in the post‑test for creative actions, original actions, team creativity, and decision‑making than those in the linear method group.
Conclusion: The findings of this study emphasize the importance of integrating inclusive education with nonlinear methods, in which the manipulation of constraints can compensate for the weaknesses of children with difficulties. These results can be applied in school settings.
کلیدواژه‌ها [English]
Differential Learning, Inclusive Education, Linear Pedagogy, Nonlinear Pedagogy, Teaching Games For Understand
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