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قاری, برهان الدین, محمدزاده, حسن, دهقانی زاده, جلال. (1400). مقایسۀ رویکرد آموزش مبتنی بر بازی و رویکرد سنتی: بررسی میزان فعالیت بدنی، انگیزش خود-تعیین و لذت. , 13(1), 109-127. doi: 10.22059/jmlm.2021.313683.1546
برهان الدین قاری; حسن محمدزاده; جلال دهقانی زاده. "مقایسۀ رویکرد آموزش مبتنی بر بازی و رویکرد سنتی: بررسی میزان فعالیت بدنی، انگیزش خود-تعیین و لذت". , 13, 1, 1400, 109-127. doi: 10.22059/jmlm.2021.313683.1546
قاری, برهان الدین, محمدزاده, حسن, دهقانی زاده, جلال. (1400). 'مقایسۀ رویکرد آموزش مبتنی بر بازی و رویکرد سنتی: بررسی میزان فعالیت بدنی، انگیزش خود-تعیین و لذت', , 13(1), pp. 109-127. doi: 10.22059/jmlm.2021.313683.1546
قاری, برهان الدین, محمدزاده, حسن, دهقانی زاده, جلال. مقایسۀ رویکرد آموزش مبتنی بر بازی و رویکرد سنتی: بررسی میزان فعالیت بدنی، انگیزش خود-تعیین و لذت. , 1400; 13(1): 109-127. doi: 10.22059/jmlm.2021.313683.1546

مقایسۀ رویکرد آموزش مبتنی بر بازی و رویکرد سنتی: بررسی میزان فعالیت بدنی، انگیزش خود-تعیین و لذت

رشد و یادگیری حرکتی ورزشی
مقاله 8، دوره 13، شماره 1، خرداد 1400، صفحه 109-127    اصل مقاله (357.16 K)
نوع مقاله: مقاله پژوهشی Released under CC BY-NC 4.0 license I Open Access I
شناسه دیجیتال (DOI): 10.22059/jmlm.2021.313683.1546
نویسندگان
برهان الدین قاری1؛ حسن محمدزاده2؛ جلال دهقانی زاده* 3
1. دکتری رفتارحرکتی، دانشکدۀ علوم ورزشی، دانشگاه ارومیه، ارومیه، ایران
2. استاد رفتارحرکتی، دانشکدۀ علوم ورزشی، دانشگاه ارومیه، ارومیه، ایران
3استادیار رفتارحرکتی، دانشکدۀ علوم ورزشی، دانشگاه ارومیه، ارومیه، ایران
چکیده
مطالعۀ حاضر با هدف بررسی تأثیر دو رویکرد آموزشی مبتنی بر بازی و رویکرد آموزشی سنتی بر میزان فعالیت بدنی، انگیزش خود-تعیین و لذت از فعالیت بدنی دانشجویان شرکت‌کننده در کلاس‌های تربیت بدنی انجام گرفت. پژوهش حاضر از نوع نیمه‌تجربی بود. شرکت‌کنندگان شامل 30 دانشجوی مرد (میانگین سنی72/1 ± 67/20 سال) بودند که به‌صورت در دسترس انتخاب و به‌طور تصادفی به دو گروه آموزش مبتنی بر بازی و آموزشی سنتی تقسیم شدند و 18 جلسه به مدت 6 هفته و هر هفته 3 جلسه به تمرین بازی بسکتبال پرداختند. ابزار گردآوری داده‌ها شامل سیستم مشاهده‌ای زمان آموزش آمادگی، دستگاه گام‌شمار بیورر، پرسشنامۀ انگیزش درونی و پرسشنامۀ خود-تعیینی بود. برای تحلیل داده‌ها از آمار توصیفی، آزمون تی مستقل، تحلیل کوواریانس و تحلیل کوواریانس رتبه استفاده شد. نتایج نشان داد که دو گروه آموزش مبتنی بر بازی و سنتی در فاکتورهای مدت زمان فعالیت بدنی متوسط تا شدید و تعداد گام تفاوت معنادار دارند (001/0≥P). از طرفی دو گروه آموزش مبتنی بر بازی و سنتی در لذت بردن از فعالیت بدنی و احساس شایستگی تفاوت معناداری نداشتند؛ اما از نظر خودمختاری (001/0≥P) و احساس تعلق (013/0≥P) تفاوت معنادار بود. نتایج نشان داد که رویکرد آموزشی مبتنی بر بازی می‌تواند موجب ارتقای میزان فعالیت بدنی و کیفیت انگیزشی دانشجویان در کلاس‌های تربیت بدنی شود.
کلیدواژه‌ها
آموزش؛ انگیزش؛ خودتعیینی؛ فعالیت بدنی؛ لذت
عنوان مقاله [English]
A Comparison of Game Based and Traditional Instructional Approaches: A Study of Physical Activity, Self-Determined Motivation and Enjoyment
نویسندگان [English]
Borhanadin Ghari1؛ Hasan Mohammadzadeh2؛ jalal Dehghanizade3
1PhD of Motor Behavior, Faculty of Sport Sciences, Urmia University, Urmia, Iran
2Professor of Motor Behavior, Faculty of Sport Sciences, Urmia University, Urmia, Iran
3. Assistant Professor of Motor Behavior, Faculty of Sport Sciences, Urmia University, Urmia, Iran
چکیده [English]
The aim of this study was to investigate the effect of two instructional approaches (game based and traditional) on physical activity, self-determined motivation and physical activity enjoyment in university students who participated in physical education classes. This study was semi-experimental. The participants included 30 male university students (mean age 20.67±1.72 years) who were selected by convenience sampling method and randomly divided into two groups: game based instruction and traditional instruction. They participated in 18 sessions (for 6 weeks and 3 sessions a week) of basketball. The data were collected by the System for Observing Fitness Instruction Time, Beurer pedometer, Intrinsic Motivation Inventory, and Self-Determination Questionnaire. Descriptive statistics, independent t test, ANCOVA, and RANCOVA were used for analysis of data. The results showed significant differences between game based and traditional groups in the duration of moderate to high intensity physical activity and the number of steps (P≤0.001). There were no significant differences in physical activity enjoyment and a sense of competence between game based and traditional groups; But there were significant differences between two groups in autonomy (P≤0.001) and belonging (P≤0.013).The results showed that game based instructional approach can enhance physical activity level and quality of motivation of university students in physical education classes. 
کلیدواژه‌ها [English]
Enjoyment, instruction, motivation, physical activity, self-determination
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