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قائینی, انسیه, نیک‌روان, احمد. (1401). مقایسه رویکردهای آموزش انفرادی، زوجی و مشارکتی بر یادگیری کاتای هیان‌شودان شوتوکان کاراته. , 14(1), 73-88. doi: 10.22059/jsmdl.2022.332787.1616
انسیه قائینی; احمد نیک‌روان. "مقایسه رویکردهای آموزش انفرادی، زوجی و مشارکتی بر یادگیری کاتای هیان‌شودان شوتوکان کاراته". , 14, 1, 1401, 73-88. doi: 10.22059/jsmdl.2022.332787.1616
قائینی, انسیه, نیک‌روان, احمد. (1401). 'مقایسه رویکردهای آموزش انفرادی، زوجی و مشارکتی بر یادگیری کاتای هیان‌شودان شوتوکان کاراته', , 14(1), pp. 73-88. doi: 10.22059/jsmdl.2022.332787.1616
قائینی, انسیه, نیک‌روان, احمد. مقایسه رویکردهای آموزش انفرادی، زوجی و مشارکتی بر یادگیری کاتای هیان‌شودان شوتوکان کاراته. , 1401; 14(1): 73-88. doi: 10.22059/jsmdl.2022.332787.1616

مقایسه رویکردهای آموزش انفرادی، زوجی و مشارکتی بر یادگیری کاتای هیان‌شودان شوتوکان کاراته

رشد و یادگیری حرکتی ورزشی
مقاله 5، دوره 14، شماره 1، خرداد 1401، صفحه 73-88    اصل مقاله (255.17 K)
نوع مقاله: مقاله پژوهشی Released under CC BY-NC 4.0 license I Open Access I
شناسه دیجیتال (DOI): 10.22059/jsmdl.2022.332787.1616
نویسندگان
انسیه قائینی1؛ احمد نیک‌روان* 2
1.کارشناسی ارشد علوم ورزشی (رفتار حرکتی) دانشگاه سمنان، سمنان، ایران
2.استادیار گروه علوم ورزشی (رفتار حرکتی) دانشگاه سمنان، سمنان، ایرا ن
چکیده
در مقایسه با روش تمرین انفرادی، روش تمرین زوجی و مشارکتی روشی است که در آن افراد در گروه‌های دونفری و یا بیشتر برای یادگیری مهارت‌های حرکتی باهم مشارکت می‌کنند و به نظر می‌رسد این روش‌ها با افزایش کارایی و اثربخشی شرایط تمرین ویژگی‌های یک محیط بهینه آموزشی را داشته باشد. هدف از پژوهش حاضر مقایسه رویکردهای آموزش انفرادی، زوجی و مشارکتی بر یادگیری کاتای هیان‌شودان شوتوکان کاراته بود. در این پژوهش 36 دانش‌آموز دختر با رنج سنی 10-9 سال انتخاب و پس از 12 جلسه آموزش اولیه پیش‌آزمون کاتای هیان‌شودان، به سه گروه تقسیم شدند. در ادامه پس از مدت 3 ماه تمرین کاتا، به روش تمرین انفرادی، زوجی و مشارکتی عملکرد آن‌ها ارزیابی و بعد از یک هفته فاصله آزمون یادداری گرفته شد. تجزیه‌وتحلیل آماری داده‌ها با استفاده از آزمون تحلیل‌واریانس با اندازه‌گیری‌های مکرر انجام شد. نتایج آزمون نشان داد که نمرات پیشرفت شرکت‌کنندگان (P=0/001,F= 14/174)، تعامل پیشرفت در نوع تمرین (P=0/001, F=5/1724) و تفاوت بین گروه‌های تمرینی (P=0/006,F= 6/08) معنادار است. نتایج مقایسه زوجی نشان داد که بین گروه آموزش انفرادی و زوجی تفاوت معنی‌داری وجود دارد؛ اما تفاوت بین گروه آموزش انفرادی و گروهی معنادار نبود. روش تمرین زوجی، علاوه بر مقرون‌به‌صرفه بودن ازلحاظ مصرف انرژی و فضای آموزشی، اثربخشی بیشتری نسبت به روش‌های آموزشی سنتی آموزش کاتا در کاراته داشته و در رشد عاطفی-اجتماعی یادگیرنده مفید واقع خواهد شد.
کلیدواژه‌ها
رویکرد مشارکتی؛ رویکرد زوجی؛ رویکرد انفرادی؛ یادداری؛ کاراته
عنوان مقاله [English]
Comparison of Individual, Pair and Participatory Training Approaches on Learning Shotokan Karate
نویسندگان [English]
Ensiye Ghaeni1؛ Ahmad Nikravan2
1Master of Sports Science (Motor Behavior), Semnan University, Semnan, Iran
2Assistant professor of Sport Science (Motor Behavior), Semnan University, Semnan, Iran
چکیده [English]
Compared to the individual training method, pair and participatory training method are methods in which people in groups of two or more contribute learning motor skills, and it seems that this method has the characteristics of an optimal educational environment increasing the efficiency and effectiveness of the training. The purpose of this study was to compare approaches of individual, pair and participatory training on learning of Shotokan karate. In this study, 36 female students aged 10-9 years were selected and divided into three groups after 12 sessions of initial training in HianShodan kata pre-test. Then, after 3 months of kata practice, by individual, pair and participatory practice, their performance was evaluated and a retention test was taken one week later. Statistical analysis of data was performed using repeated measures analysis of variance test. The test results showed that the participants' progress scores (F = 174.14, P = 0.001), the interaction of progress in the type of exercise (F = 5.1724, P = 0.001) and the difference between the exercise groups (F = 6.08, P = 0.006) is significant. The results of pairwise comparison showed that there is significant difference between individual and pair education groups; but difference between individual and group education groups was not significant. The pair training method, in addition to being cost-effective in terms of energy consumption and training space, is more effective than traditional kata training methods in karate. In addition, this method of practice will be useful in the socio-emotional development of the learner.
کلیدواژه‌ها [English]
Participatory Approach, Pair Approach, Individual Approach, Retention, Karate
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