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عالیوندی دارانی, محبوبه, کردی, حسن, ملانوروزی, کیوان. (1403). تأثیر تمرین‌های حرکتی در آب بر مهارت‌های عاطفی-اجتماعی و مهارت‌های حرکتی درشت کودکان 3 تا 6 سال. , 16(3), 93-109. doi: 10.22059/jsmdl.2024.370385.1761
محبوبه عالیوندی دارانی; حسن کردی; کیوان ملانوروزی. "تأثیر تمرین‌های حرکتی در آب بر مهارت‌های عاطفی-اجتماعی و مهارت‌های حرکتی درشت کودکان 3 تا 6 سال". , 16, 3, 1403, 93-109. doi: 10.22059/jsmdl.2024.370385.1761
عالیوندی دارانی, محبوبه, کردی, حسن, ملانوروزی, کیوان. (1403). 'تأثیر تمرین‌های حرکتی در آب بر مهارت‌های عاطفی-اجتماعی و مهارت‌های حرکتی درشت کودکان 3 تا 6 سال', , 16(3), pp. 93-109. doi: 10.22059/jsmdl.2024.370385.1761
عالیوندی دارانی, محبوبه, کردی, حسن, ملانوروزی, کیوان. تأثیر تمرین‌های حرکتی در آب بر مهارت‌های عاطفی-اجتماعی و مهارت‌های حرکتی درشت کودکان 3 تا 6 سال. , 1403; 16(3): 93-109. doi: 10.22059/jsmdl.2024.370385.1761

تأثیر تمرین‌های حرکتی در آب بر مهارت‌های عاطفی-اجتماعی و مهارت‌های حرکتی درشت کودکان 3 تا 6 سال

رشد و یادگیری حرکتی ورزشی
مقاله 6، دوره 16، شماره 3، مهر 1403، صفحه 93-109    اصل مقاله (1.13 M)
نوع مقاله: مقاله پژوهشی Released under CC BY-NC 4.0 license I Open Access I
شناسه دیجیتال (DOI): 10.22059/jsmdl.2024.370385.1761
نویسندگان
محبوبه عالیوندی دارانی1؛ حسن کردی* 2؛ کیوان ملانوروزی3
1گروه رفتار حرکتی و روانشناسی ورزشی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران.
2گروه علوم رفتاری و شناختی ورزشی، دانشکده علوم ورزشی و تندرستی، دانشگاه تهران. تهران. ایران .
3گروه رفتار حرکتی و روانشناسی ورزشی، واحد علوم و تحقیقات ، دانشگاه آزاد اسلامی، تهران، ایران.
چکیده
مقدمه: حرکت، یک راه برقراری ارتباط اجتماعی کودک با سایر افراد در زندگی‌اش است. کودک با حرکت کردن در محیط تجربه‌های مختلفی را کسب می‌کند، هرچند مهارت‌های او هنوز تکامل نیافته است. این پژوهش با هدف بررسی تأثیر تمرین‌های حرکتی در آب بر رشد مهارت‌های عاطفی- اجتماعی و مهارت‌های حرکتی درشت کودکان 3 تا 6 سال انجام گرفت.
روش پژوهش: پژوهش از نوع نیمه‌تجربی با طرح پیش‌آزمون-پس‌آزمون و گروه کنترل بود. جامعة آماری کودکان دختر در مهدکودک‌های شهر فریدن استان اصفهان بودند. 23 نفر به شکل در دسترس انتخاب شدند و به‌صورت تصادفی در دو گروه تجربی (12نفر) و کنترل (11نفر) قرار گرفتند. گروه تجربی، 16جلسة 50دقیقه‌ای تمرین‌های حرکتی در آب را به مدت هشت هفته انجام دادند و گروه کنترل، فعالیت‌های روزمرة خود را طبق برنامه‌های معمول انجام دادند. هر دو گروه، نسخة سوم آزمون رشد مهارت‌های حرکتی درشت اولریخ و پرسشنامة مهارت‌های عاطفی اجتماعی گرشام و الیوت (1990) را در شرایط کاملاً مشابه در پیش‌آزمون و پس‌آزمون اجرا کردند. تجزیه‌وتحلیل داده‌ها با آزمون تحلیل کوواریانس چندمتغیره در سطح معنا‌داری 0/05 و در نرم‌افزار اس پی اس اس نسخة 26 انجام شد.
یافته‌ها: نتایج نشان داد بازی‌های حرکتی در آب به شکل معنا‌داری موجب رشد مهارت‌های درشت (جابه‌جایی و کنترل شیء) و مهارت‌های عاطفی- اجتماعی (همکاری، جرأت‌ورزی، خودکنترلی و مسئولیت‌پذیری) بیشتری نسبت به گروه کنترل شد ( P ≤0/05 ).
نتیجه‌گیری: با ارائة برنامة آموزشی بازی در آب می‌توان فرصتی برای رشد مهارت‌های عاطفی- اجتماعی و مهارت‌های حرکتی درشت کودکان پیش‌دبستانی دختر فراهم کرد.
کلیدواژه‌ها
بازی در آب؛ دختر؛ مهارت‌های حرکتی درشت؛ مهارت‌های عاطفی- اجتماعی
عنوان مقاله [English]
The Effect of Aquatic Training on Social-Emotional Skills and Gross Motor Development of Children Aged 3 to 6 Years
نویسندگان [English]
Mahboobe Alivandidarani1؛ Hassan Kordi2؛ Keyvan MolaNorouzi3
1Department of Motor behavior and sport psychology, Science and Research Branch, Islamic Azad University, Tehran.
2Department of Behavioral and Cognitive Sciences in Sport, Faculty of Sport Sciences and Health, University of Tehran, Tehran, Iran.
3Department of Motor behavior and sport psychology, Science and Research Branch, Islamic Azad University ,Tehran, Iran.
چکیده [English]
Introduction: Movement is a way of social communication of the child with other people in his life. By moving into the environment, the child gains various experiences, although his skills are not yet developed. This research aimed to investigate the effect of aquatic movement training on the development of social-emotional and gross motor skills of children aged 3 to 6 years old.
Methods: The research was quasi-experimental with a pre-test, post-test, and a control group design. The statistical population was made up of female preschool children in Faridan City, Isfahan province. 23 people were selected conveniently and were randomly divided into two experimental (n=12) and control (n=11) groups. The experimental group performed 16 sessions of 50 minutes of aquatic movement training in water for 8 weeks, and the control group performed their daily activities according to their usual programs. Both groups performed the third version of Ulrich’s Test of Gross Motor Development and the Social Skills Rating Systems by Gresham and Elliott (1990) under completely similar conditions in the pre-test and post-test. Data analysis was done by multivariate analysis of covariance at a significance level of 0.05 in SPSS version 26 software.
Results: The results showed that the aquatic movement games significantly led to the development of gross motor skills (locomotors and object manipulation) and more social-emotional skills (cooperation, assertion, self-control, and responsibility) than the control group (p≤0/05).
Conclusion: By providing an educational program of aquatics movement games, an opportunity can be provided for the development of social-emotional skills and gross motor skills of preschool girls.
کلیدواژه‌ها [English]
Play in water, Girls, Gross motor skills, social-emotional skills
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