اﺛﺮ ﺗﻤﺮﯾﻦ ﻋﻤﺪي و ﺑﺎزي ﻋﻤﺪي و رﻗﺎﺑﺖ ﺳﺎزﻣﺎن ﯾﺎﻓﺘﻪ ﺑﺮ ﻣﻬﺎرت ﺣﺮﮐﺘﯽ ﻇﺮﯾﻒ و ﺧﻼﻗﯿﺖ ﮐﻮدﮐﺎن 9-10ﺳﺎﻟﻪ

The effect of deliberate practice and play deliberate and organized competition on the fine motor skill and creativity of children 9-10year old

ﻧﺤﻮه ﺗﺪرﯾﺲ و اﻧﺘﺨﺎب ﺑﻬﺘﺮﯾﻦ روش، ﯾﮑﯽ از اﺳﺎﺳﯽ ﺗﺮﯾﻦ اﺻﻮل در ﺗﻌﻠﯿﻢ و ﺗﺮﺑﯿﺖ اﺳﺖ ﮐﻪ ﻣﯽ ﺗﻮاﻧﺪ ﺑﻪ رﺷﺪ ﺣﺮﮐﺘﯽ، ﻓﮑﺮي و ﻋﻼﻗﻪ ﮐﻮدك ﮐﻤﮏ ﮐﻨﺪ. ﻫﺪف از ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺗﻌﯿﯿﻦ اﺛﺮ ﺗﻤﺮﯾﻦ ﻋﻤﺪي و ﺑﺎزي ﻋﻤﺪي و رﻗﺎﺑﺖ ﺳﺎزﻣﺎن ﯾﺎﻓﺘﻪ ﺑﺮ ﻣﻬﺎرت ﺣﺮﮐﺘﯽ ﻇﺮﯾﻒ و ﺧﻼﻗﯿﺖ ﮐﻮدﮐﺎن 9-10ﺳﺎﻟﻪ ﺑﻮد. روشﺷﻨﺎﺳﯽ: 53 ﻧﻔﺮ از داﻧﺶ آﻣﻮزان دﺧﺘﺮ ﻣﺒﺘﺪي ﺑﺎ ﻣﯿﺎﻧﮕﯿﻦ ﺳﻨﯽ 16/. ± 9/11ﺑﺮاي اﺟﺮاي ﭘﮋوﻫﺶ داوﻃﻠﺐ ﺷﺪﻧﺪ ﮐﻪ ﭘﺲ از اﺟﺮاي ﭘﯿﺶ آزﻣﻮن ﺑﻪ ﺻﻮرت ﺗﺼﺎدﻓﯽ ﺑﻪ 3ﮔﺮوه آزﻣﺎﯾﺸﯽ و ﯾﮏ ﮔﺮوه ﮐﻨﺘﺮل ﺗﻘﺴﯿﻢ ﺷﺪﻧﺪ. ﮔﺮوه ﻫﺎ ﺑﻪ ﻣﺪت 12 ﻫﻔﺘﻪ و 2 ﺟﻠﺴﻪ در ﻫﻔﺘﻪ ﻣﻄﺎﺑﻖ ﺑﺎ روش آﻣﻮزﺷﯽ ﺗﻤﺮﯾﻦ ﮐﺮدﻧﺪ. در ﭘﺎﯾﺎن ﻫﻔﺘﻪ 6 ﻣﯿﺎن آزﻣﻮن و در ﭘﺎﯾﺎن ﻫﻔﺘﻪ 12 ﭘﺲ آزﻣﻮن اﻧﺠﺎم ﺷﺪ. ﺑﺮاي ﺟﻤﻊ آوري اﻃﻼﻋﺎت از آزﻣﻮن ﺗﺒﺤﺮ ﺣﺮﮐﺘﯽ ﺑﺮوﻧﯿﮑﺲ-اوزرﺗﺴﮑﯽ )1978( و ﭘﺮﺳﺸﻨﺎﻣﻪ ﺧﻼﻗﯿﺖ ﻋﺎﺑﺪي )1363( و ﺑﺮاي ﺗﺤﻠﯿﻞ دادهﻫﺎ از ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ ﻣﺮﮐﺐ )ﻣﺮﺣﻠﻪ(3× )ﮔﺮوه(4 و ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ ﺑﺎ اﻧﺪازه ﮔﯿﺮي ﻣﮑﺮر و ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ ﯾﮏ راﻫﻪ ﺑﺎ ﻧﺮم اﻓﺰار spss ﻧﺴﺨﮥ 22 در ﺳﻄﺢ ﻣﻌﻨﯽ داري 0/05≤P اﺳﺘﻔﺎده ﺷﺪ. ﯾﺎﻓﺘﻪﻫﺎ: ﯾﺎﻓﺘﻪ ﻫﺎ ﻧﺸﺎن داد ﮐﻪ اﺳﺘﻔﺎده از اﻧﻮاع روش ﺗﺪرﯾﺲ در ﻣﯿﺰان رﺷﺪ ﺣﺮﮐﺘﯽ ﻇﺮﯾﻒ در ﮔﺮوه ﺗﻤﺮﯾﻦ ﻋﻤﺪي ازﺑﻘﯿﻪ ﮔﺮوه ﻫﺎ ﺑﺎﻻﺗﺮ و ﻣﯿﺰان ﺧﻼﻗﯿﺖ درﮔﺮوه ﺑﺎزي ﻋﻤﺪي از ﻫﻤﻪ ﮔﺮوه ﻫﺎ ﺑﯿﺸﺘﺮ ﺑﻮده اﺳﺖ. ﻫﻤﭽﻨﯿﻦ ﻣﯿﺰان ﺧﺮده ﻣﻘﯿﺎس ﺳﺮﻋﺖ و ﭼﺎﻻﮐﯽ در ﻣﺮﺣﻠﻪ ﻣﯿﺎن و ﭘﺲ آزﻣﻮن در ﺗﻤﺮﯾﻦ ﻋﻤﺪي از ﺑﻘﯿﻪ ﮔﺮوه ﻫﺎ ﺑﻬﺘﺮ و ﺧﺮده ﻣﻘﯿﺎس ﻫﺎي ﺳﯿﺎﻟﯽ، ﺑﺴﻂ، اﺑﺘﮑﺎر و اﻧﻌﻄﺎف ﭘﺬﯾﺮي در ﻣﺮﺣﻠﻪ ﻣﯿﺎن و ﭘﺲ آزﻣﻮن در ﮔﺮوه ﺑﺎزي ﻋﻤﺪي از ﺑﻘﯿﻪ ﮔﺮوه ﻫﺎ ﺑﺎﻻﺗﺮ ﺑﻮده اﺳﺖ. ﻧﺘﯿﺠﻪﮔﯿﺮي: ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ ﻣﺎﻫﯿﺖ ﻣﺤﯿﻂ آﻣﻮزﺷﯽ، ﻧﻘﺶ ﻣﻔﯿﺪي در رﺷﺪ ﻣﻬﺎرت ﺣﺮﮐﺘﯽ ﻇﺮﯾﻒ و ﺧﻼﻗﯿﺖ داﻧﺶ آﻣﻮزان داﺷﺘﻪ ﮐﻪ ﻧﺤﻮه ﺗﺪرﯾﺲ ﻣﻌﻠﻤﺎن ﺗﺮﺑﯿﺖ ﺑﺪﻧﯽ را در اﻣﺮ اﻓﺰاﯾﺶ ﺧﻼﻗﯿﺖ و رﺷﺪ ﻣﻬﺎرت ﻫﺎي ﺣﺮﮐﺘﯽ ﻇﺮﯾﻒ ﭘﺮرﻧﮓ ﺗﺮ ﻣﯽ ﻧﻤﺎﯾﺪ.

Teaching method and choosing the best method is one of the most basic principles in education which can help to child's motor development, intellectual and interest. The purpose of this study was the determine effect of deliberate practice and play deliberate and organized competition on the fine motor skill and creativity of 10-9 year old children.Method: 53 beginner girl students were volunteered to conduct research with an average age 16 /. ± 11/9 that after pre-test were randomly divided into three experimental groups and one control group. The groups practiced in accordance with the educational method for 12 weeks and 2 sessions per week. Done mid test at the end of week 6 and post test at the end of 12. To collect information was used Bruininks-Oseretsky test (1978) and Abedi creativity questionnaire (1363) and for data analysis, Combined variance analysis (stage) 3 × (Group) 4, analysis of variance with repeated measures and one way analysis of variance with spss software version 22 at a significance level of P≤0.05.Findings: The results showed that using a variety of teaching methods in experimental groups has been higher on the development of fine motor in deliberate practice than the rest groups and the amount of creativity in the deliberate play group of all groups. It has also been better in deliberate practice group rate of subscales speed and agility in the mid stage and post-test than other groups and was higher in deliberate play group than other groups rate of subscales fluid, expansion, innovation and flexibility in the mid and post test phase.Results: The results showed that the nature of the learning environment has a useful role in the development of fine motor skills and creativity of the students which highlights the way teachers teach physical education to enhance creativity and develop fine motor skills