مقايسه نيازهاي جسماني، مهارتي، شناختي و عاطفي دانش‌آموزان دختر مدارس ايران در درس تربيت بدني و ورزش

The comparison of Physical Skill, Cognitive, and Affective Needs of Female Students in Physical Education Curriculum

هدف تحقيق حاضر مقايسه اولويت نيازهاي آموزشي دانش‌آموزان دختر در درس تربيت بدني و ورزش در سه دوره تحصيلي بود. 385 متخصص و 1370 معلم تربيت بدني زن، 1509 دانش‌آموز دختر و1385 نفر ازمادران دانش‌آموزان ساكن شهرهاي مركزي 25 استان كشور در تحقيق شركت كردند. از پرسش نامه محقق ساخته‌اي با ضريب ثبات دروني(71/0=r) براي اولويت‌بندي 12 نياز جسماني، 10 نياز مهارتي، 15 نياز شناختي و 15 نياز عاطفي استفاده شد. متخصصان و معلمان به روش انتخابي و والدين و دانش‌آموزان به روش تصادفي جز نمونه آماري قرار گرفتند.داده هاي تحقيق با بهره‌گيري از آزمون رتبه‌اي كروسكال واليس در سطح (05/0P?) تجزيه و تحليل شدند و نتايج نشان داد كه از ديدگاه آزمودني هاي تحقيق، بين ميانگين رتبه نيازهاي آموزشي هر دوره تحصيلي تفاوت معني داري وجود دارد (05/0 P?). به طور كلي، در ميان نيازهاي جسماني، نياز به وضعيت بدني هنجار، انواع حركات، تمرينات و بازي هاي ساده براي هر سه دوره تحصيلي در اولويت بالاتر و نياز به تمرينات آمـادگي جسماني (بجز دوره متوسطه) در اولـويت پايين‌تـر قرار داشت. هر گروه از آزمودني هاي تحقيق، اولويت هاي متغير و متنوعي براي مهارت هاي ورزشي در دوره‌هاي تحصيلي در نظر گرفته بودند. در مورد اولويت نيازهاي شناختي و عاطفي- اجتماعي توافق نظر بيشتري وجود داشت و آشنايي با مباني علوم زيستي تربيت بدني، حفظ لذت، سرگرمي و وضعيت ظاهري مناسب در اولويت بالاتر بودند.

The purpose of this study was ranking the psycho-motor, cognitive, and affective needs of elementary, junior-high, and high school student. For this purpose, 385 P.E. specialists, 1370 Femalephysical educators, 1509 Femalestudents, and 1385 student mothers from capital cities of 25 provinces in the country, participated in this study. Twelve physical-motor needs, 15 sport-skill needs, 13 cognitive needs, and 12 psychosocial needs were selected. Only five important needs were ranked between all the needs related to them by samples (from 1, highest priority, to 5, lowest priority). The questionnaire was made of three stages of designing instrumentation and pilot study, and with internal consistency of 0.71-0.97. The entire hypothesis was compared with Cruskall-Wallis test in level of P < 0.05. The results of this study indicated that, many of the educational needs among male and female students in elementary, junior- high and high schools were significantly different. The priority of these needs was similar between P.E. specialists and physical educators, and also between students and their parents. On the other hand there was a significant difference between the priority of psychomotor needs, in comparison to cognitive and affective needs. However, there was no significant difference between the priority of cognitive and affective needs of students in schools. Needs for teaching simple and basic skills; health; and good appearance also had high priority among elementary students. Needs for teaching fitness exercises; sports; health; and good appearance also had priority among junior-high and high school students. Considering curriculum models, a combined point of views of all groups; concord coefficient; and the most important and priority of every group of students can be used for P.E. curriculum. These models could also be refined with other models, such as Delphi technique.