مقایسه اثربخشی آموزش غیرخطی افتراقی و سنتی بر یادگیری و انگیزش استارت شناگران مبتدی

نوع مقاله : مقاله پژوهشی / Released under (CC BY-NC 4.0) license/ Open Access

نویسندگان

1 دانشجوی دکترا رفتار حرکتی دانشگاه خوارزمی

2 استادیار گروه رفتار حرکتی ذانشگاه خوارزمی

چکیده

یادگیری افتراقی فرآیندی است که در آن یادگیری مهارت، بدون نیاز به تکرار یکسان حرکت و اعمال اصلاحات حین تمرین صورت می‌گیرد. پژوهش حاضر با هدف مقایسه تأثیر رویکردهای آموزشی غیرخطیِ افتراقی و سنتی بر یادگیری و انگیزش مهارت استارت شنا در شناگران مبتدی انجام شده است. جامعه آماری این پژوهش را دانشجویان پسر دانشگاه خوارزمی تشکیل ‌دادند که از میان آن‌ها، 30 نفر به عنوان نمونه انتخاب شدند و پس از تکمیل پرسشنامه انگیزش پلی‌تیر و همکاران (2013) و تحلیل فیلم عملکرد استارت شنا با استفاده از نرم‌افزار Dartfish در مرحله پیش‌آزمون، به صورت تصادفی به دو گروه آموزش افتراقی و سنتی تقسیم شدند. برنامه تمرینی شامل 8 جلسه بود. پس از اتمام این دوره، پس‌آزمون و یک هفته بعد، آزمون یادداری اجرا و نتایج ثبت گردید. نتایج نشان داد که بین دو گروه آموزشی افتراقی و سنتی در زمان طی شده تا خط 5 متر (001/0=P)، مسافت استارت (001/0=P)، سرعت متوسط استارت شنا (001/0=P) و انگیزش (001/0=P) در مراحل پس‌آزمون و یادداری تفاوت معنادار وجود دارد. در بررسی مراحل و گروه‌ها نتایج نشان داد که شرکت‌کنندگان گروه آموزش افتراقی به‌طور معناداری در یادگیری (001/0=P) و انگیزش (001/0=P) استارت شنا عملکرد بهتری نسبت به گروه سنتی داشتند. بر اساس نتایج به‌دست‌آمده می‌توان اظهار داشت که رویکرد آموزشی افتراقی برای یادگیری استارت شنا مفید است و می‌تواند با ایجاد نوسان و افزایش انگیزش در فرد موجب کشف راه‌حل‌های انطباقی شود و به بهبود یادگیری کمک کند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Comparing the Effectiveness of Non-linear Differential and Traditional Training on Learning and Motivation in Swimming Starts for Novice Swimmers

نویسندگان [English]

  • mehran faqihsolimani 1
  • Shahab parvinpour 2
  • farhad ghadiri 2
  • rasool yaali 2
1 PhD student in motor behavior at Kharazmi University
2 Assistant Professor, Department of Motor Behavior, Kharazmi University
چکیده [English]

differential learning is a process in which skill acquisition occurs without repeating the same movement and involves corrections during practice. The present study aimed to compare the effects of differential and traditional instructional approaches on learning and motivation in the front crawl start among beginner swimmers. The statistical population consisted of male university students at Kharazmi University, among whom 30 individuals were randomly selected as samples. After completing the Teller Motivation Questionnaire (Teller et al., 2013) and analyzing performance videos of the start using Dartfish software during the pre-test phase, the participants were randomly divided into two groups: incremental (non-linear) and traditional instruction. The training program consisted of 8 sessions. After completing this period, post-tests and a retention test one week later were conducted, and the results recorded. Data analysis was performed using Repeated Measures Multivariate Analysis of Variance with the SPSS version 26 software. The results indicated significant differences between the two groups (differential and traditional) in the time taken to reach the 5-meter line (p=0.001), start distance (p=0.001), average start speed (p=0.001), and motivation (p=0.001) during the post-test and retention phases. Furthermore, the analysis of phases and groups revealed that participants in the differential training group performed significantly better in learning (p = 0.001) and motivation (p = 0.001) related to the start performance compared to the traditional group. Based on the findings, it can be concluded that the differential instructional approach is effective for learning the swimming start. This approach may facilitate exploration of adaptive solutions by creating variability and increasing motivation in learners, thereby improving learning outcomes. The results support the effectiveness of the differential instructional method. Therefore, it is recommended to use this approach in swimming training programs

کلیدواژه‌ها [English]

  • Differential learning
  • learning
  • Motivation
  • start swimming
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