نوع مقاله : مقاله پژوهشی
نویسنده
گروه رفتار حرکتی، دانشکده تربیت بدنی، دانشگاه خوارزمی، تهران، ایران.
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسنده [English]
Introduction & Purpose: In line with the view of dynamic systems; the learning process is not a continuous linear progression of behavior but a sudden and discontinuous change over time. Thus, the purpose of current study was to examine comparison of nonlinear and linear pedagogy on static and dynamic balance in female student 7 to 9 years. Methodology: In semi-experimental study with pre-post test phases, among 7 to 9 year old female students in Tehran, 30 female students were selected by available methods and located non-linear and linear pedagogy groups. In the pre-test phase, the static and dynamic balance of the participants was measured according to the MABC-2 test instructions. After the pre-test phase, the groups performed the exercise in eight weeks and 3 sessions per week. Immediately after the last training session, the static and dynamic balance of the participants was measured again in the post-test phase. Data analyzed with paired t test and covariate. Results: The results indicated that both nolinear pedagogy and both linear pedagogy had significant effect on static and dynamic balance of girls 7 to 9 years. Other results indicated that there was significant difference between nonlinear and linear pedagogy in static and dynamic balance and participants in nonlinear groups had better static and dynamic balance. Conclusion: In general, the results of the current study emphasize the importance of nonlinear education in schools in improving the static and dynamic balance of female students and the results are a confirmation of the constraint-led approach.
کلیدواژهها [English]