جستجوی مقالات مرتبط با کلیدواژه « teacher-centered » در نشریات گروه « تربیت بدنی »

The aim of this study was to compare the effect of parent and teacher-centered play on motor development and motor motivation of 4- to 6-year-old children. The research method was quasi-experimental with pre-test and post-test design. The statistical population of this study was boys and girls aged 4-6 years in district one of Arak city. From the existing statistical population, 30 children (4 to 6 years old) were selected as a sample and after performing the pre-test stage by homogenization, they were divided into two groups of 15 parentscentered and teacher-centered. Then, the people in each group performed 3 sessions of 30 minutes per week for 4 weeks and a total of 12 sessions of play related to their group. Motor development and motor motivation of children were measured using the third Ulrich motor development test and children's motor motivation questionnaire, respectively. Paired t-test was used to evaluate the effects within the group and independent ttest was used to compare the effects of the groups. Paired t-test results showed that motor development and motor motivation in both parent-centered and teacher-centered groups increased significantly from pretest to posttest (P≤0.05). Also, the results of independent t-test to compare the two groups showed that the motor development and motor motivation of the parent group was significantly better than the teacher-centered group (P≤0.05). Therefore, it is suggested to use parent-centered games instead of teacher-centered games to improve motor development and also to improve children's motor motivation.

Introduction and purpose:

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.

53 beginner girl students were volunteered to conduct research with an average age 9.11 ± ./16 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.

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.

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.

The purpose of this study was to investigate the effect of teacher-centered and mastery motivational climate on the physical activity of children aged 8 years. The strategy of this research was semi-experimental and applied regarding to purpose, which was done using a pre-test-post-test design with control group. 60 students from elementary schools in Shahrekord city were selected using available sampling and randomly divided into three groups: mastery motivational climate, teacher-centered and control. In the pretest, the children's physical activity was recorded using pedometer measure. The intervention program was conducted during 12 sessions. Then, post-test was carried out. One-way ANOVA and Mixed ANOVA were used to compare intra-group and in-group effects. The results showed no significant difference between the groups in the pretest test (p