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تاثير الاسلوب المتداخل في دافع الانجاز والتحصيل المعرفي وتعلم بعض المهارات الاساسية في كرة اليد لطلاب كلية التربية الرياضية في جامعة كربلاء == Effect of Overlapping Methods To Learn Some Basic Skills, Cognitive And Psychological Handball With Students of The Faculty of Physical Education
Author name:
ثريا جويد محين
Supervisor name:
عادل تركي حسن الدلوي
General topic:
Sports
Specific topic:
Handball
Degree:
Doctorate
University:
University of Al-Qadisiyah - Faculty Of Physical Education
Language:
Arabic
University location:
Qadisiyah
First pages:
17T1294 - p.pdf
Abstract:
ان الاعتماد على طرائق التدريس المتطورة التي تبنتها النظريات الحديثة وعززتها التكنولوجيا المتطورة اصبحت اثارها واضحة في ميادين المعرفة جميعها ونتيجة لعدم الخوض بتداخل هذه الاساليب ( التبادلي + التعلم التعاوني + التضمين ) جعل الباحثة تهتم بهذه الفكرة وذلك ل | Understand the impact of overlapping methods (interactive, collaborative learning, modulated) to learn some basic skills, cognitive and psychological handball among students in the second phase. - Understand the impact of the interactive style of learning some basic skills, cognitive and psychological handball among students in the second phase. - Understand the impact of cooperative learning method to learn some basic skills, cognitive and psychological handball among students in the second phase. - Understand the impact of embedding method to learn some basic skills, cognitive and psychological handball among students in the second phase. - Identify any methods (interlaced, interactive, collaborative learning, modulated) were more influential in learning some basic skills, cognitive and psychological handball among students in the second phase. Research Hypotheses : - There is a significant difference in the use of methods (interlaced, interactive, collaborative learning, modulated) to learn some basic skills, cognitive and psychological tests between the pre and post tests and in favor of a posteriori. - A variation in effect between methods (interlaced, interactive, collaborative learning, embedding), and the best one influential styles are overlapping. The researcher used the experimental method to fit the nature of the research and sample consisted of 80 students of the second phase in the Faculty of Physical Education - University of Karbala were distributed to four groups of (20) students per group, were homogeneity and parity among the four groups in the variables ( Age, height, weight, intelligence, some of the basic skills handball, cognitive achievement, achievement motivation) was the use of a personal interview and questionnaire, tests and standards as a means of gathering information, was developed four educational programs handball by the researcher, the first program includes a tutorial on according to the curriculum scheduled for the students of the second stage added to the styles interlaced (interactive, collaborative learning, embedding), and the second program curriculum includes scheduled plus style cross, and the third program curriculum includes scheduled plus the style of cooperative learning, and the fourth group guarantees the tutorial with the same prescribed curriculum plus embedding method. Each consists of an educational program (34) and over the educational unit (13) a week, and by elite educational units per week, and the duration of each educational unit (90) minutes. The researcher used statistical methods the following : (arithmetic mean, standard deviation, and Cookson test, t - test for Ostin Hsabian linked, analysis of variance, least significant difference test (L. S.D) for data processing. The researcher reached the following conclusions : 1 that the teaching style nested effect in raising the level of cognitive achievement handball. 2 that the teaching style nested effect in raising the achievement motive handball. 3 that the methods of teaching the four affected in a positive learning some basic skillsHandball (pick - up and delivery, passing, dribbling, shoting). The researcher recommended the following : 1 - the need to depart from the methods used when they do not meet the purpose and replace nested style of two methods or more. 2 - Focus on the development of cognitive and psychological aspects of learners. 3 - Conduct a similar study, according to the variables (gender, age, skills and sports).
