ارتباط بین خودپنداره بدنی، شاخص توده بدنی و توانایی های ادراکی حرکتی در دانش‌آموزان دختر و پسر 11ساله

نوع مقاله: مقاله پژوهشی

نویسندگان

1 کارشناس ارشد تربیت بدنی و علوم ورزشی، گروه رفتارحرکتی، دانشگاه تهران، ایران

2 کارشناس ارشد تربیت بدنی و علوم ورزشی، گروه رفتارحرکتی، دانشگاه کرمانشاه، ایران

چکیده

مقدمه و هدف: این مطالعه به­منظور بررسی ارتباط بین خودپنداره بدنی، شاخص توده بدنی و توانایی­های ادراکی حرکتی در دانش­آموزان دختر و پسر 11ساله انجام شده است.
روش­ شناسی: در این مطالعه مقطعی 300 نفر از دانش­آموزان 11 ساله (144 دختر، 156 پسر) با میانگین سن 75/10 سال و انحراف استاندارد 58/0 شهر نهاوند از طریق نمونه­گیری خوشه­ای انتخاب شدند. قد و وزن دانش­آموزان اندازه­گیری شد و شاخص توده بدن محاسبه گردید. برای ارزیابی خودپنداره بدنی، پرسشنامه خودپنداره بدنی (PQS) به­کار برده شد. این پرسشنامه خرده­مقیاس­های صلاحیت، جذابیت بدنی، قدرت و اعتماد به نفس را می­سنجد. توانایی­های ادراکی حرکتی از طریق آزمون توانایی حرکتی برونینکز- اوزرتسکی بررسی شدند. این آزمون شامل 8 خرده­مقیاس چابکی و سرعت دویدن، تعادل، هماهنگی دوسویه، قدرت، سرعت پاسخ، کنترل بینایی- حرکتی، هماهنگی اندام فوقانی و سرعت و چالاکی اندام فوقانی است.
یافته­ ها: داده­ها نشان داد جذابیت بدنی و قدرت به شکل مثبت و شاخص توده بدنی به شکل منفی با توانایی­های ادراکی حرکتی همبستگی دارد. جذابیت بدنی و شاخص توده بدنی به­طور معنادار مجموعأ 9 درصد واریانس توانایی­های ادراکی حرکتی را پیش­بینی کرد. پسران نسبت به دختران به طور معناداری نمرات بالاتری در قدرت ( 000/0p=) و اعتماد به نفس (008/0p=) داشتند. درمقابل اختلاف معناداری بین گروه­ها در صلاحیت، جذابیت بدنی، شاخص توده بدنی و توانایی ادراکی حرکتی دیده نشد.                                                                                 
بحث و نتیجه­ گیری: بر­اساس مطالعه ما، تفاوت متغیرهای موجود بین دختران و پسران در سن 11 سالگی لزوم توجه به این تفاوت­ها را برای برنامه­ریزان بهداشتی و تربیت بدنی دوچندان می­کند. از سوی دیگر نتایج این مطالعه ارتباط تنگاتنگ و تاثیر متقابل توانایی­های ادراکی حرکتی، شاخص توده بدنی و خودپنداره بدنی در سن 11 سالگی را نشان می­دهد و براین اساس باید بر لزوم و اهمیت ارتقاء تمامی جنبه­های رشدی کودکان تأکید شود.

کلیدواژه‌ها


عنوان مقاله [English]

Relationship between physical self-concept, BMI and motor-perceptual ability in girl and boy students 11 years-old

چکیده [English]

Background & Purpose; This study investigated relationship between physical self- concept, BMI and motor- perceptual ability in girl and boy students 11 years- old.
Methodology; Three hundreds children ages 11 yr(144 girls, 156 boys) were selected via multi stage cluster sampling design from primary schools of the Nahavand city. Weight and height was measured and body mass index calculated. To assess the physical self- concept, Physical Self- Questionnaire(PSQ) was administered. This Questionnaire Measures Competence, Attractive body, Physical strength, Self- confidence. Motor- perceptual ability the children was investigated from the Bnininks-­­ Ozretesky test of motor proficiency. The test include 8 subscales: running speed & agility, balance, bilateral coordination, strength, upper limbs coordination, response speed, visual motor control, upper limbs speed & dexterity.
Results; Data showed the Strength and attractive body positive correlation and BMI negatively correlated with motor perceptual abilities.BMI and attractive body were significantly predict for 9  percent of motor-perceptual ability. Strength (p=0/000) and Self-confidence (p=0/008) were significantly lowered for girls when compared to boys. In contrast there was no significant difference in attractive body, competence, BMI and motor-perceptual ability among groups.
Discussion; Based on our study it is necessary for health and physical education planners that to consider difference of our variables between boys and girls 11 years- old. On the other hand, it was possible to conclude from our results, that the performance of 11 years- old children relate BMI and physical self- concept. Our data emphasize the necessity and importance of promoting all aspects of children development.

کلیدواژه‌ها [English]

  • physical self- concept
  • students
  • BMI
  • motor- perceptual ability
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