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Volume 21, Issue 115 (10-2022)
Journal of Psychological Science 2022, 21(115): 1409-1426 |
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Hilavi Neisi M, nasri S, abedanzadeh R, balali M. (2022). Compare the effect of action video games and basic sports games on the development of gross skills and motivation in elementary school students. Journal of Psychological Science. 21(115), 1409-1426. doi:10.52547/JPS.21.115.1409
URL: http://psychologicalscience.ir/article-1-1601-en.html
URL: http://psychologicalscience.ir/article-1-1601-en.html
Department of Educational Sciences and Psychology, Faculty of Psychology, Tarbiat Dabir Shahid Rajaei University, Tehran, Iran , s.nasri1342@gmail.com
Abstract: (1149 Views)
Background: Researche have shown that simple movement skills are among the prerequisites for the development of more advanced movement skills. Despite extensive studies in the field of movement skills, the influence of active and sports-based video games on the improvement of movement skills has been less discussed.
Aims: The aim of this study was to compare the efficacy of active video games and Basic sports games on the gross motor skill and Motivation in elementary school male students.
Methods: The research was quasi-experimental with pre-test and post-test design. The statistical population included all 8-10 years Children in Ahvaz. 60 Children were selected by available sampling method and randomly divided into 3 groups of 30 individual. The research instruments were the Brunnicks-Ozertsky test, the Motivation Questionnaire and the Xbox 360 Kinect. First, pre-test data on gross skills and motivation were obtained. The study groups practiced twice for 8 weeks, 30 minutes per session. At the end of the training sessions, a post-test of gross skills and motivation was taken. In order to analyze the data, the covariance analysis method was used using SPSS version 22 software.
Results: The results showed that active and sports-based video games had a significant effect on the development of gross skills and motivation (P<0.05). Also, there was no significant difference between active video games and sports base (P<0.05).
Conclusion: Based on the findings regarding the effectiveness of active and sports-based video games on the development of gross motor skills and motivation in students, it is recommended to teach the use of active video games to improve gross motor skills in students.
Aims: The aim of this study was to compare the efficacy of active video games and Basic sports games on the gross motor skill and Motivation in elementary school male students.
Methods: The research was quasi-experimental with pre-test and post-test design. The statistical population included all 8-10 years Children in Ahvaz. 60 Children were selected by available sampling method and randomly divided into 3 groups of 30 individual. The research instruments were the Brunnicks-Ozertsky test, the Motivation Questionnaire and the Xbox 360 Kinect. First, pre-test data on gross skills and motivation were obtained. The study groups practiced twice for 8 weeks, 30 minutes per session. At the end of the training sessions, a post-test of gross skills and motivation was taken. In order to analyze the data, the covariance analysis method was used using SPSS version 22 software.
Results: The results showed that active and sports-based video games had a significant effect on the development of gross skills and motivation (P<0.05). Also, there was no significant difference between active video games and sports base (P<0.05).
Conclusion: Based on the findings regarding the effectiveness of active and sports-based video games on the development of gross motor skills and motivation in students, it is recommended to teach the use of active video games to improve gross motor skills in students.
Type of Study: Research |
Subject:
Special
Received: 2022/02/12 | Accepted: 2022/10/2 | Published: 2022/09/26
Received: 2022/02/12 | Accepted: 2022/10/2 | Published: 2022/09/26
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)