خلاصة:
Background. Due to the fact that the current methods used in Iran are old-fashioned and their theoretical foundations
are based on authority of teachers, there is a necessity to adopt and enjoy new and creative methods which are depended
upon peer learning of students who are actively involved in working with each other. These features are the cornerstone
of sport education (SE) method whose procedure is to teach students to be self-dependent and participate in all parts
of the class unlike traditional methods of sport education. Objectives. The current study aimed at comparing the effects
of traditional method (current methods in Iranian schools) with sport education on physical fitness and competency.
Methods. The current semi-experimental study focused on the effects of two methods of sport education and traditional
method. The statistical population included the junior students of 2nd grade in Sama School in Boroujerd of which
two 18-subject groups were selected; the first group was trained based on the sport education method and the 2nd
group based on traditional method in volleyball. Each group separately attended sport education and traditional method
classes. In the sport education group, the students attended 12 sessions according to the procedure of sport education,
formerly introduced by Siedentop; in the traditional method group, the students also attended 12 sessions, based on the
running method in volleyball. For the sport education group, before starting the season, the participants were asked to
take the physical fitness and competency pre-tests. Likewise, the traditional method group took the same tests before
starting the program. Then, the participants in each group were trained in accordance with the structure, procedure,
and lesson plan of the running method. After completion of training, the participants were asked to take the posttests
of physical fitness and competency. Then, the data from pre- and posttests were gathered and compared using
ANCOVA and analyzed with SPSS. Results. Intergroup comparisons showed a significant difference between the two
groups in physical fitness (except for jumping index); intragroup comparison also showed a significant difference
between pre- and posttest results in each group in terms of competency. Therefore, the sport education had a significant
priority to the traditional method. Conclusion. Our results suggest that instead of using common and traditional
teaching methods for physical education in schools, colleges and universities, it is better to use modern methods,
especially sports education.
ملخص الجهاز:
The current study aimed at comparing the effects of traditional method (current methods in Iranian schools) with sport education on physical fitness and competency.
The statistical population included the junior students of 2nd grade in Sama School in Boroujerd of which two 18-subject groups were selected; the first group was trained based on the sport education method and the 2nd group based on traditional method in volleyball.
For the sport education group, before starting the season, the participants were asked to take the physical fitness and competency pre-tests.
Stoekly in a study entitled: “Sport Education and the Traditional Unit Approach: A Comparison of Student Activity Levels” introduced sport education as a curriculum model in physical education that promotes student responsibility and positive social skills.
This study was designed to compare the level of student activity between the traditional unit approach and the sport education curriculum.
Consequently, in this study, the sport education model was an effective approach to meet the recommendations of Healthy People Organization, suggesting that students spend at least 50% of lesson time on moderate to vigorous physical activities.
For the sport education group, before starting the season, the participants were asked to take the pre-tests including physical fitness and competency.
DISCUSSION The current study aimed at comparing the effects of traditional and sport education methods on physical fitness and competency of 2nd grade Sama junior School students in Boroujerd, Iran.
For the sport education group, before starting the intervention, the participants were asked to take the pre-tests for physical fitness and competency.