Abstract: The aim of the research identify the effect of using the five-finger strategy in learning a movement chain on the balance beam apparatus for students in the third stage in the College of Physical Education and Sports Science, as well as to identify which groups (experimental and controlling) are better in learning the kinematic chain on the balance beam device, has been used The experimental approach is to design the experimental and control groups with pre-and post-test. The research sample was represented by third-graders, as the third division (j) was chosen by lot to represent the experimental group, and a division Third (i) to represent the control group, after which (10) students from each division were tested by lot to represent the two groups, then the pre-test was performed, then the main experiment was carried out for a period of (8) weeks by two educational units per week, as the kinetic chain skills were taught, which included three skills, namely, the individual rise, the balance, the front rolling skill, and the Arabic landing skill. After completing the experiment, the result was a post-test, and the statistical package for social sciences was used SPSS to address search results, it included the mean, standard deviation, and T.test for corresponding samples and T.test for asymmetric samples, and a set of conclusions were reached, the most important of them: The five-finger strategy and the traditional method have made a noticeable development in the kinetic chain learning, but the five-finger strategy has outperformed the traditional method of positive influence.
The effect of using the five-finger strategy on learning movement chain on a
balance beam in the artistic gymnastics of women
motor learning
gymnastics
strategy
feedback
balance beam
Publication Date
Wed Sep 01 2021
Journal Name
Journal Ishraqat Tanmawya
Interaction patterns within the educational framework: the teacher – the learner
Mots clé : interaction
apprenant
enseignant
continu
apprentissage
communication
réception.
Cette recherche vise à analyser le terme d’interaction, à travers lequel les expériences sont échangées dans leurs aspects de connaissances et de compétences, entre les parties à l’interaction. D’autre part, la langue a plusieurs formats interactifs, qui porte des cultures et des coutumes sociales communes. Par conséquent, l’interaction linguistique est le pilier dans le lien entre les relations sociales. L’interaction au sein de la classe est l’un des facteurs les plus importants qui augmentent l’efficacité du processus éducatif. Il existe trois types d’interaction qui peuvent se produire dans le processus éducatif, l’interaction entre l’enseignant- l’apprenant, l’apprenant- le continu éducatif et l’
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