The Swedish Journal of Scientific Research (sjsr)

ISSN: 2001-9211. Volume 1. Issue 5. October 2014

74
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THE EFFECT OF USING STYLISTIC THE CON-
STRUCTIONAL LEARNING ON EDUCATION
SOME MOTOR SKILLS ON THE BALANCE
BEAM IN WOMENS GYMNASTICS
* Asst.Prof.Dr. Ghada Moayd Sheha
*Physical Education College, Baghdad University


1. INTRODUCTION
The style of constructive education considered one of these ethods that a!e the learner is the a"is of the edu#
cational $rocess and ais to %intervention the teacher in the $re$aration the learner and his awareness that there
is a $ro&le re'uirin( a solution and he needs an a$$ro$riate strate(y to achieve that effort) the effort of the
learner which achieve it &y hiself to (et dee$er learnin( and ore useful than if he forced than if forced to a!e
this effort to (et the !nowled(e.*+,-.4/) and the colla&orative learnin( is a $rocess &ased on the $hiloso$hy of
construction which e$hasi0es on an i$ortance of that learnin( is eanin(ful and to (et to it ) the learner has to
use all his !nowled(e and his $ast e"$eriences that found in his structure of !nowled(e to &e a&le to understand
the !nowled(e of new construction and are in this education there is a hel$ for students for &uildin( their scien#
tific !nowled(e accordin( to successive sta(es +inte(ration) e"$loration) e"$lanation) and e"$ansion and correc#
tion/. +111- ,/) and the $rocess of learnin( s!ills of the artistic (ynastics still de$end on the conventional ethods
used in the lessons and characteri0ed often &y ne(lectin( the as$ects that ur(es thin!in( and lin!in( the $ast e"$e#
riences with new inforation to ena&le the learner to enrich his !nowled(e and develo$ent of s!ills and teachin(
hi the ethods of ri(ht thin!in(. the researcher sees that the style of constructive learnin( is one of the odern
ethods which de$ends on the active $artici$ation of the learner throu(h raisin( his ind and discoverin( the
conce$ts &y itself and its interaction with the new situation &y de$endin( on the su&jective e"$eriences and thus
the develo$ent of ental a&ilities and increase e"$eriences and this in turn is reflected in the learnin( $rocess in
a $ositive way. Throu(h the a&ove) the i$ortance of research lies in the identification of the i$act of the struc#
tural style of learnin( in the education of soe otor s!ills on a &alance &ea in the woen2s artistic (ynastics.
1. R3435RC6 7O58
The research ais to identify the i$act of the structural style of learnin( in the education of soe otor s!ills on
a &alance &ea in the woen2s artistic (ynastics for the two sets of the research
594TR5CT
The ais of the research are Identifyin( the effect of the constructional learnin( On education 4oe :otor
4!ills on the 9alance 9ea In ;oen2s 7ynastics ) The researcher used the e"$eriental ethod The su&#
jects were Two <ear Colle(e of $hysical education students 1=14were divided two (rou$s) e"$eriental
(rou$ was a$$lied the constructional learnin( and controllin( (rou$ was a$$lied ethod of learnin(. 5fter
data the researcher concluded followin( the 8earnin( :otor 4!ills of Usin( 4tlistic the constructional learn#
in( have a$ositive effect on the students otor s!ills as shown in $re and $osttests.
>3<;ORD4- 3??3CT. ;O:3N. 7<:N54TIC4. CON4TRUCTION58 835RNIN7. :OTOR 4>I884.
The Swedish Journal of Scientific Research (sjsr)
ISSN: 2001-9211. Volume 1. Issue 5. October 2014


7@
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.. R3435RC6 :3T6ODO8O7<
3"$eriental ethod has &een used for its suita&ility with the research $ro&le
4. R3435RC6 45:A83
The research sa$le was selected fro the second (rade students in the ?aculty of Ahysical 3ducation B 9a(hdad
University for the acadeic year +1=11#1=1./ and the nu&er of its e&ers +.4/ students were divided into
two e"$eriental +17/ has &een as!ed to use the constrictive education) and the control +17/ was as!ed the use of
the traditional style of learnin( +Arince/ in teachin( otor s!ills.
Ta&le +1/ shows e'uality of the research sa$le of s!ills under discussion
The difference Value of
calculated
(t)
The control
group
The experi-
mental group
Skills Rank
SD A SD A
Random
0.14 0.627 0.76 0.614 0.73
The back-
ground
1
Random
0.370 0.590 0.969 0.650 0.970
The saddle
shaped ascent
2
Random
0.83 0.527 1.05 0.60 1.3
The landing 3
4i(nificant at C +=.=@/
4hown in ta&le +1/ that the value of calculated +t/ is less than the ta&ulated value of +t/ this eans that the two
(rou$s are une'ual in the test of otor s!ills under discussion
@. D3T3R:I N5TION T63 :OTOR 4>I884
:otor s!ills have &een identified &ased &y de$endin( on the curriculu of the second sta(e students of the Col#
le(e of Ahysical 3ducation B University of 9a(hdad) as has &een chosen three otor s!ills s$ecific to the &alance
&ea to &e tau(ht on a &alance &ea) and these are the s!ills +the s!ill of saddle sha$ed ascent# s!ill of rollin(
&ac!(round the s!ill of landin(/.
,. AR3T34T
;ere (iven induction unit of the two sets of research +e"$eriental and control/ &efore doin( tri&al tests where
included e"$lanation of otor s!ills and dis$layed the &y the su&ject teacher) then the tri&al tests conducted at
+;ednesday/) corres$ondin( to +=1.=@.1=14/ and the researcher filed the tri&al tests and dis$layed the on four
eleents which are e"$erts in the (ae of artistic (ynastics to calculate the final score and the final score was
calculated for each student accordin( to the international law of (ynastic.
7. T63 CURRICU8U:
include +1D/ educational unit and the style of constrictive education was a$$lied on the e"$eriental (rou$ of the
research while the control (rou$ was left to the style used in the lesson &y two learnin( units in the wee!) and the
tie of learnin( unit +@= inute/ and the curriculu was i$leented startin( fro +, B 1B1=14/ until
+=4B=DB1=14/ and the wor! of a researcher was liited to the ain $art only as &e(an &y e"$lainin( the otor
s!ill and dis$layed it in front of the students and as! 'uestions a&out the $revious s!ills that have a relationshi$ or
that are close in ters of techni'ue or $erforance of the new s!ills to &e learned and this $hase called - callin(
$hase which eans the teacher calls the students to learn new s!ills . 5fter this ste$ the teacher &e(ins &y as!in(
'uestions a&out the s!ills which are wanted to &e learnt to !now a&out what they have of inforation a&out the
s!ills to &e learned to (et to the (ood level of a (ood. Then the e"$loration $hase starts after throu(h the i$le#
entation of the s!ills &y the students under research and trainin( &ased on the inforation who received the
fro the teacher durin( the e"$lanation and $resentation of s!ills and what they have of $revious e"$erience as
The Swedish Journal of Scientific Research (sjsr)
ISSN: 2001-9211. Volume 1. Issue 5. October 2014


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that the teachin( s!ills under discussion in the second seester. ?inally) the final sta(e is called the e"$lanations
and solutions sta(e where the students are a&le to $erfor the s!ills in seriousness and activity and the role of the
school here is liited to (ive feed&ac! to the students in tie of need. Then the student starts the $erforance of
the s!ill &y itself without the intervention of the school and its de$endence on internal feed&ac! in correctin( the
ista!es.
D. AO4TT34T
Aost#test was conducted on a research sa$le on +=4B1=B1=14/.
E. 4T5TI4TIC58 :3T6OD4
;as used the statistical &a(ful +4A44/ for data $rocessin( for research
1=. DI 4A85<I N7 R34U8T4) 5N58<FI N7 5ND DI44CU44I N7 T63:
4howin( the results of tests &efore and after $sychootor s!ills under discussion for the e"$eriental and control
(rou$s) analy0ed and discussed-
Ta&le 1 shows the results of tests &efore and after the control (rou$.
The differ#
ence
Calculated+t/ Aost#test Are#test 4!ills Ran!
4D 5 4D 5
si(nificant 1E.=E= 1.=,@ 4.@7. =.,14 =.7. The &ac!(round
rollin(
1
si(nificant 1@.=,= 1.=4= 4.@D= =.,@= =.E7= The saddle
sha$e ascent
1
si(nificant 17.=,= 1.=@@ ,.@1= =.,= 1.. landin( .
Significant at (0.05)
Ta&le . shows the results of tests &efore and after the e"$eriental (rou$
The difference Calculated+t/ Aost#test Are#test 4!ills Ran!
4D 5 4D 5
si(nificant 1,.1.4 1.==4 @.1 =.,17 =.7, The &ac!(round
rollin(
1
si(nificant 1E.=,E 1.1 @..1= =.@E= =.E,E The saddle
sha$ed ascent
1
si(nificant 11.,7= 1.=EE @.E= =.@17 1.=@ landin( .
Significant at (0.05)
Throu(h the results show that the e"$eriental and control (rou$s ay have learned otor s!ills under discussion
and that is due to the coitent of the research sa$le &y the educational units and trainin( on s!ills throu(h
re$etition acco$anied &y feed&ac! throu(h $erforance and correctin( it in each sta(e of learnin( led to the
sta&ility of the level of learnin( and $ro(ress it $ositively and that2s what was clearly evident in the arithetic
eans ) which raised in the $ost#test as the %the feed&ac! increases the ener(y of individuals and their otives
and enhance the ri(ht $erforance.% +1D1- D/. 5s the diversity in $erforance of s!ills and throu(h the $rinci$le of
The Swedish Journal of Scientific Research (sjsr)
ISSN: 2001-9211. Volume 1. Issue 5. October 2014


77
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(radual learnin( fro easy to difficult hel$ed students to learn s!ills and their e"cellence in the $erforance to
suit their a&ilities as %the level of $ractitioners of the (ae can &e i$roved &y definin( what is a$$ro$riate for
their a&ilities.% +11,- @/ and thus achieved the first hy$othesis that there were statistically si(nificant differences
&etween $re and $ost# tests in learnin( s!ills under search.
46O;I N7 T63 R34U8T4 O? 5 AO4T3RIORI T34T4 O? T;O 3GA3RI :3NT58 5ND CONTRO8 7ROUA4
IN :OTOR 4>I884 UND3R R3435RC6 5ND 5N58<F3D 5ND DI4CU443D
Ta&le 4 shows the results of a $osteriori tests of two e"$eriental and control
The difference The calculated
value of +t/
The e"$eri#
ental (rou$
The control
(rou$
4!ills Ran!
4D 5 4D 5
si(nificant @.4.= 1.==4 @.1 1.=,@ 4.@7. The &ac!(round roll#
in(
1
si(nificant @.,7, 1.1 @..1= 1.=4= 4.@D= The saddle sha$ed
ascent
1
si(nificant @.@, 1.=EE @.E= 1.=@@ ,.@1= landin( .
Significant at (0.05)
Ta&le +4/ noticed the $resence of statistically si(nificant differences &etween the e"$eriental and control (rou$s
and in favor of the e"$eriental (rou$ and the researcher attri&utes that due to ado$tin( the style of constructiv#
ist learnin( in its a$$roach as the constructivist learnin( hel$ed the student to interact directly with the school to
learn the s!ills under discussion &y e"$lorin( ideas and de$endin( on the $ast e"$eriences stored in the otor
eory which act as internal feed&ac! (iven to the to correct the error thus hel$ed in controllin( the s!ill and
access to the re'uired otor syner(y that %the constructive learnin( a$$roach hel$s students to &uild their
!nowled(e and connect the with the $revious !nowled(e and throu(h the a&ility to retrieve inforation and
lin!in( the new !nowled(e with the $revious !nowled(e and the develo$ent the s!ills of hi(her#order thin!in(
and $ro&le solvin( s!ills %+.D.- 1/) as well as the style of constructivist learnin( hel$ed to develo$ the intellectual
and sensuous of the learner and de$endin( on itself in correctin( ista!es which eans that it reduces the $ro#
$ortion of de$endency thus reduced the &urden on school aterial and it has achieved the (oal of research.
11. CONC8U4I ON4
1. 8earnin( s!ills under research usin( constructivist learnin( has achieved $ositive results for the e"$eri#
ental (rou$.
2. The use of constructivist learnin( in the learnin( $rocess has led to an increase in the desire of students to
learn otor s!ills and (ivin( the the o$$ortunity for dialo(ue with their collea(ues and with school and
thus led to the foration of $ositive attitudes toward (ynastic lesson.
.. 4u$eriority of the e"$eriental (rou$ on the control (rou$ in learnin( the s!ills in under search.
R3?3R3NC34
1. 6assan 6ussein FaitonH teachin( strate(ies) conte$orary vision for teachin( and learnin(- +the world of
&oo!s) Cairo) 1==./
2. Dawood ;adih :a"ioosH Construction in the $rocesses of teachin( and learnin( of atheatics at the
third conference on the systeic a$$roach in teachin( and learnin(- +Center for Develo$ent of 4cience
Teachin() 5an) 1==./.
The Swedish Journal of Scientific Research (sjsr)
ISSN: 2001-9211. Volume 1. Issue 5. October 2014


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3. Raed Idriss :ahoudH effect of usin( constructive learnin( in the collection of the second sta(e students
and their attitudes towards the su&ject of cheistry) ?aculty of 3ducation) University of Ti!rit =.1==E
4. Ra&ie 6osni :ohaedH effect of usin( the constrictive s$ecien in teachin( the athletic conce$ts on
the collection and the survival of learnin( and creative thin!in( in atheatics aon( students in the
first (rade ) Iournal of Research in 3ducation and Asycholo(y) the 9oard +17/)nu&er+./ 1===.
5. :ohaed ?ouad 6a&i&) 7hane :orsi 7haneH o&stacles of i$leentation of the (ynastic curricu#
lus on &oys2 schools in the United 5ra& 3irates) Iournal of 4cientific Conference) s$ort and the chal#
len(es of the twenty# atheist century) ?aculty of Ahysical 3ducation for 9oys- +Cairo) 6elwan University)
1EE7/) the first volue) edition 1@
6. The Institute of ?rain(H learnin( the or $hysical sciences secondary learnin() the National Institute for
users to confi(ure and i$rove their level of education) the :inistry of National 3ducation) 5l(eria)
1===....
7. 7lasersfeld) J3- Co(nitive) construction of !nowled(e and teachin() synthesis) 1==1
D. 4chide K ;ris&er(e- :otor learnin( K Aeforanceil) 6ua) >inetices &oo!) 1===