تاثیر تمرینات ورزشی بازی محور بر فرآیندهای شناختی سطح بالای دانش آموزان دیرآموز

هدف: هدف این پژوهش، بررسی تاثیر تمرینات ورزشی بازی‌ محور بر فرایندهای شناختی سطح بالای دانش‌آموزان دیرآموز بود. مواد و روش ها: روش پژوهش نیمه‌آزمایشی از نوع پیش‌آزمون-پس‌آزمون با گروه‌های کنترل و آزمایش بود. دوازده دانش‌آموز 9-10 ساله که در دسته دانش‌آموزان دیرآموز قرار داشتند، انتخاب شدند و پس از انجام پیش‌آزمون، به روش تصادفی ساده در دو گروه آزمایش (شش نفر) و گروه کنترل (شش نفر) قرار گرفتند. گروه آزمایش هر هفته سه جلسه و درمجموع دوازده جلسه 60 دقیقه‌ای در پروتکل تعیین‌شده شرکت کرد. ابزار اندازه‌گیری نرم‌افزار دسته‌بندی کارت‌های ویسکانسین بود. برای تحلیل داده‌ها از نرم‌افزار spss نسخه 21 استفاده شد. یافته ها: براساس نتایج تحلیل واریانس چندمتغیره با سطح معناداری 05/0 مشخص شد که بین گروه کنترل و گروه آزمایش تفاوت معنادار وجود داشت و گروه آزمایش نمرات بهتری کسب کردند.نتیجه گیری:  بنابراین توصیه می‌شود با قراردادن تمرینات ورزشی بازی‌محور در برنامه تربیت‌بدنی مدارس به‌عنوان برنامه‌ای مکمل، شاهد تاثیر مثبت این تمرینات بر تقویت فرایندهای شناختی سطح بالای دانش‌آموزان دیرآموز و کیفیت تحصیل و زندگی آینده آنان باشیم.

effect of game-based sports exercises on high-level cognitive processes of late- learners

background and purpose attention to the students in a society during elementary school is considered one of the most important issues and best investment methods for that society. education plays a crucial role in providing knowledge of our surrounding world, and inclusive education that caters to students with special needs is essential (mathikasari et al., 2019). in most countries, the education system is designed in a way that students with learning disabilities are placed alongside their typically developing peers. failure of these children to develop interpersonal cognitive abilities may lead to poor adjustment in school and the occurrence of excitable and aggressive behaviors (shkohi yekta, et al., 2013).research indicates that students with borderline intelligence often face challenges in academic achievement, mental health, and social adjustment. specifically, these students tend to struggle in math and reading courses (giji et al., 2014; weiland et al., 2017). therefore, the aim of this research is to investigate the effect of game-based sports exercises on the high-level cognitive processes of late learners.material and methods         the research method is quasi-experimental, utilizing a pre-test and post-test design with test and control groups. this project involves two subject groups, both of which are measured twice. the initial measurement is conducted with a pre-test, followed by a post-test. to create the groups, the random purposive sampling method is used to assign subjects to either the test or control group. these groups are similar, and the dependent variable is measured for both groups under the same conditions simultaneously. of the two groups, the first is exposed to an intervention involving game-based sports exercises, while the second continues without intervention. the statistical population for this research includes all late-learners in the third grade of foladshahr with an iq between 70 and 85, enrolled in the academic year 2020-2021. twelve students aged 9-10, identified as late-learners, are selected and randomly divided into two groups after the pre-test: the test group (n=6) and the control group (n=6). both groups participate in three sessions per week, totaling 12 sessions of 60 minutes each according to the established protocol. the measurement tool used is the wisconsin card classification software, and data analysis is conducted using spss version 21 software.result the results showed that, the game-based sports exercises are effective on the planning ability, attention, working memory and cognitive flexibility variables amang late learners (p<0.05).conclusion    the results of the study show that game-based sports exercises are not effective in improving the attention and concentration of late learners. this finding is not consistent with the research of ghasemi (2020) and nejati (2020). ghasemi (2020), in his research entitled &the effectiveness of play therapy in increasing attention and social adjustment of elementary school students with behavioral disorders,& concluded that play therapy training is effective in increasing attention, social adjustment, and reducing behavioral disorders in students with behavioral disorders.