Département de l'activité sportive physique et sportive éducative

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    l’estime de soi physique et l'orientation de sport chez les élèves des classes de l'éducation physique (sport et études) de la wilaya de m’sila, Magister thesis, (2014)Université de Batna 2.
    (2017-03-16) قذيفة يحي
    L’étude a pour but de découvrir la relation entre l’estime de soi physique et l'orientation de sport chez les élèves des classes Les élèves des classes de l'éducation physique (sport et études) de la wilaya de m’sila par identifier le niveau de l’estime de soi physique et l'orientation de sport chez l’échantillon de l’étude, cette étude aussi permet de faire la comparaison entre les garçons et les filles dans ces deux variables (l’estime de soi physique et l'orientation de sport). L'étude s'est appuyée sur un échantillon de 51 étudiants, dont 39 garçons et 12 filles, Les outils utilisés sont représentés par le questionnaire de l’estime de soi physique réalisé par Mohamed Hassan Allaoui, Issam Elhilali et Taymor Ahmed Ragheb, ainsi que le questionnaire de l'orientation de sport réalisé par D.Gill, traduit par Mohamed Hassan Allaoui. Les résultats montre que le niveau de l’estime de soi physique et l'orientation de sport chez l’échantillon de l’étude est relativement élevé. Aussi une différence statistique significative a été trouvée entre les garçons et les filles (au seuil de 0,05) en ce qui concerne l’estime de soi physique et l'orientation de sport. Et pour ce qui concerne la relation entre l’estime de soi physique et l'orientation de sport, l’étude est arrivée a démontre qu’il y a une corrélation positive a été constatée entre l’estime de soi physique, et entre l’orientation vers la compétitivité, l’orientation vers la victoire, l’orientation vers l’objectif et l'orientation de sport (au seuil de 0,05).
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    الذكاءات المتعددة السائدة و أنماط التعلم المفضلة لدى طلبة معهد علوم وتقنيات النشاطات البدنية والرياضية
    (2017-03-16) شافعة آمنة
    This study aimed at detecting the preferred learning styles and dominant multiple intelligences of sciences and techniques of physical and sport activities Institute students and their relationships. A sample of ( ) male and female students representing university levels and faculties was chosen for this purpose. A questionnaire for preferred learning styles and another for multiple intelligences ; The data was analyzed using the Statistical Package for the Social Sciences (SPSS) for Windows (version ). The Visual / Verbal learning style was the most preferred.As for the intelligences, the Logical-mathematical intelligence was the most common type. Analysis of Canonical relations revealed a statistically significant relationship between the learning styles and multiple intelligences, i.e., the eight learning styles influenced and were influenced by the nine intelligences.
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    تاثير أسلوب حل المشكلات في تنمية التفكير الإبداعي الحركي خلال درس التربية البدنية و الرياضية لدى تلاميذ المرحلة الثانوية (16-17) سنة Doctorat thesis,(2018)Université de Batna 2
    (2018-06-17) مبارك مريم
    تهدف هذه الدراسة إلى اختيار مدى نجاعة أسلوب حل المشكلات في تنمية التفكير الإبداعي الحركي خلال درس التربية البدنية و الرياضية في المرحلة 16-17 سنة . وكذا التعرف على الفروق بين نتائج القياسات للمجموعتين التجريبية و الضابطة في تنمية كل مهارة من المهارات التفكير الإبداعي الحركي ، بالإضافة إلى التعرف على الفروق في نتائج القياسات بين الذكور والإناث وبين شعبة العلوم التجريبية و شعبة التسيير واقتصاد للمجموعة التجريبية في تنمية التفكير الإبداعي الحركي خلال درس التربية البدنية و الرياضية في الطور الثانوي (16-17 سنة). واستخدمت الباحثة المنهج التجريبي لملائمته طبيعة الدراسة، فيما تكونت عينة البحث من تلاميذ الصف الثاني ثانوي (16-17 سنة ) بثانوية محمد آل خليفة بباتنة للعام الدراسي 2016/2017 وتم اختيار العينة بالطريقة العمدية ، حيث بلغ عددهم 40 تلميذا ، تم تقسيمهم عشوائيا إلى مجموعتين متساويتين (تجريبية و ضابظة ) تحتوي كل منهما على (20 تلميذ) ،مما يشكلون ما نسبته (30.30 %) من مجتمع الدراسة وتم إختيلر العينة التجريبية بطريقة عشوائية ( عن طريق القرعة بين المجموعتين ).و استخدمت الباحثة مجموعة من الإختيارات لإختيار التفكير الإبداعي الحركي لمجموعتين التجريبية و الضابطة مع القياس القبلي و القياس البعدي . وقد تم إستخدام مجموعة من الأدوات منها البرنامج التعليمي التعلمي المصمم بإستخدام أسلوب حل المشكلات لفترة 10 أسابيع و بواقع وحدتين تعليميتين في الأسبوع ولمدة 120 دقيقة في الوحدة التعليمية ،وتم معالجة البيانات إحصائيا لحساب الصدق و الثبات وكذا حساب نتائج الدراسة بإستخدام الحزمة الإحصائية للعلوم الإجتماعية SPSS.وقد توصلت الباحثة إلى مجموعة من النتائج تمثلت في أن : - إستخدام أسلوب حل المشكلات ذو تأثير إيجابي في تنمية التفكير الإبداعي الحركي خلال درس التربية البدنية و الرياضية في المرحلة الثانوية 16-17 سنة. - وجود فروق ذات دلالة إحصائية بين نتائج القياسين البعديين للمجموعتين التجريبية و الضابطة في تنمية الطلاقة الحركية والأصالة الحركية بعد إستخدام أسلوب حل المشكلات خلال درس التربية البدنية والرياضية لدى تلاميذ المرحلة الثانوية 16-17 سنة ولصالح المجموعة التجريبية وبعكس المرونة الحركية . وجود فروق دات دلالة إحصائية بين نتائج القياسين القبلي والبعدي للمجموعة التجريبية في تنمية التفكير الإبداعي الحركي بعد إستخدام أسلوب حل المشكلات خلال درس التربية البدنية و الرياضية لدى تلاميذ المرحلة الثانوية 16-17 سنة. - وجود فروق ذات دلالة إحصائية بين نتائج القياس البعدي للمجموعة التجريبية ( شعبتي تسيير و إقتصاد وعلوم تجريبية ) و بين ( الذكور والإناث ) في تنمية التفكير الإبداعي الحركي بعد إستخدام أسلوب حل المشكلات خلال درس التربية البدنية و الرياضية لدى تلاميذ المرحلة الثانوية 16-17 سنة لصالح شعبة العلوم التجريبية و لصالح الذكور.
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    أثر منهاج التربية البدنية والرياضية في تحسين المهارات الحركية الأساسية لدى تلاميذ التعليم الإبتدائي ( 6-7) سنوات دراسة ميدانية بمؤسسات التعليم الإبتدائي – ولاية خنشلة Doctorat thesis, (2018)Université de Batna 2.
    (2018-07-03) لغرور عبد الحميد
    This study aimed at knowing the effect of the curriculum of the physical and sports education in the improvement of the basic transitional motor skills among primary school pupils (6-7) years, where the researcher adopted the experimental method by using the experimental design, which is appropriate for the nature of this study, of the two equivalent groups(the controlled and the experimental ). The population of this research is composed of )66( pupils listed in the second year classes of primary school. Selecting the sample was deliberate. The number of the samples members was )05( and they were deliberately divided into two groups: experimental (25 members) and controlled (25 members) males and females. And the researcher adopted, as a tool of studying, some motor tests to measure the basic motor skills (transitional, nontransitional, treatment, and handling). Also, the researcher used to analyze data the )SPSS( program applied in Human and Social Sciences, and he found some statistical differences in the improvement of some basic motor skills among members of the experimental group at the level of the indication (0.05); meanwhile, no statistical differences were found in the improvement of some basic motor skills among members of the controlled group at the level of the indication (0.05). Finally, the researcher didn’t find statistical differences in the improvement of some basic motor skills among members of experimental and controlled groups at the indication level (0.05).
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    عناصر اللياقة البدنية وعلاقتها بمستوى تقدير الذات و التحصيل الدراسي لدى تلاميذ التعليم الثانوي (15-16 سنة) Doctorat thesis, (2018)Université de Batna 2.
    (2018-07-08) FERITAS Youcef
    The objective of this study is to determine the relationship between the elements of fitness, level of self-esteem and academic achievement of secondary school students (15-16 years), as well as knowledge the differences between gender in level of the elements of fitness, self-esteem and academic achievement. The researcher used the descriptive approach to suit the nature of this study, while the sample consisted of 500 students in the first secondary year of both sexes by 250 for each sex was selected in a simple random way from some secondary schools in the state of Batna. The researcher also used the physical fitness scale designed by Dr. Mohamed Hassan Allawi as a multidimensional measure of the most important elements of physical fitness, And Rosenberg's self-esteem scale. The end-of-year rates were collected for the sample to measure the academic achievement. The data were processed statistically using the SPSS20 program. The researcher concluded that there is a significant positive correlation between the elements of fitness (muscle strength, endurance, speed, flexibility, and agility) and the level of self-esteem, as well as the existence of a significant positive correlation between the elements of fitness (endurance, flexibility, agility) And the level of academic achievement, while there is no correlation between (muscle strength, speed) and the level of academic achievement among the sample members. There were also statistically significant differences between males and females in the level of fitness elements in favor of males, as well as statistically significant differences between males and females in the level of academic achievement in favor for females, while there were no statistically significant differences in the level of self-esteem
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    أثر استخدام الأسلوب التبادلي وحل المشكلات خلال حصص البيداغوجيا التطبيقية في اكتساب الكفايات التدريسية لطلبة معهد علوم وتقنيات النشاطات البدنية والرياضية. Doctorat thesis, (2018)Université de Batna 2.
    (2018-12-20) النحوي طاهر
    Le but de cette étude est de tester l'efficacité de la méthode d'échange et de la méthode de résolution de problèmes dans le développement des compétences pédagogiques lors des cours de pédagogie appliquée destinés aux étudiants de deuxième année de l'Institut des sciences et techniques de l'activité physique et sportive de l'Université Ammar El Thiligi de Laghouat, en plus d'identifier les différences dans les résultats des différences entre groupes expérimentaux, Votre style d'enseignement Le chercheur a utilisé la méthode expérimentale adaptée à la nature de l'étude, tandis que l'échantillon des étudiants de deuxième année était un baccalauréat pour l'année universitaire 2016/2017 de l'Institut des sciences et technologies des activités physiques et sportives de l'Université de Laghouat, choisi au hasard, composé de 84 étudiants répartis en trois groupes. (Deux groupes expérimentaux, et un groupe témoin) Chaque groupe comprend 28 étudiants, représentant 37% de la population étudiée. Le chercheur a utilisé l’échelle d’auto-évaluation pour les compétences pédagogiques ainsi que les mesures préalables et postérieures pour tous les groupes d’étude, ainsi qu’une carte de correspondance pour les compétences pédagogiques et un ensemble d’outils, notamment le programme d’apprentissage conçu par la méthode évolutive. (45) minutes dans l'unité d'enseignement, et les données ont été traitées statistiquement pour le calcul de l'honnêteté et de la cohérence, ainsi que pour le calcul des résultats de l'étude à l'aide de l'ensemble statistique de sciences sociales spss, et le chercheur a obtenu un ensemble de résultats mécanisme: - Il existe des différences statistiquement significatives au niveau de signification α ≤0,05 entre le groupe témoin et le groupe expérimental utilisant la méthode d'échange et le groupe expérimental utilisant la méthode de résolution de problème pour acquérir et développer l'adéquation de la planification pendant les cours de pédagogie appliquée des deux groupes expérimentaux. - Il existe des différences statistiquement significatives au niveau de signification α ≤0,05 entre le groupe témoin et le groupe expérimental utilisant la méthode d'échange et le groupe expérimental qui utilise la méthode de résolution de problèmes pour acquérir et développer l'adéquation de la mise en oeuvre lors des cours de pédagogie appliquée des deux groupes expérimentaux. - Il y avait des différences statistiquement significatives au niveau de signification α ≤0,05 entre le groupe témoin et le groupe expérimental utilisant la méthode d'échange et le groupe expérimental qui utilise la méthode de résolution de problèmes pour acquérir et développer l'adéquation de l'évaluation pendant les cours de pédagogie appliquée des deux groupes expérimentaux.
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    أثر التدريس بأسلوبي التعلم التبادلي والاكتشاف الموجه في تحسين الرضا الحركي والثقة بالنفس خلال حصص التربية البدنية والرياضية لدى تلاميذ المرحلة الثانوية (15-18 سنة) Doctorat thesis, Université de Batna2
    (2019-01-28)
    The aim of the research is to reveal the effectiveness of teaching in the two methods of mutual learning and directed discovery in improving motor satisfaction and self-confidence during the physical education and sports classes among secondary school students (18-15 years),the researcher used the experimental method to suit the nature of the research and The research sample consisted of the secondary school students (15-18 years old), which numbered 60 students randomly divided into three equal groups (control group, reciprocal method group, guided discovery group). The researcher used the measure of motor satisfaction and the self-confidence measure. An interactive program and a discovery method were developed to improve the level of motor satisfaction and self-confidence for a period of 10 weeks with 2 units per week and 60 minutes per unit. The data were processed statistically using the SPSS. The researcher concluded the following: • There were statistically significant differences between the tribal and remote tests in the degree of motor satisfaction and self-confidence after using the traditional method in the control group and for the post-test. • There were statistically significant differences between the tribal and remote tests in the degree of motor satisfaction and self-confidence after using the method of mutual learning among the members of the first experimental group and for the post-test. • There are statistically significant differences between the tribal and remote tests in the degree of motor satisfaction and self-confidence. After the use of the discovery method directes by members of the second experimental group and for the post-test. • There were statistically significant differences between the experimental groups and the control group in the post-test in the degree of motor satisfaction and self-confidence for the benefit of the experimental groups
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    أثر برنامج تعليمي مقترح بالألعاب شبه رياضية في التقليل من صعوبات اداء بعض المهارات الحركية الاساسية في نشاط كرة اليد والقفز الطويل
    (2023) زيان بوشامة
    " L’effet d’un programme éducatif proposé avec des jeux semi -sportifs sur la réduction des difficultés d’exécution de certaines habiletés motrices de base dans le handball et le saut en longueur " . Étude expérimentale pour les collégiens de Mohamed Bouhzila, Tizi Nbraham, Sétif. Une recherche soumise dans le cadre des exigences pour l’obtention d’un doctorat de troisième cycle.
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    أثر النشاط البدني الرياضي الترويحي على التوافق النفسي للتلاميذ المتأخرين دراسيا فئة الذكور:دراسةتجريبية بمتوسطة اقضي تاوزيانت ,خنشلة
    (2023) بن هنية وهيبة
    The current study aims to find out the effect of proposed units of recreational physical activity on the psychological compatibility in personal, healthy, family and social dimensions of male underachievers. We used the experimental method; we took a homogeneous simple random sample which was estimated at 8 pupils from male underachievers (12 – 13 years old), we relied the psychological compatibility measure for Zainab Chocair (2003), and a set of recreational sports units as a scientific tool in the study. We analyzed data by “Kolomogorov – Smirnov & Shapiro – Wilk” tests to determine its natural distribution and “T” test to identify differences and test of estimates of effect size. The results showed that there are no statistically significant differences between before and after measurement at personal compatibility. While there were statistically significant differences between before and after measurement at family and social compatibility in favor after measurement. with a medium effect size for family compatibility and very large for social compatibility.
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    اثر النشاط البدني الرياضي الترويجي على التوافق النفسي للتلاميذ المتأخرين دراسيا
    (2023) بن هنية وهيبة
    The current study aims to find out the effect of proposed units of recreational physical activity on the psychological compatibility in personal, healthy, family and social dimensions of male underachievers. We used the experimental method; we took a homogeneous simple random sample which was estimated at 8 pupils from male underachievers (12 – 13 years old), we relied the psychological compatibility measure for Zainab Chocair (2003), and a set of recreational sports units as a scientific tool in the study. We analyzed data by “Kolomogorov – Smirnov & Shapiro – Wilk” tests to determine its natural distribution and “T” test to identify differences and test of estimates of effect size. The results showed that there are no statistically significant differences between before and after measurement at personal compatibility. While there were statistically significant differences between before and after measurement at family and social compatibility in favor after measurement. with a medium effect size for family compatibility and very large for social compatibility
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    أثر استخدام كل من التغذية الراجعة الفورية والمؤجلة على تعلم بعض المهارات الاساسية في كرة السلة
    (2024) حنفي سخري
    This study aimed to find out the effect of the use of immediate and delayed feedback on the learning of certain basic basketball skills: passing, dribbling and lay-up shooting. This study was based on the main hypothesis that the use of immediate and delayed feedback has a positive impact on the learning of these skills. The experimental method was used in this research which was conducted on male students of the middle school Boukardoun Yamina, aged between 12 and 14 years. A sample of 30 students was chosen. This sample was divided into three groups, each group includes 10 students. The first group was the control group, where the proposed educational program was applied in the traditional way. The second group was followed the educational program using immediate feedback, while the educational program was applied using delayed feedback on the third group. The results of this research showed the following: - There are statistically significant differences between the pre-test and the posttest in the learning of all the skills targeted in favor of the post-test and for all the groups. - There are statistically significant differences in the post-test between the study groups in learning the passing skill in favor of the immediate feedback group. - There are statistically significant differences in the post-test between the study groups in learning the dribbling skill and in favor of the immediate feedback group. - There are statistically significant differences in post-test of the lay-up skill between the immediate feedback group and the control group, and also between the delayed feedback group and the control group. While the differences between the immediate and delayed feedback group are not statistically significant. The differences were apparently in favor of the delayed feedback group.
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    اثر استخدام كل من التغذية الراجعة الفورية و المؤجلة على تعلم بعض المهرات الاساسية في كرة السلة
    (2024) حنفي سخري
    This study aimed to find out the effect of the use of immediate and delayed feedback on the learning of certain basic basketball skills: passing, dribbling and lay-up shooting. This study was based on the main hypothesis that the use of immediate and delayed feedback has a positive impact on the learning of these skills. The experimental method was used in this research which was conducted on male students of the middle school Boukardoun Yamina, aged between 12 and 14 years. A sample of 30 students was chosen. This sample was divided into three groups, each group includes 10 students. The first group was the control group, where the proposed educational program was applied in the traditional way. The second group was followed the educational program using immediate feedback, while the educational program was applied using delayed feedback on the third group. The results of this research showed the following: - There are statistically significant differences between the pre-test and the posttest in the learning of all the skills targeted in favor of the post-test and for all the groups. - There are statistically significant differences in the post-test between the study groups in learning the passing skill in favor of the immediate feedback group. - There are statistically significant differences in the post-test between the study groups in learning the dribbling skill and in favor of the immediate feedback group. - There are statistically significant differences in post-test of the lay-up skill between the immediate feedback group and the control group, and also between the delayed feedback group and the control group. While the differences between the immediate and delayed feedback group are not statistically significant. The differences were apparently in favor of the delayed feedback group.