‫ﺩﺭﺍﺳﺎﺕ‪ ،‬ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ‪ ،‬ﺍﻟﻤﺠﻠﹼﺩ ‪ ،35‬ﺍﻟﻌﺩﺩ ‪2008 ،2‬‬

‫ﻓﺎﻋﻠﻴﺔ ﻤﻔﺭﺩﺍﺕ ﺍﻟﻤﻘﺭﺭﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻋﻠﻰ ﺘﻁﻭﺭ ﺒﻌﺽ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺒﺩﻨﻴﺔ‬

‫ﻟﺩﻯ ﻁﻼﺏ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺒﺩﻨﻴﺔ ﻭﺍﻟﺭﻴﺎﻀﺔ ‪ -‬ﺒﺎﻟﺭﻴﺎﺽ‬

‫ﻋﻠﻲ ﺒﻥ ﻋﺒﺩ ﺍﷲ ﺍﻟﺠﻔﺭﻱ ﻭﻴﺎﺴﺭ ﻤﺤﺭﻭﺱ ﻤﺼﻁﻔﻰ ﻭﺴﻤﻴﺭ ﻤﺤﻤﺩ ﻤﻨﺎﻭﺭ*‬

‫ﻤﻠﺨـﺹ‬
‫ﺘﻌ ‪‬ﺩ ﺍﻟﻤﻌﺎﻴﻴﺭ ﺇﺤﺩﻯ ﺍﻟﻭﺴﺎﺌل ﺍﻟﻤﻭﻀﻭﻋﻴﺔ ﺍﻟﺘﻲ ﻴ‪‬ﻌﺘﻤﺩ ﻋﻠﻴﻬﺎ ﻓﻲ ﺘﻘﻴﻴﻡ ﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ‪ ،‬ﺤﻴﺙ ﻴﻤﻜﻥ ﻤﻥ ﺨﻼﻟﻬﺎ ﻤﻘﺎﺭﻨﺔ ﻭﺘﻔﺴﻴﺭ‬
‫ﺍﻟﺩﺭﺠﺎﺕ ﺍﻟﻤﺴﺘﺨﻠﺼﺔ ﻤﻥ ﺘﻁﺒﻴﻕ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﻭﺍﻟﻤﻘﺎﻴﻴﺱ‪ ،‬ﻭﺍﻟﺘﻲ ﺘﻌﺘﺒﺭ ﺇﺤﺩﻯ ﺍﻟﻭﺴﺎﺌل ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﻀﺭﻭﺭﻴﺔ ﻻﺴﺘﻤﺭﺍﺭ ﺍﻟﺘﻘﺩﻡ‬
‫ﺍﻟﻌﻠﻤﻲ ﺒﻤﺨﺘﻠﻑ ﺍﻟﻤﻴﺎﺩﻴﻥ ﻭﻤﻥ ﻀﻤﻨﻬﺎ ﺍﻟﻤﺠﺎل ﺍﻟﺭﻴﺎﻀﻲ‪ ،‬ﺤﻴﺙ ﺃﺸﺎﺭ ﺒﺎﺸﺭ )‪ Basher (1987‬ﺇﻟﻰ ﺍﻨﻪ ﻻ ﻴﻨﺒﻐﻲ ﺍﻟﻨﻅﺭ ﺇﻟﻰ‬
‫ﺍﻟﻘﻴﺎﺱ ﻭﺍﻟﺘﻘﻭﻴﻡ ﻋﻠﻰ ﺃﻨﻬﺎ ﻏﺎﻴﺎﺕ‪ ،‬ﻭﺇﻨﻤﺎ ﻭﺴﺎﺌل ﺘﺅﺩﻱ ﺇﻟﻰ ﺯﻴﺎﺩﺓ ﺍﻟﺘﻘﺩﻡ‪ ،‬ﻭﺘﻌﺩ ﺍﻟﻤﺼﺩﺭ ﺍﻟﻭﺍﻗﻌﻲ ﻟﻠﺘﻌﺭﻑ ﺇﻟﻰ ﺍﻟﺤﺎﻟﺔ ﻭﺍﻻﺴﺘﻌﺩﺍﺩ‬
‫ﺍﻟﺒﺩﻨﻲ ﻭﺍﻟﻭﻅﻴﻔﻲ‪ ،‬ﻭﻴﺼﺒﺢ ﻟﺩﻯ ﺍﻟﺭﻴﺎﻀﻲ ﺍﻟﺤﺎﻓﺯ ﻟﺒﺫل ﻤﺯﻴﺩ ﻤﻥ ﺍﻟﺠﻬﺩ ﻟﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﻲ ﻭ‪‬ﻀﻌﺕ ﻟﻠﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻭﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫ﻟﺫﺍ ﺘﻬﺩﻑ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﺇﻟﻰ ﺘﺄﺜﻴﺭ ﻤﻔﺭﺩﺍﺕ ﺍﻟﻤﻘﺭﺭﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻋﻠﻰ ﺘﻁﻭﺭ ﺒﻌﺽ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺒﺩﻨﻴﺔ ﻟﺩﻯ ﻁﻼﺏ‬
‫ﺍﻟﻤﺴﺘﻭﻯ ﺍﻷﻭل‪ ،‬ﻜﻤﺎ ﺘﻬﺩﻑ ﺃﻴﻀﹰﺎ ﺇﻟﻰ ﺍﺴﺘﻁﻼﻉ ﺭﺃﻱ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ ﻓﻲ ﻤﻔﺭﺩﺍﺕ ﺍﻟﻤﻘﺭﺭﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻲ ﻴﺘﻡ ﺘﺩﺭﻴﺴﻬﺎ‬
‫ﻟﻁﻼﺏ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻷﻭل ﺒﻐﺭﺽ ﻭﻀﻊ ﻨﻤﻭﺫﺝ ﻤﻘﺘﺭﺡ ﻟﺘﻁﻭﻴﺭ ﻫﺫﻩ ﺍﻟﻤﻘﺭﺭﺍﺕ ﺍﻟﺩﺭﺍﺴﻴﺔ‪ ،‬ﻭﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺜﻭﻥ ﺍﻟﻤﻨﻬﺞ ﺍﻟﺘﺠﺭﻴﺒﻲ‪،‬‬
‫ﻭﺘﺘﻤﺜل ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﻓﻲ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﻘﺎﺌﻤﻴﻥ ﻋﻠﻰ ﺍﻟﺘﺩﺭﻴﺱ ﻟﻠﻤﺴﺘﻭﻯ ﺍﻷﻭل ﻭﻜﺫﻟﻙ ﺠﻤﻴﻊ ﻁﻼﺏ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻷﻭل‬
‫ﻟﻠﻌﺎﻡ ﺍﻟﺩﺭﺍﺴﻲ ‪1427/1426‬ﻫـ‪ ،‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺜﻭﻥ ﻟﺠﻤﻊ ﺍﻟﺒﻴﺎﻨﺎﺕ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﻤﺅﻫﻠﺔ ﻟﻼﻟﺘﺤﺎﻕ ﺒﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ‬
‫ﺍﻟﺒﺩﻨﻴﺔ ﻭﺍﻟﺭﻴﺎﻀﺔ‪ ،‬ﻭﻗﺩ ﺘﻡ ﺍﻟﺘﻁﺒﻴﻕ ﺍﻷﻭل ﻗﺒل ﺒﺩﺍﻴﺔ ﺍﻟﻌﺎﻡ ﺍﻟﺩﺭﺍﺴﻲ‪ ،‬ﻭﺍﻟﺘﻁﺒﻴﻕ ﺍﻟﺜﺎﻨﻲ ﻗﺒل ﻨﻬﺎﻴﺔ ﺍﻟﻌﺎﻡ ﺍﻟﺩﺭﺍﺴﻲ ﺍﻟﺤﺎﻟﻲ‪ ،‬ﻜﺫﻟﻙ ﺘﻡ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﻗﺎﺌﻤﺔ ﺒﻤﻔﺭﺩﺍﺕ ﺍﻟﻤﻘﺭﺭﺍﺕ ﻻﺴﺘﻁﻼﻉ ﺭﺃﻱ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ ﻓﻲ ﻤﺤﺘﻭﺍﻫﺎ ﻭﻤﺎ ﻴﺠﺏ ﺘﻌﺩﻴﻠﻪ ﺃﻭ ﺤﺫﻓﻪ ﺃﻭ ﺇﻀﺎﻓﺘﻪ‪.‬‬
‫ﻭﻤﻥ ﺃﻫﻡ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﻲ ﺁﻟﺕ ﺇﻟﻴﻬﺎ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻭﺼﻭل ﺇﻟﻰ ﻨﻤﻭﺫﺝ ﻤﻘﺘﺭﺡ ﻟﺘﺼﺤﻴﺢ ﺍﻟﺴﻠﺒﻴﺎﺕ‪.‬ﻭﺍﻻﺴﺘﺯﺍﺩﺓ ﻤﻥ ﺍﻻﻴﺠﺎﺒﻴﺎﺕ ﻓﻲ ﺘﻁﻭﻴﺭ‬
‫ﻤﻔﺭﺩﺍﺕ ﺍﻟﻤﻘﺭﺭﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻟﻜﻲ ﺘﺘﻨﺎﺴﺏ ﻤﻊ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺤﺎﻟﻴﺔ‪.‬‬
‫ﺍﻟﻜﻠﻤـﺎﺕ ﺍﻟﺩﺍﻟـﺔ‪ :‬ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺒﺩﻨﻴﺔ‪ ،‬ﺍﻟﻤﻘﺭﺭﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ‪ ،‬ﻓﺎﻋﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﺭﻴﺎﻀﻲ‪.‬‬

‫ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﻤﻨﺸﻭﺩﺓ )ﺯﻫﺭﺍﻥ‪.(1991 ،‬‬ ‫‪ .1‬ﺍﻟﻤﻘﺩﻤــﺔ‬

‫ﻭﺘﻌﺩ ﺍﻟﻤﻌﺎﻴﻴﺭ ﺇﺤﺩﻯ ﺍﻟﻭﺴﺎﺌل ﺍﻟﻤﻭﻀﻭﻋﻴﺔ ﺍﻟﺘﻲ ﻴ‪‬ﻌﺘﻤﺩ‬
‫ﻋﻠﻴﻬﺎ ﻓﻲ ﺘﻘﻭﻴﻡ ﺃﺩﺍﺀ ﺍﻟﻁﻼﺏ‪ ،‬ﺤﻴﺙ ﻴﻤﻜﻥ ﻤﻥ ﺨﻼﻟﻬﺎ ﻤﻘﺎﺭﻨﺔ‬ ‫ﻴﻠﻌﺏ ﺍﻟﺘﻘﺩﻡ ﺍﻟﺘﻘﻨﻲ ﻓﻲ ﻤﺠﺎل ﺍﻟﻘﻴﺎﺴﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻠﻘﺩﺭﺍﺕ‬
‫ﻭﺘﻔﺴﻴﺭ ﺍﻟﺩﺭﺠﺎﺕ ﺍﻟﻤﺴﺘﺨﻠﺼﺔ ﻤﻥ ﺘﻁﺒﻴﻕ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ‬ ‫ﺍﻟﺒﺩﻨﻴﺔ ﺩﻭﺭﹰﺍ ﻤﻬﻤﹰﺎ ﻓﻲ ﻤﺠﺎل ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻟﺘﻌﻠﻴﻡ‪ ،‬ﺤﻴﺙ ﻴﻤﺩ‬
‫ﻭﺍﻟﻤﻘﺎﻴﻴﺱ ﻭﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ ﻓﻲ ﺘﻁﻭﻴﺭ ﻤﺴﺘﻭﻯ ﺍﻟﻠﻴﺎﻗﺔ ﺍﻟﺒﺩﻨﻴﺔ‬ ‫ﺍﻟﻤﺩﺭﺒﻴﻥ ﻭﺍﻟﻤﻌﻠﻤﻴﻥ ﺒﺎﻷﺩﻭﺍﺕ ﻭﺍﻟﻭﺴﺎﺌل ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﺤﺩﻴﺜﺔ ﺍﻟﺘﻲ‬
‫ﻟﻠﻁﻼﺏ‪ ،‬ﻭﻫﻲ ﺇﺤﺩﻯ ﺍﻟﻭﺴﺎﺌل ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﻀﺭﻭﺭﻴﺔ ﻻﺴﺘﻤﺭﺍﺭ‬ ‫ﻴ‪‬ﻨﻅﺭ ﺇﻟﻴﻬﺎ ﻋﻠﻰ ﺃﻨﻬﺎ ﺫﺍﺕ ﺘﺄﺜﻴﺭ ﺇﻴﺠﺎﺒﻲ ﻓﻲ ﺘﻘﻨﻴﻥ ﺤﻤل‬
‫ﺍﻟﺘﻘﺩﻡ ﺍﻟﻌﻠﻤﻲ ﺒﻤﺨﺘﻠﻑ ﺍﻟﻤﻴﺎﺩﻴﻥ ﻭﺍﻟﺘﻲ ﻤﻥ ﻀﻤﻨﻬﺎ ﺍﻟﻤﺠﺎل‬ ‫ﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﺨﺘﻴﺎﺭ ﺃﻨﺴﺏ ﻁﺭﻕ ﺍﻟﺘﻌﻠﻡ‪ ،‬ﻤﻤﺎ ﻴﻘﻠل ﻤﻥ ﺍﻟﻔﺎﻗﺩ ﻓﻲ‬
‫ﺍﻟﺭﻴﺎﻀﻲ )ﺤﺴﺎﻨﻴﻥ‪ ،(1998 ،‬ﺤﻴﺙ ﺃﺸﺎﺭ ﺒﺎﺸﺭ‬ ‫ﺍﻟﻭﻗﺕ ﻭﺍﻟﺠﻬﺩ‪ ،‬ﻭﺴﺭﻋﺔ ﺘﻁﻭﻴﺭ ﻁﺭﻕ ﺍﻟﺘﻌﻠﻡ‪ ،‬ﻭﻜﺫﻟﻙ ﺇﻤﻜﺎﻨﻴﺔ‬
‫)‪ Basher (1987‬ﺇﻟﻰ ﺃﻨﻪ ﻻ ﻴﻨﺒﻐﻲ ﺍﻟﻨﻅﺭ ﺇﻟﻰ ﺍﻟﻘﻴﺎﺱ ﻭﺍﻟﺘﻘﻭﻴﻡ‬
‫ﺍﻨﺘﻘﺎﺀ ﺍﻟﻤﻔﺭﺩﺍﺕ ﺍﻟﻤﻨﺎﺴﺒﺔ ﻟﻜل ﻤﺭﺤﻠﺔ ﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺒﺫﻟﻙ ﻴﻤﻜﻥ‬
‫ﻋﻠﻰ ﺃﻨﻬﺎ ﻏﺎﻴﺎﺕ‪ ،‬ﻭﺇﻨﻤﺎ ﻭﺴﺎﺌل ﺘﺅﺩﻱ ﺇﻟﻰ ﺯﻴﺎﺩﺓ ﺍﻟﺘﻘﺩﻡ‪ ،‬ﻭﺃﻨﻬﺎ‬
‫ﺍﻟﻤﺼﺩﺭ ﺍﻟﻭﺍﻗﻌﻲ ﻟﻠﺘﻌﺭﻑ ﺇﻟﻰ ﺍﻟﺤﺎﻟﺔ ﻭﺍﻻﺴﺘﻌﺩﺍﺩ ﺍﻟﺒﺩﻨﻲ‬
‫* ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺒﺩﻨﻴﺔ ﻭﺍﻟﺭﻴﺎﻀﺔ‪ ،‬ﺍﻟﺭﻴﺎﺽ؛ ﻭﻗﺴﻡ ﺃﺼﻭل ﺍﻟﺘﺭﺒﻴﺔ‪ ،‬ﻜﻠﻴﺔ‬
‫ﻭﺍﻟﻭﻅﻴﻔﻲ‪ ،‬ﻭﻴﺼﺒﺢ ﻟﺩﻯ ﺍﻟﻁﺎﻟﺏ ﺍﻟﺤﺎﻓﺯ ﻟﺒﺫل ﻤﺯﻴﺩ ﻤﻥ ﺍﻟﺠﻬﺩ‬
‫ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺒﺩﻨﻴﺔ ﻭﺍﻟﺭﻴﺎﻀﺔ‪ ،‬ﺍﻟﺭﻴﺎﺽ؛ ﻭﻗﺴﻡ ﺍﻟﺘﺩﺭﻴﺏ ﺍﻟﺘﻁﺒﻴﻘﻲ‪ ،‬ﻜﻠﻴﺔ‬
‫ﻟﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﻲ ﻭ‪‬ﻀﻌﺕ ﻟﻠﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬ ‫ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺒﺩﻨﻴﺔ ﻭﺍﻟﺭﻴﺎﻀﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻟﻤﻠﻙ ﺴﻌﻭﺩ‪ ،‬ﺍﻟﺭﻴﺎﺽ‪ .‬ﺘﺎﺭﻴﺦ‬
‫ﻭﻋﻠﻰ ﺫﻟﻙ ﻓﺈﻥ ﺍﻟﻬﺩﻑ ﺍﻷﺴﺎﺴﻲ ﻤﻥ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻘﻭﻴﻡ ﻟﻤﺤﺘﻭﻯ‬ ‫ﺍﺴﺘﻼﻡ ﺍﻟﺒﺤﺙ ‪ ،2006/7/18‬ﻭﺘﺎﺭﻴﺦ ﻗﺒﻭﻟﻪ ‪.2007/3/25‬‬

‫© ‪ 2008‬ﻋﻤﺎﺩﺓ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪ /‬ﺍﳉﺎﻣﻌﺔ ﺍﻷﺭﺩﻧﻴﺔ‪ .‬ﲨﻴﻊ ﺍﳊﻘﻮﻕ ﳏﻔﻮﻇﺔ‪.‬‬ ‫‪- 321 -‬‬
‫ﻋﻠﻲ ﺒﻥ ﻋﺒﺩ ﺍﷲ ﺍﻟﺠﻔﺭﻱ ﻭﻴﺎﺴﺭ ﻤﺤﺭﻭﺱ ﻤﺼﻁﻔﻰ ﻭﺴﻤﻴﺭ ﻤﺤﻤﺩ ﻤﻨﺎﻭﺭ‬ ‫ﻓﺎﻋﻠﻴﺔ ﻤﻔﺭﺩﺍﺕ ﺍﻟﻤﻘﺭﺭﺍﺕ ‪...‬‬

‫ﻭﻴﻤﻜﻥ ﺘﻭﻀﻴﺢ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻷﻫﺩﺍﻑ ﻭﺍﻟﻤﺤﺘﻭﻯ ﻭﺃﺴﺎﻟﻴﺏ‬ ‫ﺍﻟﻤﻘﺭﺭﺍﺕ ﻫﻭ ﺍﻟﺘﻌﺭﻑ ﺇﻟﻰ ﺍﻷﻫﺩﺍﻑ ﺍﻟﻤﻭﻀﻭﻋﺔ ﻭﻤﺎ ﺘﺤﻘﻕ‬
‫ﺍﻟﺘﻘﻭﻴﻡ ﻓﻲ ﺍﻟﺸﻜل )‪) (1‬ﺯﻫﺭﺍﻥ‪.(1991 ،‬‬ ‫ﻤﻨﻬﺎ ﻭﻤﺎﻟﻡ ﻴﺘﺤﻘﻕ‪ ،‬ﻭﺫﻟﻙ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻭﺴﺎﺌل ﺍﻟﺘﻘﻭﻴﻡ ﺍﻟﻤﻨﺎﺴﺒﺔ‬

‫ﺍﻷﻫﺩﺍﻑ‬

‫ﺇﻤﻜﺎﻨﺎﺕ ﺍﻟﺘﻨﻔﻴﺫ ﻤﻥ‬ ‫ﻤﻔﺭﺩﺍﺕ ﺍﻟﻤﻘﺭﺭ ﺍﻟﺩﺭﺍﺴﻲ‬

‫ﻁﺭﻕ ﻭﻭﺴﺎﺌل‬ ‫ﺨﺒﺭﺍﺕ ﻭﺃﻨﺸﻁﺔ‬

‫ﺃﺴﺎﻟﻴﺏ ﺍﻟﺘﻘﻭﻴﻡ‬

‫ﺍﻟﺸﻜل )‪(1‬‬
‫ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻷﻫﺩﺍﻑ ﻭﺍﻟﻤﺤﺘﻭﻯ ﻭﺃﺴﺎﻟﻴﺏ ﺍﻟﺘﻘﻭﻴﻡ‬

‫ﻼ ﻭﺩﻗﻴﻘﺎﹰ‪ ،‬ﺜﻡ‬ ‫ﺘﻭﺼﻴﻑ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺒﺩﻨﻴﺔ ﻟﺩﻴﻬﻡ ﺘﻭﺼﻴﻔﹰﺎ ﻜﺎﻤ ﹰ‬
‫ﺍﻟﺘﻌﺭﻑ ﺇﻟﻰ ﺘﺄﺜﻴﺭ ﻤﻔﺭﺩﺍﺕ ﺍﻟﻤﻘﺭﺭﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ )ﻤﺴﺎﺒﻘﺎﺕ‬
‫ﺍﻟﻤﻴﺩﺍﻥ ﻭﺍﻟﻤﻀﻤﺎﺭ‪ -‬ﻜﺭﺓ ﺍﻟﻘﺩﻡ – ﺍﻟﺘﻤﺭﻴﻨﺎﺕ ﺍﻟﺒﺩﻨﻴﺔ – ﻜﺭﺓ‬
‫ﺍﻟﺴﻠﺔ ‪ -‬ﺍﻟﺴﺒﺎﺤﺔ( ﻋﻠﻰ ﻗﺩﺭﺍﺘﻬﻡ ﺍﻟﺒﺩﻨﻴﺔ‪ ،‬ﻭﻫل ﻫﺫﻩ ﺍﻟﻤﻔﺭﺩﺍﺕ‬
‫ﻤﻨﺎﺴﺒﺔ ﻜﻲ ﻴﻤﻜﻥ ﺇﺒﺭﺍﺯﻫﺎ ﻭﺘﻌﺯﻴﺯﻫﺎ ﺤﺘﻰ ﺘﺴﺎﻫﻡ ﺒﺼﻭﺭﺓ‬
‫ﻤﻠﺤﻭﻅﺔ ﻓﻲ ﺘﻁﻭﺭ ﻫﺫﻩ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺒﺩﻨﻴﺔ‪ ،‬ﺃﻡ ﺍﻨﻪ ﻴﺠﺏ ﺘﻌﺩﻴﻠﻬﺎ‬
‫ﺤﺘﻰ ﺘﺘﻨﺎﺴﺏ ﻤﻊ ﻁﺒﻴﻌﺔ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺴﻨﻴﺔ‪ ،‬ﻭﺫﻟﻙ ﺘﻤﻬﻴﺩﹰﺍ ﻟﺘﻌﻤﻴﻡ‬
‫ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺒﺎﻗﻲ ﺍﻟﻤﻘﺭﺭﺍﺕ‪ ،‬ﻭﻴﺘﺴﻨﻰ ﺍﻟﻭﺼﻭل ﺇﻟﻰ ﻗﺎﺌﻤﺔ‬
‫ﻤﻔﺭﺩﺍﺕ ﻤﺘﻜﺎﻤﻠﺔ ﻟﺠﻤﻴﻊ ﺍﻟﻤﻘﺭﺭﺍﺕ ﺍﻟﺘﻲ ﻴﺘﻡ ﺘﺩﺭﻴﺴﻬﺎ ﺒﺎﻟﻜﻠﻴﺔ‪.‬‬
‫‪ .2‬ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‬
‫ﻗﺎﻡ ﺍﻟﺒﺎﺤﺜﻭﻥ ﺒﻤﺭﺍﻋﺎﺓ ﺍﻨﺘﻘﺎﺀ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻤﺭﺘﺒﻁﺔ ﺍﻟﺘﻲ ﻨﻔﺫﺕ‬
‫ﻓﻲ ﺒﻌﺽ ﺍﻟﺩﻭل ﺍﻟﻌﺭﺒﻴﺔ ﻜﺘﺠﺎﺭﺏ ﻋﻤﻠﻴﺔ ﻭﻤﺘﻨﻭﻋﺔ ﻴﻤﻜﻥ‬
‫ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ‪ ،‬ﺤﻴﺙ ﺸﻤﻠﺕ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺩﻭل ) ﺍﻹﻤﺎﺭﺍﺕ‪ ،‬ﻗﻁﺭ‪،‬‬
‫ﻤﺼﺭ‪ ،‬ﻟﻴﺒﻴﺎ‪ ،‬ﺍﻟﻜﻭﻴﺕ (‪ ،‬ﻭﺃﻴﻀﺎ ﺘﻡ ﺘﺭﺘﻴﺒﻬﺎ ﺘﺭﺘﻴﺒﹰﺎ ﺘﻨﺎﺯﻟﻴﹰﺎ ﻭﻓﻕ‬
‫ﺘﻭﻗﻴﺕ ﻨﺸﺭﻫﺎ‪.‬‬
‫ﻤﺄﻤﻭﻨﺔ ﺍﻟﻌﻭﺍﻗﺏ ﻭﻻ ﻴﻌﺘﻤﺩ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﻟﻘﺩ ﺒ‪‬ﺫﻟﺕ ﺠﻬﻭﺩ ﻋﺩﻴﺩﺓ‬
‫ﺃﻭﻻ‪ :‬ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﺭﺒﻴﺔ‬
‫ﻗﺎﻤﺕ ﻋﻠﻴﺔ ﺴﻴﻑ ﺍﻟﺩﻴﻥ )‪ (2001‬ﺒﺩﺭﺍﺴﺔ ﺒﻌﻨﻭﺍﻥ " ﺘﺼﻤﻴﻡ‬
‫ﻤﻨﻬﺞ ﻤﻘﺘﺭﺡ ﺘﺠﺭﻴﺒﻲ ﻟﻠﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ ﺒﺎﻟﻤﺭﺤﻠﺔ ﺍﻹﻋﺩﺍﺩﻴﺔ "‬
‫ﻭﻗﺩ ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺘﺼﻤﻴﻡ ﻤﻨﻬﺞ ﺩﺭﺱ ﺘﺠﺭﻴﺒﻲ ﻟﻠﺘﺭﺒﻴﺔ‬
‫ﺍﻟﺭﻴﺎﻀﻴﺔ ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﺘﻘﻭﻴﻡ ﺍﻟﻤﻨﻬﺞ ﺍﻟﺤﺎﻟﻲ ﻭﺍﻹﻤﻜﺎﻨﺎﺕ‬
‫ﺍﻟﻤﺘﺎﺤﺔ ﻭﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ ﻭﺒﺭﻨﺎﻤﺞ ﺍﻟﻠﻴﺎﻗﺔ ﺍﻟﺒﺩﻨﻴﺔ‪ ،‬ﻭﻗﺩ‬
‫ﺍﺴﺘﺨﺩﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻭﺼﻔﻲ‪ ،‬ﻭﺍﺸﺘﻤﻠﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﻋﻠﻰ )‪ (18‬ﺨﺒﻴﺭﹰﺍ ﻤﻥ ﻜﻠﻴﺎﺕ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ ﻭ)‪ (200‬ﻁﺎﻟﺏ‬
‫ﻭ)‪ (282‬ﻤﺩﺭﺴﹰﺎ ﻭ)‪ (297‬ﻤﺩﺭﺴﺔ‪ .‬ﻭﻜﺎﻨﺕ ﻤﻥ ﺃﻫﻡ‬
‫ﻭﻗﺩ ﺍﻋﺘﻤﺩ ﺘﻌﻠﻡ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻋﻠﻰ ﺍﻷﺴﺎﻟﻴﺏ ﻭﺍﻟﻁﺭﻕ‬
‫ﻭﺍﻟﻨﻅﺭﻴﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﺤﺩﻴﺜﺔ ﺍﻟﺘﻲ ﺘﺸﻬﺩ ﺍﻻﻫﺘﻤﺎﻡ ﻤﻥ ﻤﺨﺘﻠﻑ‬
‫ﺍﻟﻌﻠﻭﻡ ﻜﻤﺤﺎﻭﻟﺔ ﻟﻠﻨﻬﻭﺽ ﻭﺍﻻﺭﺘﻘﺎﺀ ﺒﻪ‪ ،‬ﻭﺒﺘﻘﺩﻡ ﻋﻠﻡ ﺍﻟﺘﺩﺭﻴﺏ‬
‫ﻅﻬﺭﺕ ﺍﻟﺤﺎﺠﺔ ﺇﻟﻰ ﺘﻭﺍﻓﺭ ﻤﺴﺘﻭﻴﺎﺕ ‪ Standards‬ﻭﻤﻌﺎﻴﻴﺭ‬
‫‪ Norms‬ﺩﻗﻴﻘﺔ ﻴ‪‬ﻌﺘﻤﺩ ﻋﻠﻴﻬﺎ ﺘﺘﺼل ﺒﺎﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺒﺩﻨﻴﺔ‬
‫ﺍﻟﻤﺅﺜﺭﺓ ﻓﻲ ﺃﺩﺍﺀ ﺍﻟﻁﻼﺏ‪ ،‬ﻭﻓﻲ ﻏﻴﺎﺏ ﻫﺫﻩ ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬
‫ﻭﺍﻟﻤﻌﺎﻴﻴﺭ ﻴﻠﺠﺄ ﺍﻟﺒﻌﺽ ﻻﺴﺘﺨﺩﺍﻡ ﺍﻟﻤﻔﺭﺩﺍﺕ ﺍﻟﻌﺎﻤﺔ ﺍﻟﺘﻲ ﻻ‬
‫ﺘﺘﻌﻠﻕ ﺒﻤﺎ ﻗﺩ ﻴﻔﻴﺩ ﺍﻟﻁﻼﺏ ﻓﻲ ﻫﺫﻩ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺴﻨﻴﺔ‪ ،‬ﻭﻗﺩ ﺘﻜﻭﻥ‬
‫ﻫﺫﻩ ﺍﻟﻤﻔﺭﺩﺍﺕ ﻓﻲ ﻤﺠﻤﻠﻬﺎ ﻻ ﺘﺘﺴﻡ ﺒﺎﻟﻤﻭﻀﻭﻋﻴﺔ ﺃﻭ ﺍﻟﺩﻗﺔ ﻓﻲ‬
‫ﺘﻠﺒﻴﺔ ﺍﺤﺘﻴﺎﺠﺎﺕ ﻁﺎﻟﺏ ﻫﺫﻩ ﺍﻟﻤﺭﺤﻠﺔ‪.‬‬
‫ﻭﻫﺫﺍ ﺍﻷﻤﺭ ﻴﻭﻀﺢ ﻀﺭﻭﺭﺓ ﻭﺃﻫﻤﻴﺔ ﺘﻭﺍﻓﺭ ﻗﻭﺍﺌﻡ‬
‫ﻤﺘﺨﺼﺼﺔ ﺘﻜﻭﻥ ﻤﻌﺩﺓ ﺒﻤﻔﺭﺩﺍﺕ ﻭﺍﻀﺤﺔ ﻭﺩﻗﻴﻘﺔ ﺘﻤﻜﻥ ﺍﻟﻘﺎﺌﻤﻴﻥ‬
‫ﻋﻠﻰ ﺍﻟﺘﻌﻠﻴﻡ ﻤﻥ ﺍﻟﺭﺠﻭﻉ ﺇﻟﻴﻬﺎ ﻹﺼﺩﺍﺭ ﺃﺤﻜﺎﻡ ﺩﻗﻴﻘﺔ ﺘﺴﺎﻋﺩﻫﻡ‬
‫ﻭﺘﺴﺎﻋﺩ ﻁﻼﺒﻬﻡ ﻜﻤﺅﺸﺭﺍﺕ ﻟﻼﺭﺘﻘﺎﺀ ﺒﺎﻟﻤﺴﺘﻭﻯ ﺍﻟﺒﺩﻨﻲ ﻟﺩﻴﻬﻡ‪،‬‬
‫ﺒﺩﻻ ﻤﻥ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻔﺭﺩﺍﺕ ﻭﻀﻌﺕ ﻭﺼﻤﻤﺕ ﻓﻲ ﺇﻁﺎﺭ‬
‫ﻤﺘﻭﺴﻁﺎﺕ ﻋﺎﻤﺔ‪ ،‬ﻭﻋﻴﻨﺎﺕ ﻤﺤﺩﺩﺓ ﻭﻗﺎﺼﺭﺓ ﺘﻜﻭﻥ ﻋﺎﺩﺓ ﻏﻴﺭ‬
‫ﻟﺼﻴﺎﻏﺔ ﺘﺼﻨﻴﻑ ﺭﺌﻴﺴﻲ ﻟﻠﻤﻔﺭﺩﺍﺕ ﻭﻜﺎﻨﺕ ﻫﺫﻩ ﺍﻟﺠﻬﻭﺩ‬
‫ﺘﺼﻁﺩﻡ ﺒﺎﻟﻨﻘﺹ ﺍﻟﻤﻭﺠﻭﺩ ﻓﻲ ﺍﻟﻤﻌﺎﻴﻴﺭ ﺍﻟﻼﺯﻤﺔ ﻹﻅﻬﺎﺭ ﺍﻟﻔﺭﻭﻕ‬
‫ﺍﻟﻔﺭﺩﻴﺔ‪ .‬ﻭﻜﺄﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻹﺠﻤﺎﻟﻴﺔ ﺍﻟﻤﺄﺨﻭﺫﺓ ﻤﻥ‬
‫ﻨﻤﺎﺫﺝ ﻤﺤﺩﺩﺓ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻁﻼﺒﻲ ﻏﻴﺭ ﺩﻗﻴﻕ ﻭﻏﻴﺭ‬
‫ﻤﻭﻀﻭﻋﻲ )ﻤﺤﻤﻭﺩ‪.(1997 ،‬‬
‫ﻟﺫﺍ ﻓﻘﺩ ﺍﺨﺘﺎﺭ ﺍﻟﺒﺎﺤﺜﻭﻥ ﻁﻼﺏ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻷﻭل ﻟﻠﻘﻴﺎﻡ‬
‫ﺒﺩﺭﺍﺴﺎﺕ ﺘﺘﺒﻌﻴﺔ ﻟﻬﻡ ﻓﻲ ﺍﻟﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺒﻐﺭﺽ ﺘﻘﻭﻴﻡ‬
‫ﺍﻟﻤﻔﺭﺩﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻟﻬﺫﻩ ﺍﻟﻤﻘﺭﺭﺍﺕ ﻭﺇﺠﺭﺍﺀ ﻨﻔﺱ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻴﻬﻡ‬
‫ﻋﻨﺩ ﺍﻟﺘﺤﺎﻗﻬﻡ ﺒﺎﻟﻤﺴﺘﻭﻴﺎﺕ ﺍﻷﻋﻠﻰ‪ ،‬ﻤﻤﺎ ﻴﺩﻋﻭ ﺇﻟﻰ ﻤﺤﺎﻭﻟﺔ‬

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‫ﻭﻴﺭﺘﺒﻁ ﺒﻤﺘﻁﻠﺒﺎﺕ ﻨﻤﻭ ﻁﻔل ﻤﺎ ﻗﺒل ﺍﻟﻤﺩﺭﺴﺔ ﺒﺩﺭﺠﺔ ﻤﻨﺨﻔﻀﺔ‪،‬‬
‫ﻭﺍﻟﺘﺭﻜﻴﺯ ﻓﻲ ﺘﺩﺭﻴﺴﻪ ﻴﻜﻭﻥ ﻋﻠﻰ ﺍﻟﺠﺎﻨﺏ ﺍﻟﻤﻌﺭﻓﻲ ﺩﻭﻥ ﻏﻴﺭﻩ‬
‫ﻤﻥ ﺠﻭﺍﻨﺏ ﺍﻟﺨﺒﺭﺓ‪.‬‬
‫ﻗﺎﻡ ﺍﻟﺒﺸﻴﺭ ﺃﺒﻭ ﻋﺠﻴﻠﺔ )‪ (1996‬ﺒﺩﺭﺍﺴﺔ ﺒﻌﻨﻭﺍﻥ " ﺩﺭﺍﺴﺔ‬
‫ﺘﺤﻠﻴﻠﻴﺔ ﻟﻤﻨﻬﺎﺝ ﺍﻟﺘﻤﺭﻴﻨﺎﺕ ﺍﻟﺒﺩﻨﻴﺔ ﺒﻜﻠﻴﺎﺕ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺒﺩﻨﻴﺔ ﻟﻠﺒﻨﻴﻥ‬
‫ﺒﺎﻟﺠﻤﺎﻫﻴﺭﻴﺔ ﺍﻟﻠﻴﺒﻴﺔ " ﻭﻗﺩ ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺘﺤﻠﻴل ﻤﻨﻬﺎﺝ‬
‫ﺍﻟﺘﻤﺭﻴﻨﺎﺕ ﺍﻟﺒﺩﻨﻴﺔ ﺒﻜﻠﻴﺎﺕ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺒﺩﻨﻴﺔ ﻟﻠﺒﻨﻴﻥ ﺒﺎﻟﺠﻤﺎﻫﻴﺭﻴﺔ‬
‫ﺍﻟﻠﻴﺒﻴﺔ ﻋﻥ ﻁﺭﻴﻕ ﺘﺤﺩﻴﺩ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﻲ ﻴﺠﺏ ﺃﻥ ﺘﺭﺍﻋﻰ ﻓﻲ‬
‫ﻤﻨﻬﺎﺝ ﺍﻟﺘﻤﺭﻴﻨﺎﺕ ﺍﻟﺒﺩﻨﻴﺔ‪ ،‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻭﺼﻔﻲ‬
‫ﺍﻟﻤﺴﺤﻲ ﻭﻁﺒﻘﺕ ﺜﻼﺙ ﺍﺴﺘﻤﺎﺭﺍﺕ ﺍﺴﺘﺒﺎﻨﺔ ﻻﺴﺘﻁﻼﻉ ﺭﺃﻱ‬
‫ﺍﻟﻘﺎﺌﻤﻴﻥ ﻋﻠﻰ ﺘﺩﺭﻴﺱ ﻤﻨﻬﺎﺝ ﺍﻟﺘﻤﺭﻴﻨﺎﺕ ﺍﻟﺒﺩﻨﻴﺔ ﻭﺍﻟﺨﺭﻴﺠﻴﻥ‬
‫ﻭﺍﻟﻁﻼﺏ‪ .‬ﻭﻗﺩ ﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺃﻥ ﺍﻟﻤﻨﻬﺎﺝ ﺍﻟﺤﺎﻟﻲ ﻻ‬
‫ﻴﺤﻘﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﻤﺭﺠﻭﺓ ﻤﻨﻪ ﺒﺩﺭﺠﺔ ﻜﺎﻓﻴﺔ‪ ،‬ﻭﺃﻥ ﻤﺤﺘﻭﻯ‬
‫ﺍﻟﻤﻨﻬﺎﺝ ﻻ ﻴﺭﺍﻋﻲ ﻓﻴﻪ ﺍﻟﻘﺎﺌﻤﻭﻥ ﺒﺎﻟﺘﺩﺭﻴﺱ ﺍﻟﺘﻨﻭﻉ ﻓﻲ ﻁﺭﺍﺌﻕ‬
‫ﻭﺃﺴﺎﻟﻴﺏ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻤﻊ ﻋﺩﻡ ﺘﻭﻓﺭ ﺍﻟﻭﺴﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﻭﺍﻷﺩﻭﺍﺕ ﺍﻟﻤﺴﺎﻋﺩﺓ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻡ ﺒﺎﻟﻘﺩﺭ ﺍﻟﻜﺎﻓﻲ‪ .‬ﻋﺩﻡ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻤﻨﻬﺎﺝ ﺍﻟﺤﺎﻟﻲ ﻟﻼﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﻤﻘﻨﻨﺔ ﻓﻲ ﺍﻟﺘﻘﻭﻴﻡ‪،‬‬
‫ﻭﺍﻟﻨﻘﺹ ﺍﻟﺸﺩﻴﺩ ﻓﻲ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﻤﺘﺨﺼﺼﻴﻥ‪.‬‬
‫ﻗﺎﻡ ﻋﻠﻲ ﻴﺤﻴﻰ ﺇﺒﺭﺍﻫﻴﻡ )‪ (1996‬ﺒﺩﺭﺍﺴﺔ ﺒﻌﻨﻭﺍﻥ " ﺩﺭﺍﺴﺔ‬
‫ﺘﺤﻠﻴﻠﻴﺔ ﻟﺒﻌﺽ ﻤﻘﺭﺭﺍﺕ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺼﺤﻴﺔ ﺒﻜﻠﻴﺎﺕ ﺍﻟﺘﺭﺒﻴﺔ‬
‫ﺍﻟﺭﻴﺎﻀﻴﺔ ﻟﻠﺒﻨﻴﻥ " ﻭﻗﺩ ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﺇﻟﻰ ﺍﻷﻫﻤﻴﺔ‬
‫ﺍﻟﻨﺴﺒﻴﺔ ﻟﻤﺤﺘﻭﻯ ﻤﻘﺭﺭﺍﺕ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺼﺤﻴﺔ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﻜل‬
‫ﻤﻥ ﺍﻟﻁﻼﺏ ﻭﺍﻟﺨﺭﻴﺠﻴﻥ‪ ،‬ﻭﺍﻟﺯﻤﻥ ﺍﻟﻤﺨﺼﺹ ﻟﻜل ﻤﻘﺭﺭ ﻤﻥ‬
‫ﻤﻘﺭﺭﺍﺕ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺙ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻭﺼﻔﻲ‬
‫ﺍﻟﻤﺴﺤﻲ‪ ،‬ﺘﺤﻠﻴل ﺍﻟﻭﺜﺎﺌﻕ‪ ،‬ﻭﺍﺨﺘﻴﺭﺕ ﻋﻴﻨﺔ ﻋﺸﻭﺍﺌﻴﺔ ﻗﺴﻤﺕ ﺇﻟﻰ‬
‫ﻤﺠﻤﻭﻋﺘﻴﻥ ﻗﻭﺍﻤﻬﺎ ‪ 250‬ﻁﺎﻟﺒﹰﺎ ﻤﻥ ﻁﻼﺏ ﻜﻠﻴﺎﺕ ﺍﻟﺘﺭﺒﻴﺔ‬
‫ﺍﻟﺭﻴﺎﻀﻴﺔ ﻟﻠﺒﻨﻴﻥ ﺒﺎﻟﺼﻑ ﺍﻟﺭﺍﺒﻊ ﺒﺎﻟﻬﺭﻡ ﻭﺍﻹﺴﻜﻨﺩﺭﻴﺔ ﻭﺃﺴﻴﻭﻁ‬
‫ﻭﺍﻟﺯﻗﺎﺯﻴﻕ ﻭﻗﻨﺎﺓ ﺍﻟﺴﻭﻴﺱ ﻭﺍﻟﻤﻨﻭﻓﻴﺔ ﻭﻁﻨﻁﺎ ﻭﻋﻴﻨﺔ ﺃﺨﺭﻯ‬
‫ﺍﺸﺘﻤﻠﺕ ﻋﻠﻰ ‪ 100‬ﺨﺭﻴﺞ ﻤﻥ ﺍﻟﻌﺎﻤﻠﻴﻥ ﺒﻤﺠﺎﻻﺕ ﺍﻟﺘﺩﺭﻴﺱ‬
‫ﻭﺍﻟﺘﺩﺭﻴﺏ ﻭﺍﻹﺩﺍﺭﺓ‪ .‬ﻭﻗﺩ ﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺃﻥ ﺃﻜﺜﺭ‬
‫ﺍﻟﻤﺠﺎﻻﺕ ﺇﻓﺎﺩﺓ ﻟﺨﺭﻴﺠﻲ ﻜﻠﻴﺎﺕ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ ﻫﻲ‪:‬‬
‫ﺍﻹﺼﺎﺒﺎﺕ ﺍﻟﺭﻴﺎﻀﻴﺔ – ﺍﻟﻤﻌﺴﻜﺭﺍﺕ – ﺍﻹﺴﻌﺎﻓﺎﺕ ﺍﻷﻭﻟﻴﺔ –‬
‫ﺍﻟﺘﺸﺭﻴﺢ – ﺍﻟﻘﻴﺎﺱ ﻭﺍﻟﺘﻘﻭﻴﻡ‪ ،‬ﻗﻠﺔ ﺴﺎﻋﺎﺕ ﺍﻟﺘﺩﺭﻴﺱ ﻟﻤﻘﺭﺭﺍﺕ‪:‬‬
‫ﺼﺤﺔ ﺍﻟﻤﻌﺴﻜﺭﺍﺕ ﻭﺍﻹﺼﺎﺒﺎﺕ ﺍﻟﺭﻴﺎﻀﻴﺔ ﻭﺍﻟﺘﺸﺭﻴﺢ‬
‫ﻭﺍﻹﺴﻌﺎﻓﺎﺕ ﺍﻷﻭﻟﻴﺔ ﻭﺍﻟﻘﻴﺎﺱ ﻭﺍﻟﺘﻘﻭﻴﻡ‪.‬‬
‫ﻗﺎﻤﺕ ﻤﻴﺭﻓﺕ ﻤﺤﻤﻭﺩ ﻭﺁﺨﺭﻭﻥ )‪ (1996‬ﺒﺩﺭﺍﺴﺔ ﺒﻌﻨﻭﺍﻥ‬
‫"ﺘﻘﻭﻴﻡ ﺍﻟﺨﻁﺔ ﺍﻟﺩﺭﺍﺴﻴﺔ ﻹﻋﺩﺍﺩ ﻤﻌﻠﻤﻲ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺒﺩﻨﻴﺔ ﻭﺍﻟﺭﻴﺎﻀﺔ‬
‫ﻟﻠﻤﺭﺤﻠﺔ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﺒﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻷﺴﺎﺴﻴﺔ ﺒﺩﻭﻟﺔ ﺍﻟﻜﻭﻴﺕ" ﻭﻗﺩ‬
‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺘﻘﻭﻴﻡ ﺍﻟﺨﻁﺔ ﺍﻟﺩﺭﺍﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﺃﻫﺩﺍﻓﻬﺎ‬
‫ﺍﻟﻤﻭﻀﻭﻋﺔ ﻹﻋﺩﺍﺩ ﻤﻌﻠﻤﻲ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺒﺩﻨﻴﺔ ﻟﻠﻤﺭﺤﻠﺔ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‪،‬‬
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‫ﺩﺭﺍﺳﺎﺕ‪ ،‬ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ‪ ،‬ﺍﻟﻤﺠﻠﹼﺩ ‪ ،35‬ﺍﻟﻌﺩﺩ ‪2008 ،2‬‬
‫ﺍﻻﺴﺘﻨﺘﺎﺠﺎﺕ‪ :‬ﻋﺩﻡ ﻭﻀﻭﺡ ﺍﻷﻫﺩﺍﻑ ﻭﻋﺩﻡ ﺸﻤﻭﻟﻴﺘﻬﺎ ﻭﻁﺭﻕ‬
‫ﺍﻟﺘﺩﺭﻴﺱ ﻻ ﺘﻨﺎﺴﺏ ﺍﻷﻋﺩﺍﺩ ﺍﻟﻜﺒﻴﺭﺓ‪.‬‬
‫ﻗﺎﻤﺕ ﻤﻨﺎل ﻤﺤﻤﺩ ﺯﻜﻲ )‪ (1999‬ﺒﺩﺭﺍﺴﺔ ﺒﻌﻨﻭﺍﻥ "ﺘﻁﻭﻴﺭ‬
‫ﻤﻨﻬﺞ ﺍﻹﻴﻘﺎﻉ ﺍﻟﺤﺭﻜﻲ ﺒﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ ﻟﻠﺒﻨﺎﺕ‬
‫ﺒﺎﻹﺴﻜﻨﺩﺭﻴﺔ" ﻭﻗﺩ ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺘﻁﻭﻴﺭ ﻤﻨﻬﺞ ﺍﻹﻴﻘﺎﻉ‬
‫ﺍﻟﺤﺭﻜﻲ ﻭﺍﻟﻌﻤل ﻋﻠﻰ ﺯﻴﺎﺩﺓ ﻓﺎﻋﻠﻴﺘﻪ‪ .‬ﻭﻟﻘﺩ ﺃﺠﺭﻴﺕ ﺩﺭﺍﺴﺔ‬
‫ﺍﺴﺘﻁﻼﻋﻴﺔ ﺒﻐﺭﺽ ﺘﻘﻭﻴﻡ ﺍﻟﻭﻀﻊ ﺍﻟﺤﺎﻟﻲ ﻟﻤﻨﻬﺞ ﺍﻹﻴﻘﺎﻉ‬
‫ﺍﻟﺤﺭﻜﻲ ﺒﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ‪ ،‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺍﻟﻤﻨﻬﺞ‬
‫ﺍﻟﻭﺼﻔﻲ‪ ،‬ﻭﻜﺎﻨﺕ ﻤﻥ ﺃﻫﻡ ﺍﻻﺴﺘﻨﺘﺎﺠﺎﺕ‪ :‬ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ‬
‫ﺇﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺎﺕ ﺍﻟﻁﺎﻟﺒﺎﺕ ﻓﻲ ﺍﻟﺘﻁﺒﻴﻕ ﺍﻟﻘﺒﻠﻲ‬
‫ﻭﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺎﺘﻬﻥ ﻓﻲ ﺍﻟﺘﻁﺒﻴﻕ ﺍﻟﺒﻌﺩﻱ ﻓﻴﻤﺎ ﻴﺨﺘﺹ‬
‫ﺒﺎﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻭﺍﻟﺴﻤﻌﻴﺔ ﻭﺍﻟﺘﻁﺒﻴﻘﻴﺔ ﻟﺼﺎﻟﺢ ﺍﻟﺘﻁﺒﻴﻕ‬
‫ﺍﻟﺒﻌﺩﻱ ﻭﻨﺴﺒﺔ ﺘﺤﺴﻥ ﺘﻘﺎﺭﺏ ‪.%30‬‬
‫ﻗﺎﻤﺕ ﺤﻨﺎﻥ ﺼﺎﺒﺭ ﺸﻌﺒﺎﻥ )‪ (1999‬ﺒﺩﺭﺍﺴﺔ ﺒﻌﻨﻭﺍﻥ "ﺘﺄﺜﻴﺭ‬
‫ﻤﻨﻬﺎﺝ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ ﺍﻟﺤﺩﻴﺙ ﻟﻠﺼﻑ ﺍﻷﻭل ﺍﻹﻋﺩﺍﺩﻱ ﻋﻠﻰ‬
‫ﺘﻨﻤﻴﺔ ﺒﻌﺽ ﻋﻨﺎﺼﺭ ﺍﻟﻠﻴﺎﻗﺔ ﺍﻟﺒﺩﻨﻴﺔ ﻭﺒﻌﺽ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺤﺭﻜﻴﺔ"‬
‫ﻭﻗﺩ ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﺇﻟﻰ ﺘﺄﺜﻴﺭ ﺍﻟﻤﻨﻬﺎﺝ ﺍﻟﺤﺩﻴﺙ‬
‫ﻋﻠﻰ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺤﺭﻜﻴﺔ ﻭﺍﻟﺼﻔﺎﺕ ﺍﻟﺒﺩﻨﻴﺔ ﻟﺘﻠﻤﻴﺫﺍﺕ‬
‫ﺍﻟﺼﻑ ﺍﻷﻭل ﺍﻹﻋﺩﺍﺩﻱ‪ ،‬ﻭﺩﺭﺍﺴﺔ ﺘﺄﺜﻴﺭﻩ ﻋﻠﻰ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ‬
‫ﺍﻟﺤﺭﻜﻴﺔ ﻭﺍﻟﺼﻔﺎﺕ ﺍﻟﺒﺩﻨﻴﺔ ﻟﻬﻥ ﻭﻤﻌﺭﻓﺔ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﺘﺄﺜﻴﺭ ﻜل‬
‫ﻤﻥ ﺍﻟﻤﻨﻬﺎﺠﻴﻥ ﺍﻟﺤﺩﻴﺙ ﻭﺍﻟﻤﻁﻭﺭ ﻋﻠﻰ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ‬
‫ﺍﻟﺤﺭﻜﻴﺔ‪ ،‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ ﺍﻟﻤﻨﻬﺞ ﺍﻟﺘﺠﺭﻴﺒﻲ ﻤﻌﺘﻤﺩﹰﺍ ﻋﻠﻰ ﺍﻟﺘﺼﻤﻴﻡ‬
‫ﺍﻟﺘﺠﺭﻴﺒﻲ ﻟﻤﺠﻤﻭﻋﺘﻴﻥ‪ ،‬ﺇﺤﺩﺍﻫﻤﺎ ﻀﺎﺒﻁﺔ ﻭﺍﻷﺨﺭﻯ ﺘﺠﺭﻴﺒﻴﺔ‪،‬‬
‫ﻭﺍﺴﺘﺨﺩﻤﺕ ﺍﺨﺘﺒﺎﺭﺍﺕ ﻗﻴﺎﺱ ﺍﻟﺼﻔﺎﺕ ﺍﻟﺒﺩﻨﻴﺔ ﻭﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻷﺩﺍﺀ‬
‫ﺍﻟﻤﻬﺎﺭﻱ‪ .‬ﻭﻤﻥ ﺃﻫﻡ ﺍﻻﺴﺘﻨﺘﺎﺠﺎﺕ‪:‬ﺍﻟﻤﻨﻬﺎﺝ ﺍﻟﺤﺩﻴﺙ ﻟﻪ ﺘﺄﺜﻴﺭ‬
‫ﺇﻴﺠﺎﺒﻲ ﻭﺒﻨﺴﺒﺔ ﻜﺒﻴﺭﺓ ﻋﻠﻰ ﺍﻜﺘﺴﺎﺏ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺤﺭﻜﻴﺔ‬
‫ﻟﻠﻭﺤﺩﺍﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫ﻗﺎﻡ ﺇﺒﺭﺍﻫﻴﻡ ﺍﻟﺒﺭﻋﻲ )‪ (1997‬ﺒﺩﺭﺍﺴﺔ ﺒﻌﻨﻭﺍﻥ "ﻤﺤﺘﻭﻯ‬
‫ﻤﻘﺘﺭﺡ ﻟﻤﻘﺭﺭ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ ﻭﺍﻟﺤﺭﻜﻴﺔ ﻟﺸﻌﺒﺔ ﺍﻟﻁﻔﻭﻟﺔ‬
‫ﺒﻜﻠﻴﺎﺕ ﺍﻟﺘﺭﺒﻴﺔ" ﻭﻗﺩ ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺇﻋﺩﺍﺩ ﻤﺤﺘﻭﻯ‬
‫ﻤﻘﺘﺭﺡ ﻟﻤﻘﺭﺭ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ ﻭﺍﻟﺤﺭﻜﻴﺔ ﻟﻁﺎﻟﺒﺎﺕ ﺍﻟﻔﺭﻗﺔ‬
‫ﺍﻷﻭﻟﻰ‪ ،‬ﺸﻌﺒﺔ ﺍﻟﻁﻔﻭﻟﺔ ﺒﻜﻠﻴﺎﺕ ﺍﻟﺘﺭﺒﻴﺔ ﻭﺩﺭﺍﺴﺔ ﺃﺜﺭﻩ ﻓﻲ ﺘﻨﻤﻴﺔ‬
‫ﺒﻌﺽ ﺍﻟﻤﻔﺎﻫﻴﻡ‪ .‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺙ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻭﺼﻔﻲ‬
‫)ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻤﺴﺤﻴﺔ( ﻭﺍﻟﻤﻨﻬﺞ ﺍﻟﺘﺠﺭﻴﺒﻲ‪ ،‬ﻭﺍﺨﺘﻴﺭﺕ ﺍﻟﻌﻴﻨﺔ‬
‫ﺒﺎﻟﻁﺭﻴﻘﺔ ﺍﻟﻌﻤﺩﻴﺔ ﻭﺤﺠﻤﻬﺎ )‪ (11‬ﻓﺭﺩﹰﺍ ﻴﻤﺜﻠﻭﻥ ﺠﻤﻴﻊ ﺍﻟﻘﺎﺌﻤﻴﻥ‬
‫ﺒﺘﺩﺭﻴﺱ ﻤﻘﺭﺭ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ ﻭﺍﻟﺤﺭﻜﻴﺔ ﻟﺸﻌﺒﺔ ﺍﻟﻁﻔﻭﻟﺔ‬
‫ﺒﻜﻠﻴﺎﺕ ﺍﻟﺘﺭﺒﻴﺔ ﺒﺎﻟﺠﺎﻤﻌﺎﺕ ﺍﻟﻤﺼﺭﻴﺔ‪ ،‬ﻭﻗﺩ ﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ‬
‫ﺃﻥ ﻤﻘﺭﺭ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ ﻭﺍﻟﺤﺭﻜﻴﺔ ﺍﻟﺤﺎﻟﻲ – ﺍﻟﺨﺎﺹ ﺒﺸﻌﺒﺔ‬
‫ﺍﻟﻁﻔﻭﻟﺔ ﺒﻜﻠﻴﺎﺕ ﺍﻟﺘﺭﺒﻴﺔ ﻴﺤﻘﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻟﺘﺩﺭﻴﺱ‬
‫ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ ﻭﺍﻟﺤﺭﻜﻴﺔ ﻟﻬﺫﻩ ﺍﻟﺸﻌﺒﺔ ﺒﺩﺭﺠﺔ ﻤﻨﺨﻔﻀﺔ‬
‫ﻋﻠﻲ ﺒﻥ ﻋﺒﺩ ﺍﷲ ﺍﻟﺠﻔﺭﻱ ﻭﻴﺎﺴﺭ ﻤﺤﺭﻭﺱ ﻤﺼﻁﻔﻰ ﻭﺴﻤﻴﺭ ﻤﺤﻤﺩ ﻤﻨﺎﻭﺭ‬
‫ﻨﻅﺎﻡ ﺍﻟﻘﺒﻭل‪ ،‬ﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﺘﺨﺭﺝ ﺍﻟﻤﺘﻭﻓﺭﺓ‪ ،‬ﺍﻹﻤﻜﺎﻨﺎﺕ ﻭﺍﻟﻤﻨﺸﺂﺕ‬
‫ﺍﻟﺭﻴﺎﻀﻴﺔ ﺍﻟﻤﺘﻭﻓﺭﺓ ﺒﺎﻟﺠﺎﻤﻌﺔ‪ .‬ﻭﻗﺩ ﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺃﻥ‬
‫ﻫﻨﺎﻙ ﺯﻴﺎﺩﺓ ﻤﻀﻁﺭﺩﺓ ﻓﻲ ﺘﻌﺩﺍﺩ ﺍﻟﻤﺩﺍﺭﺱ‪ ،‬ﺘﺘﻁﻠﺏ ﻀﺭﻭﺭﺓ‬
‫ﺘﺠﻬﻴﺯ ﻭﺘﺄﻫﻴل ﺍﻷﻋﺩﺍﺩ ﺍﻟﻤﻨﺎﺴﺒﺔ ﺍﻟﺘﺎﺒﻌﺔ ﻟﻠﻬﻴﺌﺔ ﺍﻟﻌﺎﻤﺔ ﻟﻠﺘﻌﻠﻴﻡ‬
‫ﺍﻟﺘﻁﺒﻴﻘﻲ ﻭﺍﻟﺘﺩﺭﻴﺏ‪.‬‬
‫ﻗﺎﻡ ﻤﺼﻁﻔﻰ ﻜﺎﻤل ﻋﺒﺩ ﺍﻟﺤﻤﻴﺩ )‪ (1993‬ﺒﺩﺭﺍﺴﺔ ﺒﻌﻨﻭﺍﻥ‬
‫"ﺩﻭﺭ ﺒﻌﺽ ﺍﻟﻤﻘﺭﺭﺍﺕ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻓﻲ ﺍﻹﻋﺩﺍﺩ ﺍﻟﻤﻬﻨﻲ ﻟﻤﻌﻠﻤﻲ‬
‫ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ " ﻭﻗﺩ ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﺇﻟﻰ ﺩﻭﺭ‬
‫ﺒﻌﺽ ﺍﻟﻤﻘﺭﺭﺍﺕ ﺍﻟﺘﺭﺒﻭﻴﺔ "ﺍﻟﻤﻨﺎﻫﺞ – ﻋﻠﻡ ﺍﻟﻨﻔﺱ" ﻓﻲ ﺍﻹﻋﺩﺍﺩ‬
‫ﺍﻟﻤﻬﻨﻲ ﻟﻤﻌﻠﻡ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ‪ ،‬ﻭﻗﺩ ﺍﺸﺘﻤﻠﺕ ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ ‪200‬‬
‫ﺏ ﻤﻥ ﺍﻟﺼﻑ ﺍﻟﺭﺍﺒﻊ ﺒﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ ﻟﻠﺒﻨﻴﻥ ﺒﺠﺎﻤﻌﺔ‬ ‫ﻁﺎﻟ ﹴ‬
‫ﺍﻹﺴﻜﻨﺩﺭﻴﺔ ﻭ‪ 250‬ﻤﻌﻠﻤﹰﺎ ﺒﺈﺩﺍﺭﺍﺕ ﺍﻹﺴﻜﻨﺩﺭﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪،‬‬
‫ﻭﺍﺴﺘﺨﺩﻤﺕ ﺍﻻﺴﺘﺒﺎﻨﺔ ﻟﺠﻤﻊ ﺍﻟﺒﻴﺎﻨﺎﺕ‪ ،‬ﻭﻗﺩ ﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ‬
‫ﺘﺄﻫﻴل ﻤﻘﺭﺭﻱ ﺍﻟﻤﻨﺎﻫﺞ ﻭﻋﻠﻡ ﺍﻟﻨﻔﺱ ﻟﻠﻁﻼﺏ ﻭﺍﻟﻤﻌﻠﻤﻴﻥ ﻓﻲ‬
‫ﺒﻌﺽ ﻋﻨﺎﺼﺭ ﺍﻹﻋﺩﺍﺩ ﺍﻟﻤﻬﻨﻲ‪ .‬ﻭﻭﺠﻭﺩ ﻗﺼﻭﺭ ﻓﻲ ﺍﻹﻋﺩﺍﺩ‬
‫ﺍﻟﻤﻬﻨﻲ ﻟﺒﻌﺽ ﺍﻟﻁﻼﺏ ﻭﺍﻟﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺒﻌﺽ ﺍﻟﻌﻨﺎﺼﺭ‪.‬‬
‫ﻭﺘﻔﻭﻗﻬﻡ ﻋﻠﻰ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺒﻌﺽ ﻋﻨﺎﺼﺭ ﺍﻹﻋﺩﺍﺩ ﺍﻟﻤﻬﻨﻲ‪ ،‬ﻓﻲ‬
‫ﺤﻴﻥ ﺘﻔﻭﻕ ﺍﻟﻤﻌﻠﻤﻭﻥ ﻋﻠﻰ ﺍﻟﻁﻼﺏ ﻓﻲ ﺍﻟﺒﻌﺽ ﺍﻵﺨﺭ‪.‬‬
‫ﻗﺎﻡ ﻋﻠﻲ ﺍﻟﺩﻴﺭﻱ )‪ (1992‬ﺒﺩﺭﺍﺴﺔ ﺒﻌﻨﻭﺍﻥ " ﺩﺭﺍﺴﺔ ﺘﺤﻠﻴﻠﻴﺔ‬
‫ﻟﺘﻘﻭﻴﻡ ﻤﻨﺎﻫﺞ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ ﻓﻲ ﺩﻭﻟﺔ ﺍﻹﻤﺎﺭﺍﺕ ﺍﻟﻌﺭﺒﻴﺔ‬
‫ﺍﻟﻤﺘﺤﺩﺓ " ﻭﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺘﻘﻭﻴﻡ ﻤﻨﺎﻫﺞ ﺍﻟﺘﺭﺒﻴﺔ‬
‫ﺍﻟﺭﻴﺎﻀﻴﺔ ﻓﻲ ﺩﻭﻟﺔ ﺍﻹﻤﺎﺭﺍﺕ ﺍﻟﻌﺭﺒﻴﺔ ﺍﻟﻤﺘﺤﺩﺓ‪ ،‬ﻭﻗﺩ ﺘﻡ ﺘﺤﺩﻴﺩ‬
‫ﺘﺴﻌﺔ ﻤﺤﺎﻭﺭ ﻟﺘﻘﻭﻴﻡ ﺍﻟﻤﻨﻬﺞ ﺸﻤﻠﺕ ﺍﻵﺘﻲ‪ :‬ﺍﻷﻫﺩﺍﻑ – ﺍﻟﻤﺤﺘﻭﻯ‬
‫– ﻤﻼﺀﻤﺔ ﻤﺎﺩﺓ ﺍﻟﺩﺭﺱ ﻟﻠﻤﺘﻌﻠﻤﻴﻥ – ﻤﺠﺎﻻﺕ ﺩﺭﺱ ﺍﻟﺘﺭﺒﻴﺔ‬
‫ﺍﻟﺭﻴﺎﻀﻴﺔ – ﺍﻟﻭﺴﺎﺌل ﺍﻟﻌﻠﻤﻴﺔ – ﺍﻟﺘﻠﻤﻴﺫ – ﺍﻟﻤﺩﺭﺱ‪ ،‬ﺤﺩﺍﺜﺔ‬
‫ﺍﻟﻤﻨﻬﺞ ﺜﻡ ﺍﻟﺘﻘﻭﻴﻡ‪ .‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻭﺼﻔﻲ‪ ،‬ﻭﺒﻠﻎ ﺤﺠﻡ‬
‫ﺍﻟﻌﻴﻨﺔ )‪ (186‬ﻤﺩﺭﺴﹰﺎ ﻭﻤﺩﺭﺴﺔ‪ ،‬ﻭﺍﺨﺘﻴﺭﺕ ﺒﺎﻟﻁﺭﻴﻘﺔ ﺍﻟﻌﺸﻭﺍﺌﻴﺔ‬
‫ﻤﻥ )‪ (7‬ﺇﻤﺎﺭﺍﺕ‪ ،‬ﻭﻜﺎﻨﺕ ﻤﻥ ﺃﺒﺭﺯ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﺍﻷﻫﺩﺍﻑ‬
‫ﻤﺘﻼﺌﻤﺔ ﻤﻊ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﻭﻜﺫﻟﻙ ﺍﻟﻤﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ﻤﻊ ﻤﺴﺘﻭﻯ‬
‫ﺍﻟﻁﻼﺏ‪ ،‬ﻭﺍﻥ ﻫﻨﺎﻙ ﺍﺤﺘﻴﺎﺠﺎﺕ ﻅﻬﺭﺕ ﻟﻠﻤﻌﻠﻡ ﻤﻨﻬﺎ ﺍﻟﺭﺍﺘﺏ‬
‫ﻭﺍﻹﻤﻜﺎﻨﺎﺕ ﻭﺍﻷﺩﻭﺍﺕ ﺍﻟﺒﺩﻴﻠﺔ‪.‬‬
‫ﻗﺎﻡ ﻋﺒﺩ ﺍﻟﺤﻤﻴﺩ ﻤﻁﺭ )‪ (1995‬ﺒﺩﺭﺍﺴﺔ ﺒﻌﻨﻭﺍﻥ " ﻜﻠﻴﺔ‬
‫ﺜﺎﻨﻴﺎ‪ :‬ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻷﺠﻨﺒﻴﺔ‬
‫ﻗﺎﻡ ﺘﻴﺘل ﻭﻭﺘﺸﺭﻙ ‪ (1995) Tittel, k, wutscherk, h‬ﺒﺩﺭﺍﺴﺔ‬
‫ﺒﻌﻨﻭﺍﻥ "ﺩﺭﺍﺴﺔ ﺘﺤﻠﻴﻠﻴﺔ ﻟﻤﻨﺎﻫﺞ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ ﺒﺎﻟﻤﺩﺍﺭﺱ‬
‫ﺍﻹﻋﺩﺍﺩﻴﺔ"‪ ،‬ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺘﻁﻭﻴﺭ ﻤﺤﺘﻭﻯ ﻤﻨﺎﻫﺞ ﺍﻷﻨﺸﻁﺔ‬
‫ﺍﻟﺭﻴﺎﻀﻴﺔ ﺒﺎﻟﻤﺩﺍﺭﺱ ﺍﻹﻋﺩﺍﺩﻴﺔ ﺒﻤﺩﻴﻨﺔ ﺸﺘﻭﺘﺠﺎﺭﺕ ﻤﻥ ﺨﻼل‬
‫ﺘﺤﻠﻴل ﺍﻟﻤﺤﺘﻭﻯ ﻟﻠﻤﻨﺎﻫﺞ ﺍﻟﺤﺎﻟﻴﺔ‪ ،‬ﺍﺸﺘﻤﻠﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ‬
‫)‪ (148‬ﻤﻌﻠﻤﺎﹰ‪ ،‬ﻭﻜﺎﻥ ﻤﻥ ﻨﺘﺎﺌﺞ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻋﺩﻡ ﺍﺘﺴﺎﻉ‬
‫ﻤﺤﺘﻭﻯ ﺍﻟﻤﻨﻬﺞ ﻟﻜﺜﻴﺭ ﻤﻥ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺫﺍﺕ ﺍﻷﻫﻤﻴﺔ ﻟﺘﻘﺩﻡ‬
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‫ﻓﺎﻋﻠﻴﺔ ﻤﻔﺭﺩﺍﺕ ﺍﻟﻤﻘﺭﺭﺍﺕ ‪...‬‬
‫ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻤﺴﺤﻲ ﺍﻟﻭﺼﻔﻲ ﻟﻤﻨﺎﺴﺒﺘﻪ ﻟﻁﺒﻴﻌﺔ‬
‫ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻭﻗﺩ ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ )‪ (24‬ﻋﻀﻭﹰﺍ ﻤﻥ‬
‫ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ ﺒﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ ﺒﺩﻭﻟﺔ ﺍﻟﻜﻭﻴﺕ‪،‬‬
‫ﻭﻗﺩ ﺃﺴﻔﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻋﻥ ﻀﺭﻭﺭﺓ ﺘﺜﺒﻴﺕ ﺍﻟﺴﺎﻋﺎﺕ ﺍﻟﻤﻌﺘﻤﺩﺓ‬
‫ﻭﺍﻟﺴﺎﻋﺎﺕ ﺍﻟﺘﺩﺭﻴﺴﻴﺔ ﻟﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﺴﺎﻋﺔ ﻭﺍﺤﺩﺓ ﻤﻘﺎﺒل‬
‫ﺴﺎﻋﺘﻴﻥ ﺘﺩﺭﻴﺱ ﻟﻤﻘﺭﺭﺍﺕ ﺍﻟﺘﺨﺼﺹ ﺍﻟﺭﺌﻴﺴﻴﺔ‪ ،‬ﺍﻻﺨﺘﻴﺎﺭﻴﺔ‪،‬‬
‫ﺍﻟﻌﻤﻠﻴﺔ‪.‬‬
‫ﻗﺎﻡ ﺃﺸﺭﻑ ﺇﺴﻤﺎﻋﻴل )‪ (1995‬ﺒﺩﺭﺍﺴﺔ ﺒﻌﻨﻭﺍﻥ "ﻤﻨﻬﺎﺝ‬
‫ﻤﻘﺘﺭﺡ ﻟﻤﺎﺩﺓ ﺍﻟﻤﺒﺎﺭﺯﺓ ﻟﻁﻼﺏ ﺍﻻﺨﺘﻴﺎﺭﻱ ﺍﻷﻭل ﺒﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ‬
‫ﺍﻟﺭﻴﺎﻀﻴﺔ ﺠﺎﻤﻌﺔ ﺍﻟﺯﻗﺎﺯﻴﻕ" ﻭﺘﻬﺩﻑ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺒﻨﺎﺀ‬
‫ﻤﻨﻬﺎﺝ ﻤﻘﺘﺭﺡ ﻟﻤﺎﺩﺓ ﺍﻟﻤﺒﺎﺭﺯﺓ ﻭﻓﻕ ﺃﺤﺩﺙ ﺍﻷﺴﺎﻟﻴﺏ ﻭﺍﻟﻁﺭﻕ‬
‫ﻟﺘﺩﺭﻴﺱ ﻤﻬﺎﺭﺍﺕ ﺭﻴﺎﻀﺔ ﺍﻟﻤﺒﺎﺭﺯﺓ‪ ،‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺙ‬
‫ﺍﺴﺘﻤﺎﺭﺘﻴﻥ ﻻﺴﺘﻁﻼﻉ ﺭﺃﻱ ﺍﻟﺨﺒﺭﺍﺀ ﻟﺘﺤﺩﻴﺩ ﻤﻨﻬﺎﺝ ﻤﻨﺎﺴﺏ‬
‫ﻟﻁﻼﺏ ﺍﻻﺨﺘﻴﺎﺭﻴﺎﺕ ﺍﻟﺨﺎﺼﺔ ﺒﺎﻟﻤﺒﺎﺭﺯﺓ ﺒﺎﻟﻜﻠﻴﺔ‪ ،‬ﻭﻗﺩ ﺘﻭﺼﻠﺕ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺘﺤﺩﻴﺩ ﻤﻬﺎﺭﺍﺕ ﺍﻟﻤﺒﺎﺭﺯﺓ ﻟﻜل ﻤﻥ ﺍﻻﺨﺘﻴﺎﺭﻱ‬
‫ﺍﻷﻭل ﻭﺍﻟﺜﺎﻨﻲ ﻟﻠﻤﺒﺎﺭﺯﺓ ﺒﺎﻟﻔﺭﻗﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ ،‬ﻭﻤﻨﻬﺎﺝ ﺍﻟﻤﺒﺎﺭﺯﺓ ﻟﻜل‬
‫ﻤﻥ ﺍﻻﺨﺘﻴﺎﺭﻱ ﺍﻷﻭل ﻭﺍﻟﺜﺎﻨﻲ ﺒﺎﻟﻔﺭﻗﺔ ﺍﻟﺭﺍﺒﻌﺔ ﻭﺘﺤﺩﻴﺩ ﺃﻓﻀل‬
‫ﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﻤﻨﺎﺴﺒﺔ ﻟﺘﺩﺭﻴﺱ ﻤﻬﺎﺭﺍﺕ ﻫﺫﻩ ﺍﻟﺭﻴﺎﻀﺔ‪.‬‬
‫ﻗﺎﻡ ﺍﻟﻨﻌﻤﺔ ﺃﺤﻤﺩ ﻋﻠﻲ )‪ (1995‬ﺒﺩﺭﺍﺴﺔ ﺒﻌﻨﻭﺍﻥ " ﻤﻨﻬﺞ‬
‫ﻤﻘﺘﺭﺡ ﻟﻠﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ ﻟﻠﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﻟﻠﺒﻨﻴﻥ ﺒﺩﻭﻟﺔ ﻗﻁﺭ‬
‫ﻓﻲ ﻀﻭﺀ ﺘﻘﻭﻴﻡ ﺍﻟﻤﻨﻬﺞ ﺍﻟﺤﺎﻟﻲ " ﻭﺘﻬﺩﻑ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ‬
‫ﻭﻀﻊ ﻤﻨﻬﺞ ﻤﻘﺘﺭﺡ ﻓﻲ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ ﻟﻠﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺒﻨﻴﻥ‬
‫ﻓﻲ ﻀﻭﺀ ﺘﻘﻭﻴﻡ ﺍﻟﻤﻨﻬﺞ ﺍﻟﺤﺎﻟﻲ ﻤﻥ ﺤﻴﺙ‪ :‬ﺍﻷﻫﺩﺍﻑ – ﺍﻟﻤﺤﺘﻭﻯ‬
‫– ﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ – ﺍﻹﻤﻜﺎﻨﺎﺕ‪ .‬ﻭﻗﺩ ﺍﺨﺘﻴﺭﺕ ﺍﻟﻌﻴﻨﺔ ﻤﻥ‬
‫ﺍﻟﺨﺒﺭﺍﺀ ﻭﺍﻟﻤﻭﺠﻬﻴﻥ ﻭﺍﻟﻤﺩﺭﺴﻴﻥ ﻭﻁﻠﺒﺔ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ‪ ،‬ﻭﺘﻡ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﺴﺘﺒﺎﻨﺔ ﻭﺴﻴﻠﺔ ﻟﺠﻤﻊ ﺍﻟﺒﻴﺎﻨﺎﺕ‪ ،‬ﻭﻗﺩ ﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺇﻟﻰ ﺤﺼﻭل ﺍﻷﻫﺩﺍﻑ ﻋﻠﻰ ﺃﻜﺜﺭ ﻤﻥ ‪ ،%65‬ﻭﺘﺭﺘﻴﺏ ﺍﻟﻤﺤﺘﻭﻯ‬
‫ﺤﺘﻰ ﻴﺘﻨﺎﺴﺏ ﻤﻊ ﻫﺫﻩ ﺍﻟﻤﺭﺤﻠﺔ ﻫﻭ ﻋﺩﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﺴﺎﻟﻴﺏ‬
‫ﺍﻟﺤﺩﻴﺜﺔ ﻓﻲ ﺍﻟﺘﺩﺭﻴﺱ‪ ،‬ﻭﻋﺩﻡ ﺍﻟﺘﻨﻭﻉ ﻓﻲ ﺍﻷﻨﺸﻁﺔ‪ ،‬ﻭﺇﻫﻤﺎل‬
‫ﺍﻟﻭﺴﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﻨﺎﺩﺭﹰﺍ ﻤﺎ ﻴﺘﻡ ﺇﺠﺭﺍﺀ ﻗﻴﺎﺴﺎﺕ ﺒﺩﻨﻴﺔ‬
‫ﻭﻤﻬﺎﺭﻴﺔ‪ ،‬ﻤﻊ ﻋﺩﻡ ﻭﺠﻭﺩ ﺩﺭﺠﺎﺕ ﻟﻠﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ‪.‬‬
‫ﺍﻟﺘﺭﺒﻴﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻭﺩﻭﺭﻫﺎ ﻓﻲ ﺇﻋﺩﺍﺩ ﻭﺘﺄﻫﻴل ﻤﻌﻠﻡ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺒﺩﻨﻴﺔ‬
‫ﻟﻤﺭﺤﻠﺘﻲ ﺍﻟﻤﺘﻭﺴﻁ ﻭﺍﻟﺜﺎﻨﻭﻱ ﺒﺩﻭﻟﺔ ﺍﻟﻜﻭﻴﺕ " ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ‬
‫ﺒﺩﻭل ﺍﻟﺨﻠﻴﺞ ﺍﻟﻌﺭﺒﻲ‪ ،‬ﻭﺘﻬﺩﻑ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﺇﻟﻰ ﻭﺍﻗﻊ‬
‫ﻭﻤﺅﺴﺴﺎﺕ ﺇﻋﺩﺍﺩ ﻤﻌﻠﻡ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺒﺩﻨﻴﺔ ﺒﺩﻭﻟﺔ ﺍﻟﻜﻭﻴﺕ ﻟﻠﻤﺭﺤﻠﺘﻴﻥ‬
‫ﺍﻟﻤﺘﻭﺴﻁ ﻭﺍﻟﺜﺎﻨﻭﻱ ﻭﺍﻹﻤﻜﺎﻨﺎﺕ ﺍﻟﻤﺘﺎﺤﺔ ﻟﺠﺎﻤﻌﺔ ﺍﻟﻜﻭﻴﺕ‪ .‬ﻭﻗﺩ‬
‫ﺍﺴﺘﺨﺩﻡ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻭﺼﻔﻲ ﺍﻟﻤﺴﺤﻲ ﻟﻤﻨﺎﺴﺒﺘﻪ ﻟﻬﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ‪،‬‬
‫ﻭﺍﺸﺘﻤﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺠﻤﻴﻊ ﺃﻗﺴﺎﻡ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺒﺩﻨﻴﺔ‪ .‬ﻭﻗﺩ‬
‫ﺘﻀﻤﻨﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﺨﺘﺼﺎﺼﺎﺕ ﺍﻟﻘﺴﻡ ﺃﻭ ﺍﻟﺸﻌﺒﺔ ﻭﺍﻷﻫﺩﺍﻑ‪،‬‬
 ‫ﺩﺭﺍﺳﺎﺕ‪ ،‬ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ‪ ،‬ﺍﻟﻤﺠﻠﹼﺩ ‪ ،35‬ﺍﻟﻌﺩﺩ ‪2008 ،2‬‬

‫ﻤﺠﺘﻤﻊ ﺍﻟﺒﺤﺙ‬ ‫ﺍﻷﻨﺸﻁﺔ‪ ،‬ﺍﺘﺴﻡ ﺍﻟﻤﻨﻬﺞ ﺍﻟﺤﺎﻟﻲ ﺒﺎﻟﻤﺭﻭﻨﺔ ﻭﻟﻜﻥ ﻟﻡ ﻴﺘﻭﻓﺭ ﻓﻴﻪ‬
‫ﺘﻤﺜل ﻤﺠﺘﻤﻊ ﺍﻟﺒﺤﺙ ﻓﻲ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﻘﺎﺌﻤﻴﻥ‬ ‫ﺍﻟﺘﻨﻭﻉ‪.‬‬
‫ﺍﻟﺫﻴﻥ ﻗﺎﻤﻭﺍ ﺒﺘﺩﺭﻴﺱ ﻤﻘﺭﺭﺍﺕ)ﻤﺴﺎﺒﻘﺎﺕ ﺍﻟﻤﻴﺩﺍﻥ ﻭﺍﻟﻤﻀﻤﺎﺭ ‪1‬‬ ‫ﻗﺎﻡ ﺍﻟﻴﺠﺭﺍ ‪ (1993) Alegre‬ﺒﺩﺭﺍﺴﺔ ﺒﻌﻨﻭﺍﻥ "ﺩﺭﺍﺴﺔ ﺘﺤﻠﻴﻠﻴﺔ‬
‫– ﺘﻤﺭﻴﻨﺎﺕ ‪ -1‬ﻜﺭﺓ ﻗﺩﻡ – ﻜﺭﺓ ﺴﻠﺔ ‪ -‬ﺴﺒﺎﺤﺔ( ﻭﺃﻴﻀﹰﺎ ﻁﻼﺏ‬ ‫ﻟﺘﻘﻭﻴﻡ ﺍﻟﻤﺩﺭﺴﺔ ﻭﺍﻟﻤﻌﻠﻡ ﻭﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻟﺘﺩﺭﻴﺴﻲ" ﻭﻫﺩﻓﺕ ﻫﺫﻩ‬
‫ﺍﻟﻤﺴﺘﻭﻯ ﺍﻷﻭل ﺒﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺒﺩﻨﻴﺔ ﻭﺍﻟﺭﻴﺎﻀﺔ ﺒﺎﻟﺭﻴﺎﺽ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺇﻅﻬﺎﺭ ﺤﻘﺎﺌﻕ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻘﻭﻴﻡ ﻓﻲ ﺒﺭﺍﻤﺞ ﺍﻟﺘﺭﺒﻴﺔ‬
‫ﺍﻟﻤﺴﺠﻠﻴﻥ ﺒﺎﻟﻌﺎﻡ ﺍﻟﺩﺭﺍﺴﻲ ﺍﻟﻬﺠﺭﻱ ‪ 1427 – 1426‬ﻭﻋﺩﺩﻫﻡ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺔ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻭﻤﺴﺎﻫﻤﺘﻬﺎ ﻓﻲ‬
‫)‪ (100‬ﻁﺎﻟﺏ‪.‬‬ ‫ﺘﻁﻭﻴﺭ ﺍﻟﻤﻨﻬﺞ‪ ،‬ﻭﻗﺩ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻭﺼﻔﻲ‪ ،‬ﻭﺒﻠﻎ ﺤﺠﻡ‬
‫ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ‬ ‫ﺍﻟﻌﻴﻨﺔ )‪ (41‬ﻤﻌﻠﻤﹰﺎ ﻤﻥ ﻤﻌﻠﻤﻲ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ ﺍﻟﺫﻴﻥ ﻴﻌﻤﻠﻭﻥ‬
‫ﺃﻭ ﹰﻻ‪ :‬ﻋﻴﻨﺔ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ ﺠﻭﺘﺩ ﻴﺎﻱ ﺒﺴﺎﻭﺒﺎﻭﻟﻭ‪ ،‬ﻭﺍﺴﺘﺨﺩﻡ ﺍﻟﻤﻘﺎﺒﻼﺕ ﻭﺍﻻﺴﺘﺒﺎﻨﺎﺕ ﻓﻲ‬
‫ﺍﺨﺘﻴﺭﺕ ﻋﻴﻨﺔ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ ﺒﺎﻟﻁﺭﻴﻘﺔ ﺍﻟﻌﻤﺩﻴﺔ‬ ‫ﺠﻤﻊ ﺍﻟﺒﻴﺎﻨﺎﺕ‪ .‬ﻭﻜﺎﻥ ﻤﻥ ﺃﻫﻡ ﺍﻻﺴﺘﻨﺘﺎﺠﺎﺕ ﺍﻨﻪ ﻻ ﻴﻭﺠﺩ ﺘﻌﺎﻭﻥ‬
‫ﺤﻴﺙ ﺒﻠﻐﺕ )‪ (12‬ﻋﻀﻭ ﻫﻴﺌﺔ ﺘﺩﺭﻴﺱ ﻤﻤﻥ ﻗﺎﻤﻭﺍ ﻭﻴﻘﻭﻤﻭﻥ‬ ‫ﺒﻴﻥ ﺍﻟﻤﺩﻴﺭﻴﻥ ﻭﻤﻌﻠﻤﻲ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ ﻭﺘﺠﺎﻫﻠﻬﻡ ﻟﻬﺎ‪ ،‬ﻜﻤﺎ ﺃﻥ‬
‫ﺒﺘﺩﺭﻴﺱ ﺘﻠﻙ ﺍﻟﻤﻘﺭﺭﺍﺕ‪.‬‬ ‫ﺒﺭﻨﺎﻤﺞ ﺍﻟﺘﺩﺭﻴﺏ ﺍﻟﻤﺘﺒﻊ ﻻ ﻴﺴﺎﻋﺩ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺘﻘﻭﻴﻡ ﺘﻼﻤﻴﺫﻫﻡ‬
‫ﺜﺎﻨﻴ ﹰﺎ‪ :‬ﻋﻴﻨﺔ ﺍﻟﻁﻼﺏ‬ ‫ﺒﺼﻭﺭﺓ ﺼﺤﻴﺤﺔ‪.‬‬
‫ﺍﺨﺘﻴﺭﺕ ﻋﻴﻨﺔ ﺍﻟﻁﻼﺏ ﺒﺎﻟﻁﺭﻴﻘﺔ ﺍﻟﻌﺸﻭﺍﺌﻴﺔ ﻤﻥ ﻁﻼﺏ‬ ‫ﻗﺎﻡ ﻓﻴﻠﻴﺏ ﻭﻫﻭﺭﻨﺎﻙ ‪ (1999)Phillips, D.Hornak,J‬ﺒﺩﺭﺍﺴﺔ‬
‫ﺍﻟﻤﺴﺘﻭﻯ ﺍﻷﻭل ﺒﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺒﺩﻨﻴﺔ ﻭﺍﻟﺭﻴﺎﻀﺔ ﺒﺎﻟﺭﻴﺎﺽ ﻭﻗﺩ‬ ‫ﺒﻌﻨﻭﺍﻥ " ﺩﺭﺍﺴﺔ ﺘﻘﻭﻴﻤﻴﺔ ﻟﻠﺒﺭﺍﻤﺞ ﻭﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ " ﻭﻫﺩﻓﺕ‬
‫ﺒﻠﻎ ﻋﺩﺩﻫﻡ )‪ (30‬ﻁﺎﻟﺒﺎﹰ‪ ،‬ﻭﻫﻰ ﻨﺴﺒﺔ ﺘﻤﺜل ‪ %30‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺘﻘﻭﻴﻡ ﻤﺤﺘﻭﻯ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺩﺭﻴﺴﻴﺔ ﻭﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ‬
‫ﺤﺠﻡ ﺍﻟﻌﻴﻨﺔ‪.‬‬ ‫ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻟﺘﺩﺭﻴﺱ ﻫﺫﻩ ﺍﻟﺒﺭﺍﻤﺞ‪ ،‬ﻭﺒﻠﻎ ﺤﺠﻡ ﺍﻟﻌﻴﻨﺔ )‪(12‬‬
‫ﺘﻜﺎﻓﺅ ﺍﻟﻌﻴﻨﺔ‪:‬‬ ‫ﺨﺒﻴﺭﹰﺍ ﻓﻲ ﻤﺠﺎل ﻁﺭﻕ ﺍﻟﺘﺩﺭﻴﺱ ﻭ)‪ (134‬ﻤﻌﻠﻤﹰﺎ ﻤﻥ ﻤﻌﻠﻤﻲ‬
‫ﺘﻡ ﺇﺠﺭﺍﺀ ﺍﻟﺘﻜﺎﻓﺅ ﺒﻴﻥ ﻁﻼﺏ ﺍﻟﺒﺤﺙ ﻓﻲ ﻤﺘﻐﻴﺭﺍﺕ ) ﺍﻟﻌﻤﺭ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ ﺍﻟﺫﻴﻥ ﻴﻌﻤﻠﻭﻥ ﻓﻲ ﺘﻭﺭﻴﻨﻭ ﺒﺎﻴﻁﺎﻟﻴﺎ‪ ،‬ﻭﺍﺴﺘﺨﺩﻡ‬
‫ﺍﻟﺯﻤﻨﻲ – ﺍﻟﻁﻭل – ﺍﻟﻭﺯﻥ ( ﻭﺫﻟﻙ ﻜﻤﺎ ﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل‬ ‫ﺍﻟﻤﻘﺎﺒﻼﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻻﺴﺘﺒﺎﻨﺎﺕ ﺍﻟﻤﻘﻴﺩﺓ ﻓﻲ ﺠﻤﻊ ﺍﻟﺒﻴﺎﻨﺎﺕ‪.‬‬
‫)‪ ،(1‬ﻤﻊ ﻤﺭﺍﻋﺎﺓ ﺃﻨﻪ ﻗﺩ ﺘﻡ ﺍﺴﺘﺒﻌﺎﺩ ﺍﻟﻁﻼﺏ ﺍﻟﺫﻴﻥ ﻗﺩ ﻴﺘﺴﺒﺒﻭﻥ‬ ‫ﻭﻜﺎﻥ ﻤﻥ ﺃﻫﻡ ﺍﻻﺴﺘﻨﺘﺎﺠﺎﺕ ﺃﻥ ﻤﺤﺘﻭﻯ ﺍﻟﺒﺭﺍﻤﺞ ﻜﺎﻥ ﻤﺘﻨﻭﻋﹰﺎ‬
‫ﻓﻲ ﺇﺤﺩﺍﺙ ﺘﺸﺘﺕ ﻓﻲ ﺃﺤﺩ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺘﻜﺎﻓﺅ‪.‬‬ ‫ﻭﻟﻜﻨﻪ ﻻ ﻴﺭﺍﻋﻲ ﺍﻟﻔﺭﻭﻕ ﺍﻟﻔﺭﺩﻴﺔ ﺭﻏﻡ ﺘﻨﻭﻋﻪ‪ ،‬ﻤﻊ ﻀﺭﻭﺭﺓ‬
‫ﺇﺸﺭﺍﻙ ﺍﻟﻤﻌﻠﻤﻴﻥ‪.‬‬
‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪(1‬‬
‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻭﺍﻻﻟﺘﻭﺍﺀ‬ ‫‪ .3‬ﺃﻫﺩﺍﻑ ﺍﻟﺒﺤﺙ‬
‫ﻟﻤﺘﻐﻴﺭﺍﺕ )ﺍﻟﻌﻤﺭ ﺍﻟﺯﻤﻨﻲ – ﺍﻟﻁﻭل – ﺍﻟﻭﺯﻥ( ﻟﻁﻼﺏ ﺍﻟﺒﺤﺙ‬ ‫ﻴﻬﺩﻑ ﺍﻟﺒﺤﺙ ﺇﻟﻲ ﺍﻟﺘﻌﺭﻑ ﺇﻟﻰ‪:‬‬
‫ﻥ=‪30‬‬ ‫‪ -‬ﻤﺴﺘﻭﻯ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺒﺩﻨﻴﺔ ﻟﺩﻯ ﻁﻼﺏ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻷﻭل‪.‬‬
‫ﻁﻼﺏ ﺍﻟﻤﺴﺘﻭﻱ ﺍﻷﻭل‬ ‫‪ -‬ﻓﺎﻋﻠﻴﺔ ﻤﻔﺭﺩﺍﺕ ﺍﻟﻤﻘﺭﺭﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻋﻠﻰ ﺘﻁﻭﺭ ﺍﻟﻘﺩﺭﺍﺕ‬
‫ﺍﻟﻤﺘـــــﻐﻴﺭ‬ ‫ﻡ‬
‫ﺍﻻﻟﺘﻭﺍﺀ‬ ‫ﻉ‬ ‫ﺱ‬ ‫ﺍﻟﺒﺩﻨﻴﺔ ﻟﻁﻼﺏ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻷﻭل‪.‬‬
‫‪1.34‬‬ ‫‪1.23‬‬ ‫‪17.24‬‬ ‫‪ 1‬ﺍﻟﻌﻤﺭ ﺍﻟﺯﻤﻨﻲ)ﺒﺎﻷﻋﻭﺍﻡ(‬ ‫ﺃﺴﺌﻠﺔ ﺍﻟﺒﺤﺙ‪:‬‬
‫‪1.78‬‬ ‫‪6.35‬‬ ‫‪172.12‬‬ ‫‪ 2‬ﺍﻟﻁﻭل )ﺒﺎﻟﺴﻨﺘﻴﻤﺘﺭ(‬ ‫‪ -‬ﻤﺎ ﻤﺴﺘﻭﻯ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺒﺩﻨﻴﺔ ﻟﺩﻯ ﻁﻼﺏ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻷﻭل ؟‬
‫‪1.05‬‬ ‫‪3.16‬‬ ‫‪66.45‬‬ ‫‪ 3‬ﺍﻟﻭﺯﻥ )ﺒﺎﻟﻜﻴﻠﻭ ﺠﺭﺍﻡ(‬ ‫‪ -‬ﻤﺎ ﻓﺎﻋﻠﻴﺔ ﻤﻔﺭﺩﺍﺕ ﺍﻟﻤﻘﺭﺭﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻋﻠﻰ ﺘﻁﻭﺭ ﺍﻟﻘﺩﺭﺍﺕ‬
‫ﺍﻟﺒﺩﻨﻴﺔ ﻟﻁﻼﺏ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻷﻭل ؟‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل )‪ (1‬ﺃﻥ ﻤﻌﺎﻤﻼﺕ ﺍﻻﻟﺘﻭﺍﺀ ﻟﻤﺘﻐﻴﺭﺍﺕ‬
‫ﺍﻟﺘﻜﺎﻓﺅ ﻟﻠﻁﻼﺏ )ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ( ﻗﺩ ﺍﻨﺤﺼﺭﺕ ﺠﻤﻴﻌﻬﺎ ﺒﻴﻥ‬ ‫‪ .4‬ﺍﻹﺠﺭﺍﺀﺍﺕ‬
‫)‪ (3+‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺘﺠﺎﻨﺱ ﺍﻟﻌﻴﻨﺔ ﻓﻲ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺴﻥ ﻭﺍﻟﻁﻭل‬ ‫ﺍﻟﻤﻨﻬﺞ‬
‫ﻭﺍﻟﻭﺯﻥ‪.‬‬ ‫ﺍﺴﺘﺨﺩﻡ ﺍﻟﻤﻨﻬﺞ ﺍﻟﺘﺠﺭﻴﺒﻲ ﻟﻠﺘﻌﺭﻑ ﺇﻟﻰ ﻤﺴﺘﻭﻯ ﺍﻟﻘﺩﺭﺍﺕ‬
‫ﺍﻟﺤﺭﻜﻴﺔ ﻭﺍﻟﺒﺩﻨﻴﺔ ﻟﻁﻼﺏ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻷﻭل‪ ،‬ﻭﻜﺫﻟﻙ ﺘﺤﻠﻴل‬
‫ﺃﺩﻭﺍﺕ ﺠﻤﻊ ﺍﻟﺒﻴﺎﻨﺎﺕ‬ ‫ﺍﻟﻤﺤﺘﻭﻯ ﻭﺍﻟﻤﻨﻬﺞ ﺍﻟﻭﺼﻔﻲ )ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻤﺴﺤﻴﺔ( ﻻﺴﺘﻁﻼﻉ‬
‫ﺃ‪ -‬ﻗﺎﺌﻤﺔ ﺒﻤﻔﺭﺩﺍﺕ ﺍﻟﻤﻘﺭﺭﺍﺕ )ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ(‬ ‫ﺭﺃﻱ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ ﻓﻲ ﻤﻔﺭﺩﺍﺕ ﺍﻟﻤﻘﺭﺭﺍﺕ‪.‬‬

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‫ﻋﻠﻲ ﺒﻥ ﻋﺒﺩ ﺍﷲ ﺍﻟﺠﻔﺭﻱ ﻭﻴﺎﺴﺭ ﻤﺤﺭﻭﺱ ﻤﺼﻁﻔﻰ ﻭﺴﻤﻴﺭ ﻤﺤﻤﺩ ﻤﻨﺎﻭﺭ‬
‫‪ -‬ﺍﺨﺘﺒﺎﺭ ﻓﺼﻠﻲ ﺜﺎﻟﺙ ﻟﻜﻲ ﺘﻜﻭﻥ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻘﻭﻴﻡ ﻤﺴﺘﻤﺭﺓ‪.‬‬
‫‪ -‬ﻁﺭﻕ ﺍﻟﻠﻌﺏ ﺍﻟﺩﻓﺎﻋﻴﺔ ﻭﺍﻟﻬﺠﻭﻤﻴﺔ‪.‬‬
‫‪ -‬ﺨﻁﻁ ﺍﻟﻠﻌﺏ ﺍﻟﺩﻓﺎﻋﻴﺔ ﻭﺍﻟﻬﺠﻭﻤﻴﺔ‪.‬‬
‫‪ (2‬ﻤﻔﺭﺩﺍﺕ ﻤﻘﺭﺭ ﻤﺴﺎﺒﻘﺎﺕ ﺍﻟﻤﻴﺩﺍﻥ ﻭﺍﻟﻤﻀﻤﺎﺭ‪ 1‬ﺘﺤﺘﺎﺝ ﺇﻟﻰ‬
‫ﺇﻀﺎﻓﺔ‬
‫‪ -‬ﻤﺴﺎﺒﻘﺔ ﺩﻓﻊ ﺍﻟﺠﻠﺔ ﻭﻤﺴﺎﺒﻘﺔ ﺭﻤﻲ ﺍﻟﺭﻤﺢ‪.‬‬
‫‪ -‬ﻤﺴﺎﺒﻘﺎﺕ ﺍﻟﻭﺜﺏ ﺍﻟﻁﻭﻴل ﻭﺍﻟﻭﺜﺏ ﺍﻟﺜﻼﺜﻲ‪.‬‬
‫‪ -‬ﺍﺨﺘﺒﺎﺭ ﻤﺨﺼﺹ ﻭﻤﻘﻨﻥ ﻟﻜل ﻤﺴﺎﺒﻘﺔ ﻋﻠﻰ ﺤﺩﺓ‪.‬‬
‫* ﺤﺫﻑ ﻤﺴﺎﺒﻘﺎﺕ ﺍﻟﺤﻭﺍﺠﺯ ﻭﺍﻟﻤﻭﺍﻨﻊ ﻤﻥ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻷﻭل‬
‫ﻭﻭﻀﻌﻬﻤﺎ ﻓﻲ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺜﺎﻨﻲ‪.‬‬
‫‪ (3‬ﻤﻔﺭﺩﺍﺕ ﻤﻘﺭﺭ ﺍﻟﺴﺒﺎﺤﺔ ﺘﺤﺘﺎﺝ ﺇﻟﻰ ﺇﻀﺎﻓﺔ‪:‬‬
‫‪ -‬ﻤﺴﺘﻭﻯ ﺁﺨﺭ ﻟﻠﻤﺴﺘﻭﻯ ﺍﻟﻤﻭﺠﻭﺩ ﺤﺎﻟﻴﹰﺎ ﻟﻜﻲ ﻴﻤﻜﻥ ﺘﻌﻠﻴﻡ‬
‫ﺍﻟﻁﺎﻟﺏ ﺠﻤﻴﻊ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺇﺘﻘﺎﻨﻬﺎ‪ ،‬ﺤﻴﺙ ﻴﺘﻡ ﺘﺩﺭﻴﺱ ﻓﻘﻁ‬
‫)ﺍﻟﺘﻌﻭﺩ ﻋﻠﻰ ﺍﻟﻤﺎﺀ – ﻓﺘﺢ ﺍﻟﻌﻴﻨﻴﻥ ﻓﻲ ﺍﻟﻤﺎﺀ – ﻜﺘﻡ ﺍﻟﻨﻔﺱ –‬
‫ﺍﻟﻁﻔﻭ ﺒﺄﻨﻭﺍﻋﻪ – ﺍﻟﻘﻭﻯ ﺍﻟﻤﺤﺭﻜﺔ )ﺤﺭﻜﺎﺕ ﺍﻟﺫﺭﺍﻋﻴﻥ‬
‫ﻭﻀﺭﺒﺎﺕ ﺍﻟﺭﺠﻠﻴﻥ( ﺘﻌﻠﻴﻡ ﺍﻟﺴﺒﺎﺤﺔ ﺍﻟﺤﺭﺓ ﺜﻡ ﺍﻟﻅﻬﺭ ﺃﻭﻟﻴﺔ ‪-‬‬
‫ﺍﻟﻭﻗﻭﻑ ﻓﻲ ﺍﻟﻤﺎﺀ(‪.‬‬
‫‪ -‬ﺘﺨﺼﺹ ﻴﺘﻴﺢ ﻟﻠﻁﺎﻟﺏ ﺍﻟﻤﺘﻤﻴﺯ ﺩﺭﺍﺴﺔ ﺴﺒﺎﺤﺔ ﺘﺨﺼﺼﻴﺔ‬
‫)ﺍﻟﻔﺭﺍﺸﺔ ‪ /‬ﺍﻟﺩﻭﻟﻔﻴﻥ(‬
‫‪ (4‬ﻤﻔﺭﺩﺍﺕ ﻤﻘﺭﺭ ﻜﺭﺓ ﺍﻟﺴﻠﺔ ﺘﺤﺘﺎﺝ ﺇﻟﻰ ﺇﻀﺎﻓﺔ‪:‬‬
‫‪ -‬ﻤﺴﺘﻭﻯ ﺁﺨﺭ ﻟﻠﻤﺴﺘﻭﻯ ﺍﻟﻤﻭﺠﻭﺩ ﺤﺎﻟﻴﹰﺎ ﻟﻜﻲ ﻴﻤﻜﻥ ﺘﻌﻠﻴﻡ‬
‫ﺍﻟﻁﺎﻟﺏ ﺠﻤﻴﻊ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺇﺘﻘﺎﻨﻬﺎ‪ ،‬ﺤﻴﺙ ﻴﺘﻡ ﺘﺩﺭﻴﺱ ﻓﻘﻁ‬
‫)ﺍﻟﺘﺴﻠﻴﻡ ﻭﺍﻟﺘﺴﻠﻡ – ﺍﻟﺘﺼﻭﻴﺏ – ﺍﻟﻤﺤﺎﻭﺭﺓ(‬
‫‪ -‬ﻁﺭﻕ ﺍﻟﻠﻌﺏ ﺍﻟﻤﺨﺘﻠﻔﺔ )ﺩﻓﺎﻉ ﺍﻟﻤﻨﻁﻘﺔ – ﺩﻓﺎﻉ ﺭﺠل‬
‫ﻟﺭﺠل(‬
‫‪ -‬ﺘﺩﺭﻴﺱ ﺍﻟﻘﺎﻨﻭﻥ ﺒﺎﻟﻜﺎﻤل ﻭﻟﻴﺱ ﺠﺯﺀﹰﺍ ﻤﻨﻪ‪.‬‬
‫‪ (5‬ﻤﻔﺭﺩﺍﺕ ﻤﻘﺭﺭ ﺘﻤﺭﻴﻨﺎﺕ ﺒﺩﻨﻴﺔ ‪ 1‬ﺘﺤﺘﺎﺝ ﺇﻟﻰ ﺇﻀﺎﻓﺔ‪:‬‬
‫‪ -‬ﺍﻹﻴﻘﺎﻉ ﺍﻟﻤﺼﺎﺤﺏ ﻟﻸﺩﺍﺀ‪.‬‬
‫‪ -‬ﺍﻟﺘﻤﺭﻴﻨﺎﺕ ﺍﻟﺘﻤﺜﻴﻠﻴﺔ ﺍﻟﻤﻨﺎﺴﺒﺔ ﻟﻠﻤﺭﺤﻠﺔ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‪.‬‬
‫‪ -‬ﺍﻟﺘﻌﺭﻴﻑ ﺒﻜﻴﻔﻴﺔ ﺍﻟﺘﺩﺭﺝ ﺒﺸﺩﺓ ﺍﻟﺘﻤﺭﻴﻨﺎﺕ‪.‬‬
‫ﺜﺎﻨﻴ ﹰﺎ‪ :‬ﻋﺭﺽ ﻨﺘﺎﺌﺞ ﺘﻁﺒﻴﻕ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﻘﺩﺭﺍﺕ ﻭﻤﻨﺎﻗﺸﺘﻬﺎ‬
‫ﺘﺘﻠﺨﺹ ﻤﺸﻜﻠﺔ ﺍﻟﺒﺤﺙ ﻓﻲ ﺍﻟﺘﻌﺭﻑ ﺇﻟﻰ ﻤﺴﺘﻭﻯ ﺍﻟﻘﺩﺭﺍﺕ‬
‫ﺍﻟﺒﺩﻨﻴﺔ ﻟﺩﻯ ﻁﻼﺏ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻷﻭل ﻭﻓﺎﻋﻠﻴﺔ ﻤﻔﺭﺩﺍﺕ ﺍﻟﻤﻘﺭﺭﺍﺕ‬
‫ﺍﻟﻌﻤﻠﻴﺔ ﻋﻠﻰ ﺘﻁﻭﺭ ﻫﺫﻩ ﺍﻟﻘﺩﺭﺍﺕ‪.‬ﻟﺫﺍ ﻓﻘﺩ ﻗﺎﻡ ﺍﻟﺒﺎﺤﺜﻭﻥ ﺒﺘﻔﺴﻴﺭ‬
‫ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻓﻕ ﺍﻟﻌﺭﺽ ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫ﺃﻭ ﹰﻻ‪ :‬ﻋﺭﺽ ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﻌﻠﻡ ﺍﻷﺩﺍﺌﻲ ﻭﻤﻨﺎﻗﺸﺘﻬﺎ‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل )‪ (2‬ﺃﻥ ﺍﺨﺘﺒﺎﺭﺍﺕ )ﺍﻟﺩﺤﺭﺠﺔ ﺍﻷﻤﺎﻤﻴﺔ‬
‫ﻭﺍﻟﺨﻠﻔﻴﺔ‪) ،‬ﻨﺼﻑ ﻭﻗﻭﻑ ﺜﻨﻲ ﺍﻟﺭﻜﺒﺔ( ﻗﺩ ﺠﺎﺀﺕ ﻨﺘﺎﺌﺞ ﺍﻟﻁﻼﺏ‬
‫ﻓﻴﻬﺎ ﺒﺎﻹﺠﺎﺩﺓ ﺒﻨﺴﺒﺔ ‪ ،%100‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺃﻥ ﺍﻟﻁﻼﺏ )ﻋﻴﻨﺔ‬
‫ﺍﻟﺒﺤﺙ( ﻗﺩ ﺍﺴﺘﺠﺎﺒﻭﺍ ﺇﻴﺠﺎﺒﻴﹰﺎ ﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻡ ﻭﺨﺎﺼﺔ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ‬
‫‪- 326 -‬‬
‫ﻓﺎﻋﻠﻴﺔ ﻤﻔﺭﺩﺍﺕ ﺍﻟﻤﻘﺭﺭﺍﺕ ‪...‬‬
‫ﺘﻡ ﺇﻋﺩﺍﺩ ﻗﺎﺌﻤﺔ ﺒﻤﻔﺭﺩﺍﺕ ﺍﻟﻤﻘﺭﺭﺍﺕ )ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ( ﻭﻫﻲ‪:‬‬
‫)ﻜﺭﺓ ﺍﻟﻘﺩﻡ – ﺘﻤﺭﻴﻨﺎﺕ ﺒﺩﻨﻴﺔ ‪ – 1‬ﻤﺴﺎﺒﻘﺎﺕ ﺍﻟﻤﻴﺩﺍﻥ ﻭﺍﻟﻤﻀﻤﺎﺭ‬
‫‪ – 1‬ﻜﺭﺓ ﺍﻟﺴﻠﺔ ‪ -‬ﺍﻟﺴﺒﺎﺤﺔ(‪ ،‬ﺜﻡ ﺘﻡ ﻋﺭﻀﻬﺎ ﻋﻠﻰ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ‬
‫ﺍﻟﺘﺩﺭﻴﺱ )ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ( ﺒﻬﺩﻑ ﺇﺒﺩﺍﺀ ﺭﺃﻴﻬﻡ ﻓﻲ ﻤﺤﺘﻭﺍﻫﺎ‪،‬‬
‫ﻭﻜﺫﻟﻙ ﻤﺎ ﻴﺭﻭﻨﻪ ﻤﻥ ﻤﻘﺘﺭﺤﺎﺕ ﻭﺤﺫﻑ ﻭﺇﻀﺎﻓﺔ ﻓﻲ ﻤﺤﺘﻭﺍﻫﺎ‪،‬‬
‫ﻭﺫﻟﻙ ﺒﻤﺎ ﻴﺘﻨﺎﺴﺏ ﻤﻊ ﻤﻌﻁﻴﺎﺕ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺴﻴﺔ ﻓﻲ ﺍﻟﻭﻗﺕ‬
‫ﺍﻟﺭﺍﻫﻥ‪.‬‬
‫ﺏ‪ -‬ﺘﻁﺒﻴﻕ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺨﺎﺼﺔ ﺒﺎﻻﻟﺘﺤﺎﻕ ﺒﺎﻟﻜﻠﻴﺔ‬
‫ﺘﻡ ﺇﻋﺎﺩﺓ ﺘﻁﺒﻴﻕ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﻤﺅﻫﻠﺔ ﻟﻼﻟﺘﺤﺎﻕ‬
‫ﺒﺎﻟﻜﻠﻴﺔ ﻭﻫﻲ ﻤﺘﻤﺜﻠﺔ ﻓﻲ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺃﻭ ﹰﻻ‪ :‬ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻷﺩﺍﺌﻲ‬
‫‪ -‬ﺩﺤﺭﺠﺔ ﺨﻠﻔﻴﺔ ﻤﻜﻭﺭﺓ ﻭﺩﺤﺭﺠﺔ ﺃﻤﺎﻤﻴﺔ ﻤﻜﻭﺭﺓ‪.‬‬
‫‪) -‬ﻭﻗﻭﻑ( ﺍﻟﺠﺭﻱ ﺍﻟﻤﺘﻌﺭﺝ ﺒﻜﺭﺓ ﺍﻟﻘﺩﻡ ﻓﻲ ﺍﻟﻤﺴﺎﺭ ﺍﻟﻤﻁﻠﻭﺏ‬
‫ﻟﻘﻁﻊ ﻤﺴﺎﻓﺔ ﺍﻟﺨﻤﺴﺔ ﺃﻤﺘﺎﺭ‪.‬‬
‫‪) -‬ﻨﺼﻑ ﻭﻗﻭﻑ‪ ،‬ﺜﻨﻲ ﺍﻟﺭﻜﺒﺔ ﺍﻟﻴﻤﻨﻰ ﺨﻠﻔﹰﺎ( ﺍﻟﻭﺜﺏ ﻋﺎﻟﻴﹰﺎ ﻤﻊ‬
‫ﻨﺼﻑ ﻟﻔﺔ ﻟﻠﻴﺴﺎﺭ‪.‬‬
‫‪ -‬ﺍﻟﻭﺜﺏ ﻓﺘﺤﹰﺎ ﻤﻊ ﺭﻓﻊ ﺍﻟﺫﺭﺍﻋﻴﻥ ﺃﻤﺎﻤﹰﺎ ﻭﺍﻟﻭﺜﺏ ﻓﺘﺤﹰﺎ ﻤﻊ ﺭﻓﻊ‬
‫ﺍﻟﺫﺭﺍﻋﻴﻥ ﺠﺎﻨﺒﹰﺎ‪.‬‬
‫‪ -‬ﺭﻤﻲ ﺍﻟﻜﺭﺓ ﻓﻲ ﺍﻟﻬﺩﻑ‪.‬‬
‫ﺜﺎﻨﻴ ﹰﺎ‪ :‬ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺒﺩﻨﻴﺔ‬
‫‪ -‬ﻋﺩﻭ ‪50‬ﻡ‪.‬‬
‫‪ -‬ﺍﻟﺸﺩ ﻋﻠﻰ ﺍﻟﻌﻘﻠﺔ‪.‬‬
‫‪ -‬ﺍﻟﺠﺭﻱ ﺯﺠﺯﺍﺝ‪.‬‬
‫‪ -‬ﺍﻟﻭﺜﺏ ﺍﻟﻌﺭﻴﺽ ﻤﻥ ﺍﻟﺜﺒﺎﺕ‪.‬‬
‫‪1200 -‬ﻡ ﺠﺭﻱ ﻭﻤﺸﻲ‪.‬‬
‫ﺍﻟﻤﻌﺎﻟﺠﺎﺕ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‬
‫‪ -1‬ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‪.‬‬
‫‪ -2‬ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‪.‬‬
‫‪ -3‬ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻭﻴﺔ‪.‬‬
‫‪ -4‬ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺍﻟﺒﺴﻴﻁ‪.‬‬
‫‪ -5‬ﺍﺨﺘﺒﺎﺭ )ﺕ( ‪ T- Test‬ﻟﺩﻻﻟﺔ ﺍﻟﻔﺭﻭﻕ‪.‬‬
‫‪ .5‬ﻋﺭﺽ ﺍﻟﻨﺘﺎﺌﺞ ﻭﻤﻨﺎﻗﺸﺘﻬﺎ‬
‫ﺃﻭ ﹰﻻ‪ :‬ﻋﺭﺽ ﻨﺘﺎﺌﺞ ﻗﺎﺌﻤﺔ ﻤﻔﺭﺩﺍﺕ ﺍﻟﻤﻘﺭﺭﺍﺕ ﻭﻤﻨﺎﻗﺸﺘﻬﺎ‬
‫ﺒﻌﺩ ﻋﺭﺽ ﻗﺎﺌﻤﺔ ﺒﻤﻔﺭﺩﺍﺕ ﺍﻟﻤﻘﺭﺭﺍﺕ ﺍﻟﺘﻲ ﻴﺘﻡ ﺘﺩﺭﻴﺴﻬﺎ ﻓﻲ‬
‫ﺍﻟﻤﺴﺘﻭﻯ ﺍﻷﻭل ﻭﺍﻟﺜﺎﻨﻲ ﻟﻠﻁﻼﺏ )ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ( ﻋﻠﻰ ﺃﻋﻀﺎﺀ‬
‫ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﻘﺎﺌﻤﻴﻥ ﺒﺘﺩﺭﻴﺱ ﻫﺫﻩ ﺍﻟﻤﻘﺭﺭﺍﺕ ﺘﻡ ﺍﻟﺘﻭﺼل‬
‫ﻟﺒﻌﺽ ﺍﻟﻤﻼﺤﻅﺎﺕ‪:‬‬
‫‪ (1‬ﻤﻔﺭﺩﺍﺕ ﻤﻘﺭﺭ ﻜﺭﺓ ﺍﻟﻘﺩﻡ ﺘﺤﺘﺎﺝ ﺇﻟﻰ ﺇﻀﺎﻓﺔ‪:‬‬
 ‫ﺩﺭﺍﺳﺎﺕ‪ ،‬ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ‪ ،‬ﺍﻟﻤﺠﻠﹼﺩ ‪ ،35‬ﺍﻟﻌﺩﺩ ‪2008 ،2‬‬

‫ﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻡ ﻟﻠﻤﻬﺎﺭﺍﺕ ﺍﻟﺨﺎﺼﺔ ﺒﺘﻨﻤﻴﺔ ﻋﻨﺼﺭ ﺍﻟﺭﺸﺎﻗﺔ‪ ،‬ﻭﻜﺫﻟﻙ‬
‫ﻋﻠﻰ ﺇﺘﻘﺎﻥ ﻤﻬﺎﺭﺓ ﺍﻟﻤﺤﺎﻭﺭﺓ ﻭﺍﻟﺨﺩﺍﻉ ﺒﺎﻟﻜﺭﺓ‪ .‬ﺃﻤﺎ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ‬
‫ﺒﺎﺨﺘﺒﺎﺭ )ﺭﻤﻲ ﺍﻟﻜﺭﺓ ﻓﻲ ﺍﻟﻬﺩﻑ( ﻓﻤﻥ ﺍﻟﻤﻼﺤﻅ ﺃﻥ ﺍﻟﻁﻼﺏ‬
‫)ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ( ﻗﺩ ﺍﺠﺘﺎﺯ ﺃﻜﺜﺭ ﻤﻥ ‪ %75‬ﻤﻨﻬﻡ ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ ﻤﻥ‬
‫ﺍﻟﻤﺤﺎﻭﻟﺔ ﺍﻷﻭﻟﻰ ﻭﺍﻟﺜﺎﻨﻴﺔ‪ ،‬ﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻤﻥ ﺼﻌﻭﺒﺔ ﺃﺩﺍﺀ‬
‫ﺍﻻﺨﺘﺒﺎﺭ‪ ،‬ﻭﻫﻭ ﻴﻌﺒﺭ ﻋﻥ ﺃﺩﺍﺀ ﻤﻬﺎﺭﺓ ﺍﻟﺘﺼﻭﻴﺏ ﻟﻠﻁﻼﺏ‬
‫ﺒﺼﻭﺭﺓ ﻤﻘﺒﻭﻟﺔ‪.‬‬
‫ﺒﻌﻨﺼﺭﻱ ﺍﻟﺘﻭﺍﻓﻕ ﻭﺍﻟﺘﻭﺍﺯﻥ‪ ،‬ﻭﻴﺸﻴﺭﻭﻥ ﺃﻴﻀﺎ ﺇﻟﻰ ﺘﻌﻠﻡ ﺍﻟﻁﻼﺏ‬
‫ﺒﻌﺽ ﻤﻬﺎﺭﺍﺕ ﺍﻟﺠﻤﺒﺎﺯ ﻭﻴﺸﺘﺭﻙ ﺍﺨﺘﺒﺎﺭ)ﺍﻟﻭﺜﺏ ﻓﺘﺤﹰﺎ ﻤﻊ ﺭﻓﻊ‬
‫ﺍﻟﺫﺭﺍﻋﻴﻥ( ﻓﻲ ﺘﻨﻤﻴﺔ ﻋﻨﺼﺭ ﺍﻟﺘﻭﺍﻓﻕ ﺤﻴﺙ ﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل‬
‫ﺃﻥ ﺃﻜﺜﺭ ﻤﻥ ‪ %90‬ﻤﻥ ﺍﻟﻁﻼﺏ ﻗﺩ ﺃﺘﻘﻨﻭﺍ ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ‪ ،‬ﻭﻫﻭ‬
‫ﻴﺩل ﻋﻠﻰ ﺇﺘﻘﺎﻥ ﺍﻟﻁﻼﺏ ﻟﺒﻌﺽ ﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﻤﺭﻴﻨﺎﺕ ﺍﻟﺒﺩﻨﻴﺔ‪.‬‬
‫ﻭﺒﺎﻟﻨﻅﺭ ﻻﺨﺘﺒﺎﺭ )ﻭﻗﻭﻑ ﺍﻟﺠﺭﻱ ﺍﻟﻤﺘﻌﺭﺝ ﺒﺎﻟﻜﺭﺓ( ﻴﺘﻀﺢ ﺃﻥ‬
‫‪ %60‬ﻤﻥ ﺇﺠﻤﺎﻟﻲ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻗﺩ ﺍﺴﺘﺠﺎﺒﻭﺍ ﺒﺼﻭﺭﺓ ﺍﻴﺠﺎﺒﻴﺔ‬

‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪(2‬‬

‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻭﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻭﻴﺔ ﻟﻤﺴﺘﻭﻯ ﺍﻟﻁﻼﺏ )ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ( ﻓﻲ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﻌﻠﻡ ﺍﻟﺤﺭﻜﻲ‬
‫ﻥ=‪30‬‬
‫ﺃﻭل ﻤﺤﺎﻭﻟﺔ‬ ‫ﺜﺎﻨﻲ ﻤﺤﺎﻭﻟﺔ‬ ‫ﻟﻡ ﻴﺅﺩﻱ‬
‫ﻉ‬ ‫ﺱ‬ ‫ﺍﻻﺨﺘــﺒﺎﺭﺍﺕ‬ ‫ﻡ‬
‫‪%‬‬ ‫ﻙ‬ ‫‪%‬‬ ‫ﻙ‬ ‫‪%‬‬ ‫ﻙ‬
‫‪100‬‬ ‫‪30‬‬ ‫‪--‬‬ ‫‪--‬‬ ‫‪--‬‬ ‫‪--‬‬ ‫‪0.00‬‬ ‫‪6.00‬‬ ‫ﺩﺤﺭﺠﺔ ﺃﻤﺎﻤﻴﺔ ﻭﺨﻠﻔﻴﺔ ﻤﻜﻭﺭﺓ‬ ‫‪1‬‬
‫)ﻭﻗﻭﻑ( ﺍﻟﺠﺭﻱ ﻤﺘﻌﺭﺝ ﺒﻜﺭﺓ‬
‫‪60‬‬ ‫‪18‬‬ ‫‪6.7‬‬ ‫‪2‬‬ ‫‪33.3‬‬ ‫‪10‬‬ ‫‪2.83‬‬ ‫‪3.80‬‬ ‫‪2‬‬
‫ﻗﺩﻡ‬
‫)ﻨﺼﻑ ﻭﻗﻭﻑ( ﺜﻨﻲ ﺍﻟﺭﻜﺒﺔ‬
‫‪100‬‬ ‫‪30‬‬ ‫‪--‬‬ ‫‪--‬‬ ‫‪--‬‬ ‫‪--‬‬ ‫‪0.00‬‬ ‫‪6.00‬‬ ‫‪3‬‬
‫ﺍﻟﻴﻤﻨﻰ ﺨﻠﻔﺎﹰ‪ ،‬ﺍﻟﻭﺜﺏ ﻋﺎﻟﻴﹰﺎ‬
‫ﺍﻟﻭﺜﺏ ﻓﺘﺤﹰﺎ ﻤﻊ ﺭﻓﻊ ﺍﻟﺫﺭﺍﻋﻴﻥ‬
‫‪93.3‬‬ ‫‪28‬‬ ‫‪6.7‬‬ ‫‪2‬‬ ‫‪--‬‬ ‫‪--‬‬ ‫‪0.76‬‬ ‫ﺃﻤﺎﻤﹰﺎ ﻭﺍﻟﻭﺜﺏ ﻓﺘﺤﹰﺎ ﻤﻊ ﺭﻓﻊ ‪5.80‬‬ ‫‪4‬‬
‫ﺍﻟﺫﺭﺍﻋﻴﻥ‬
‫‪23.3‬‬ ‫‪7‬‬ ‫‪43.3‬‬ ‫‪13‬‬ ‫‪33.3‬‬ ‫‪10‬‬ ‫‪2.27‬‬ ‫‪2.70‬‬ ‫ﺭﻤﻲ ﻜﺭﺓ ﻓﻲ ﺍﻟﻬﺩﻑ‬ ‫‪5‬‬

‫‪30‬‬
‫‪25‬‬
‫‪20‬‬
‫اﻟﺘﻜﺮارات ‪15‬‬
‫‪10‬‬
‫‪5‬‬
‫‪0‬‬
‫رﻣﻲ اﻟﻜﺮة‬ ‫اﻟﻮﺛﺐ ﻓﺘﺤﺎ‬ ‫ﺛﻨﻲ اﻟﺮآﺒﺔ‬ ‫اﻟﺠﺮي اﻟﻤﺘﻌﺮج‬ ‫دﺣﺮﺟﺔ‬
‫اﻻﺧﺘﺒﺎرات‬

‫ﻟﻢ ﻳﺆد‬ ‫ﺛﺎﻧﻲ ﻣﺤﺎوﻟﺔ‬ ‫اول ﻣﺤﺎوﻟﺔ‬

‫ﺍﻟﺸﻜل )‪(2‬‬
‫ﻤﺴﺘﻭﻯ ﺍﻟﻁﻼﺏ )ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ( ﻓﻲ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﻌﻠﻡ ﺍﻟﺤﺭﻜﻲ‬

‫‪- 327 -‬‬

‫ﻋﻠﻲ ﺒﻥ ﻋﺒﺩ ﺍﷲ ﺍﻟﺠﻔﺭﻱ ﻭﻴﺎﺴﺭ ﻤﺤﺭﻭﺱ ﻤﺼﻁﻔﻰ ﻭﺴﻤﻴﺭ ﻤﺤﻤﺩ ﻤﻨﺎﻭﺭ‬
‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪(3‬‬
‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻭﻗﻴﻤﺔ )ﺕ(‬
‫ﻟﻠﻘﻴﺎﺴﻴﻥ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺩﻱ ﻟﻤﺠﻤﻭﻉ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺤﺭﻜﻴﺔ ﺍﻟﻤﺅﻫﻠﺔ ﻟﻼﻟﺘﺤﺎﻕ ﺒﺎﻟﻜﻠﻴﺔ‬
‫ﻥ=‪30‬‬
‫ﺍﻟﻘﻴﺎﺱ ﺍﻟﺒﻌﺩﻱ‬
‫ﻨﺴﺒﺔ ﺍﻟﺘﺤﺴﻥ ‪%‬‬ ‫ﻗﻴﻤﺔ )ﺕ(‬
‫ﻉ‬ ‫ﺱ‬
‫‪33.74‬‬ ‫‪*8.700‬‬ ‫‪3.80‬‬
‫ﺤﻴﻥ ﺃﻥ ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ )‪1200‬ﻡ ﺠﺭﻱ ﻭﻤﺸﻲ( ﺘﺸﻴﺭ ﺇﻟﻰ ﺃﻥ‬
‫‪ %50‬ﻤﻥ ﺍﻟﻁﻼﺏ )ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ( ﻗﺩ ﺠﺎﺀ ﻤﺴﺘﻭﺍﻫﻡ ﻀﻌﻴﻔﺎﹰ‪،‬‬
‫ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﻋﺩﻡ ﺘﻤﺘﻊ ﻫﺅﻻﺀ ﺍﻟﻁﻼﺏ ﺒﻌﻨﺼﺭ ﺍﻟﺘﺤﻤل‬
‫ﺍﻟﺩﻭﺭﻱ ﺍﻟﺘﻨﻔﺴﻲ‪ ،‬ﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻤﻥ ﺍﺤﺘﻭﺍﺀ ﻤﻔﺭﺩﺍﺕ ﻤﻘﺭﺭ‬
‫ﻤﺴﺎﺒﻘﺎﺕ ﺍﻟﻤﻴﺩﺍﻥ ﻭﺍﻟﻤﻀﻤﺎﺭ ﻋﻠﻰ ﻤﺴﺎﺒﻘﺎﺕ )ﺍﻟﻤﺴﺎﻓﺎﺕ ﺍﻟﻁﻭﻴﻠﺔ‬
‫ﻭﺍﻟﻤﺘﻭﺴﻁﺔ ‪ -‬ﻤﺴﺎﺒﻘﺎﺕ ﺍﻟﺘﺘﺎﺒﻌﺎﺕ( ﺍﻟﺫﻱ ﻴﺩﺭﺱ ﻟﻬﺫﺍ ﺍﻟﻤﺴﺘﻭﻯ‪،‬‬
‫ﻭﻴﻌﺯﻭ ﺍﻟﺒﺎﺤﺜﻭﻥ ﻫﺫﺍ ﺍﻟﻀﻌﻑ ﺇﻟﻰ ﺃﻥ ﻫﻨﺎﻙ ﺃﻜﺜﺭ ﻤﻥ ﺜﻼﺙ‬
‫ﻓﺘﺭﺍﺕ ﺍﻨﻘﻁﺎﻉ ﻋﻥ ﺍﻟﺩﺭﺍﺴﺔ ﻨﺘﻴﺠﺔ ﺇﺠﺎﺯﺍﺕ ﺍﻷﻋﻴﺎﺩ ﻭﺇﺠﺎﺯﺓ‬
‫ﻤﻨﺘﺼﻑ ﺍﻟﻌﺎﻡ‪.‬‬
‫ﻭﺍﻟﺸﻜل )‪ (4‬ﻴﺒﻴﻥ ﺍﻟﺘﺒﺎﻴﻥ ﻓﻲ ﺃﺩﺍﺀ ﺍﻟﻁﻼﺏ ﻭﻴﻭﻀﺢ‬
‫ﺃﻴﻀﺎ ﺃﻥ ﺃﻏﻠﺒﻴﺔ ﺍﻟﻁﻼﺏ ﻗﺩ ﺍﺠﺘﺎﺯﻭﺍ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ‪ .‬ﻭﻫﺫﺍ‬
‫ﻴﺠﻴﺏ ﻋﻥ ﺍﻟﺴﺅﺍل ﺍﻷﻭل ﺒﺎﻟﺩﺭﺍﺴﺔ‪ .‬ﻭﺍﻟﺠﺩﻭل )‪ (5‬ﻴﻭﻀﺢ‬
‫ﻓﺭﻭﻕ ﺍﻟﻤﺴﺘﻭﻯ ﻟﺩﻯ ﺍﻟﻁﻼﺏ ﺒﻴﻥ ﺍﻟﻘﻴﺎﺴﻴﻥ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺩﻱ‬
‫ﻓﻲ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺒﺩﻨﻴﺔ‪.‬‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل )‪ (5‬ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ‬
‫ﺒﻴﻥ ﺍﻟﻘﻴﺎﺴﻴﻥ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺩﻱ ﻓﻲ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺒﺩﻨﻴﺔ‬
‫)ﻋﺩﻭ ‪50‬ﻡ‪ ،‬ﺍﻟﺸﺩ ﻋﻠﻰ ﺍﻟﻌﻘﻠﺔ‪ ،‬ﺍﻟﻭﺜﺏ ﺍﻟﻁﻭﻴل ﻤﻥ ﺍﻟﺜﺒﺎﺕ‪،‬‬
‫ﺍﻟﺠﺭﻱ ﺍﻟﻤﺘﻌﺭﺝ( ﻟﺼﺎﻟﺢ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺒﻌﺩﻱ‪ ،‬ﺤﻴﺙ ﺠﺎﺀﺕ ﻗﻴﻡ )ﺕ(‬
‫ﺍﻟﺠﺩﻭﻟﻴﺔ ﺃﻗل ﻤﻥ ﻗﻴﻡ )ﺕ( ﺍﻟﻤﺤﺴﻭﺒﺔ ﺒﻔﺭﻭﻕ ﺩﻻﻟﺔ ﻤﻘﺩﺍﺭﻫﺎ‬
‫)ﺘﻔﻭﻕ ‪ (3.00‬ﻭﻫﺫﺍ ﻴﺸﻴﺭ ﺇﻟﻰ ﺍﻟﺘﺄﺜﻴﺭ ﺍﻻﻴﺠﺎﺒﻲ ﻟﻠﻤﻘﺭﺭﺍﺕ‬
‫ﺍﻟﻌﻤﻠﻴﺔ ﺒﺎﻟﻤﺴﺘﻭﻯ ﺍﻷﻭل ﻭﺍﻟﺜﺎﻨﻲ ﻋﻠﻰ ﺘﻁﻭﺭ ﺒﻌﺽ ﻋﻨﺎﺼﺭ‬
‫ﺍﻟﻠﻴﺎﻗﺔ ﺍﻟﺒﺩﻨﻴﺔ ﻭﺍﻟﻤﺘﻤﺜﻠﺔ ﻓﻲ )ﺍﻟﺴﺭﻋﺔ ﺍﻻﻨﺘﻘﺎﻟﻴﺔ‪ ،‬ﺍﻟﻘﺩﺭﺓ‬
‫ﺍﻟﻌﻀﻠﻴﺔ‪ ،‬ﺍﻟﺘﺤﻤل ﺍﻟﻌﻀﻠﻲ‪ ،‬ﺍﻟﺭﺸﺎﻗﺔ(‪ ،‬ﻭﻫﻭ ﻤﺎ ﺠﻌل ﻨﺴﺒﺔ‬
‫ﺍﻟﺘﺤﺴﻥ ﻟﺩﻴﻬﻡ ﺘﻨﺤﺼﺭ ﻤﺎ ﺒﻴﻥ ‪ %16‬ﻟﻠﺭﺸﺎﻗﺔ ﻭ‪ %31‬ﻟﻠﻘﺩﺭﺓ‬
‫ﺍﻟﻌﻀﻠﻴﺔ ﻭﻫﻲ ﻨﺴﺒﺔ ﻤﺭﻀﻴﺔ‪ ،‬ﻓﻴﻤﺎ ﻋﺩﺍ ﺍﺨﺘﺒﺎﺭ )‪1200‬ﻡ ﺠﺭﻱ‬
‫ﻭﻤﺸﻲ( ﺤﻴﺙ ﻟﻡ ﻴﺤﻘﻕ ﺍﻟﻁﻼﺏ ﻓﻴﻪ ﺃﻱ ﺩﻻﻟﻪ ﻤﻤﺎ ﻴﺸﻴﺭ ﺇﻟﻰ‬
‫ﻋﺩﻡ ﺘﻨﻤﻴﺔ ﻋﻨﺼﺭ ﺍﻟﺘﺤﻤل ﺍﻟﺩﻭﺭﻱ ﺍﻟﺘﻨﻔﺴﻲ ﻟﺩﻴﻬﻡ ﻭﻫﻭ ﻤﺎ ﻴﺅﻜﺩ‬
‫ﺍﻻﺘﺠﺎﻩ ﺍﻟﺴﺎﺒﻕ ﻓﻲ ﺍﻟﺠﺩﻭل )‪ ،(5‬ﻭﻴﻭﻀﺢ ﺍﻟﺸﻜل)‪ (5‬ﺍﻟﺘﺒﺎﻴﻥ ﻓﻲ‬
‫ﻤﺴﺘﻭﻯ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺒﺩﻨﻴﺔ ﻟﺩﻯ ﺍﻟﻁﻼﺏ‪.‬‬
‫‪- 328 -‬‬
‫ﻓﺎﻋﻠﻴﺔ ﻤﻔﺭﺩﺍﺕ ﺍﻟﻤﻘﺭﺭﺍﺕ ‪...‬‬
‫ﺍﻟﻘﻴﺎﺱ ﺍﻟﻘﺒﻠﻲ‬
‫ﺍﻟﻤﺘﻐﻴﺭ‬
‫ﻉ‬ ‫ﺱ‬
‫‪24.30‬‬ ‫‪3.73‬‬ ‫‪16.10‬‬ ‫ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺤﺭﻜﻴﺔ‬
‫ﻗﻴﻤﺔ )ﺕ( ﺍﻟﺠﺩﻭﻟﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ )‪2.750 = (0.05‬‬
‫ﺍﻟﺸﻜل )‪ (2‬ﻴﺒﻴﻥ ﺍﻟﺘﺒﺎﻴﻥ ﻓﻲ ﺃﺩﺍﺀ ﺍﻟﻁﻼﺏ ﻭﻴﻭﻀﺢ ﺃﻴﻀﺎ ﺃﻥ‬
‫ﺃﻏﻠﺒﻴﺔ ﺍﻟﻁﻼﺏ ﻗﺩ ﺍﺠﺘﺎﺯﻭﺍ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ‪ ،‬ﻭﻫﺫﺍ ﻤﻥ ﺸﺄﻨﻪ ﺃﻥ‬
‫ﻴﺸﻴﺭ ﺇﻟﻰ ﻓﺎﻋﻠﻴﺔ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺴﻴﺔ ﺒﻤﻔﺭﺩﺍﺕ ﺍﻟﻤﻘﺭﺭﺍﺕ‬
‫ﺍﻟﺤﺎﻟﻴﺔ‪ ،‬ﻭﻫﺫﺍ ﻴﺠﻴﺏ ﻋﻥ ﺍﻟﺴﺅﺍل ﺍﻷﻭل ﺒﺎﻟﺩﺭﺍﺴﺔ‪.‬‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل )‪ (3‬ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ‬
‫ﺒﻴﻥ ﺍﻟﻘﻴﺎﺴﻴﻥ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺩﻱ ﻓﻲ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﻘﺩﺭﺍﺕ ﻟﺼﺎﻟﺢ‬
‫ﺍﻟﻘﻴﺎﺱ ﺍﻟﺒﻌﺩﻱ‪ ،‬ﺤﻴﺙ ﺠﺎﺀ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﻠﻘﻴﺎﺴﺎﺕ ﺍﻟﻘﺒﻠﻴﺔ‬
‫)‪ (45.48‬ﺒﻴﻨﻤﺎ ﺠﺎﺀ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﻠﻘﻴﺎﺴﺎﺕ ﺍﻟﺒﻌﺩﻴﺔ‬
‫)‪ ،(65.89‬ﻭﻋﻠﻴﻪ ﻓﻘﺩ ﺠﺎﺀﺕ ﻗﻴﻤﺔ )ﺕ( ﺍﻟﺠﺩﻭﻟﻴﺔ ﺃﻗل ﻤﻥ ﻗﻴﻤﺔ‬
‫)ﺕ( ﺍﻟﻤﺤﺴﻭﺒﺔ ﺒﻔﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﻤﻘﺩﺍﺭﻫﺎ )‪ (11.567‬ﻭﻫﺫﺍ‬
‫ﻴﺸﻴﺭ ﺇﻟﻰ ﺍﻟﺘﺄﺜﻴﺭ ﺍﻻﻴﺠﺎﺒﻲ ﻟﻠﻤﻘﺭﺭﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﺒﺎﻟﻤﺴﺘﻭﻯ ﺍﻷﻭل‬
‫ﻭﺍﻟﺜﺎﻨﻲ‪ ،‬ﻭﻫﻭ ﻤﺎ ﺠﻌل ﻨﺴﺒﺔ ﺍﻟﺘﺤﺴﻥ ﻟﺩﻴﻬﻡ ﺘﻘﺎﺭﺏ ‪ %30‬ﻭﻫﻲ‬
‫ﻨﺴﺒﺔ ﻤﺭﻀﻴﺔ‪ ،‬ﻭﻫﺫﺍ ﻤﺎ ﺃﻜﺩﺘﻪ ﺩﺭﺍﺴﺔ ﻜل ﻤﻥ ﻤﻨﺎل ﺯﻜﻲ‬
‫ﻭﺍﻟﺒﺸﻴﺭ ﺃﺒﻭ ﻋﺠﻴﻠﺔ ﻭﻴﻭﻀﺤﻪ ﺍﻟﺸﻜل )‪ ،(2‬ﻭﻫﺫﺍ ﻴﺠﻴﺏ ﻋﻥ‬
‫ﺍﻟﺴﺅﺍل ﺍﻟﺜﺎﻨﻲ‪.‬‬
‫ﻭﺍﻟﺸﻜل )‪ (3‬ﻴﺒﻴﻥ ﺍﻟﺘﺒﺎﻴﻥ ﻓﻲ ﺃﺩﺍﺀ ﺍﻟﻁﻼﺏ ﻭﻴﻭﻀﺢ ﺃﻥ‬
‫ﻤﺴﺘﻭﻯ ﺍﻟﻁﻼﺏ ﻓﻲ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺒﻌﺩﻱ ﺘﺤﺴﻥ ﻜﺜﻴﺭﺍ ﻋﻥ ﺍﻟﻘﻴﺎﺱ‬
‫ﺍﻟﻘﺒﻠﻲ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﺸﻴﺭ ﺇﻟﻰ ﺍﻟﺘﺄﺜﻴﺭ ﺍﻻﻴﺠﺎﺒﻲ ﻟﻠﻤﻭﺍﺩ ﺍﻟﻌﻤﻠﻴﺔ ﻋﻠﻰ‬
‫ﺍﻟﺘﻌﻠﻡ ﺍﻷﺩﺍﺌﻲ ﻟﻠﻁﻼﺏ‪.‬‬
‫ﺜﺎﻨﻴ ﹰﺎ‪ :‬ﻋﺭﺽ ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺒﺩﻨﻴﺔ ﻭﻤﻨﺎﻗﺸﺘﻬﺎ‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل )‪ (4‬ﺃﻥ ﺍﺨﺘﺒﺎﺭﺍﺕ )ﺍﻟﻌﺩﻭ ‪50‬ﻡ‪ ،‬ﺍﻟﺸﺩ‬
‫ﻋﻠﻰ ﺍﻟﻌﻘﻠﺔ( ﻗﺩ ﺠﺎﺀﺕ ﻨﺘﺎﺌﺞ ﺍﻟﻁﻼﺏ ﻓﻴﻬﺎ ﻤﺘﻭﺴﻁﺔ ﺒﻨﺴﺒﺔ ﺃﻜﺜﺭ‬
‫ﻤﻥ ‪ %60‬ﻤﻥ ﺍﻟﻁﻼﺏ‪ ،‬ﻭﻫﺫﺍ ﻴﺸﻴﺭ ﺇﻟﻰ ﻨﻤﻭ ﻋﻨﺼﺭﻱ ﺍﻟﺴﺭﻋﺔ‬
‫ﻭﺍﻟﻘﻭﺓ ﻟﺩﻯ ﺍﻟﻁﻼﺏ )ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ( ﻭﺒﺎﻟﻨﻅﺭ ﺇﻟﻰ ﺒﺎﻗﻲ ﺩﺭﺠﺎﺘﻬﻡ‬
‫ﻓﻲ ﻨﻔﺱ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﻴﺘﻀﺢ ﺃﻨﻬﻡ ﻴﻤﺜﻠﻭﻥ ﻤﻨﺤﻨﻰ ﺍﻋﺘﺩﺍﻟﻴﹰﺎ‪ .‬ﻓﻲ‬
‫ﺤﻴﻥ ﺃﻥ ﻨﺘﺎﺌﺠﻬﻡ ﻓﻲ ﺍﺨﺘﺒﺎﺭﻱ )ﺍﻟﻭﺜﺏ ﺍﻟﻌﺭﻴﺽ ﻤﻥ ﺍﻟﺜﺒﺎﺕ‪،‬‬
‫ﺍﻟﺠﺭﻱ ﺍﻟﻤﺘﻌﺭﺝ( ﺠﺎﺀﺕ ﺠﻴﺩﺓ ﺒﻨﺴﺒﺔ ﻤﺌﻭﻴﺔ ﺃﻜﺜﺭ ﻤﻥ ‪%60‬‬
‫ﻭﻫﺫﺍ ﻴﺸﻴﺭ ﺇﻟﻰ ﻨﻤﻭ ﻋﻨﺼﺭﻱ ﺍﻟﻘﺩﺭﺓ ﺍﻟﻌﻀﻠﻴﺔ ﻭﺍﻟﺭﺸﺎﻗﺔ‪ ،‬ﻓﻲ‬
 ‫ﺩﺭﺍﺳﺎﺕ‪ ،‬ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ‪ ،‬ﺍﻟﻤﺠﻠﹼﺩ ‪ ،35‬ﺍﻟﻌﺩﺩ ‪2008 ،2‬‬

‫ﻗﻴﻤﺔ اﻟﻤﺘﻮﺳﻄﺎت‬

‫‪25‬‬

‫‪20‬‬

‫‪15‬‬

‫‪10‬‬

‫‪5‬‬

‫‪0‬‬
‫اﻟﻘﻴﺎس اﻟﻘﺒﻠﻲ‬ ‫اﻟﻘﻴﺎس اﻟﺒﻌﺪي‬ ‫اﻟﻘﻴﺎس اﻟﻘﺒﻠﻲ‬
‫اﻟﻘﻴﺎس اﻟﺒﻌﺪي‬ ‫اﻟﻘﻴﺎﺳﺎت‬

‫ﺍﻟﺸﻜل )‪(3‬‬
‫ﺍﻟﻔﺭﻕ ﺒﻴﻥ ﺍﻟﻘﻴﺎﺱ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﻘﻴﺎﺱ ﺍﻟﺒﻌﺩﻱ ﻓﻲ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺤﺭﻜﻴﺔ‬

‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪(4‬‬

‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‬
‫ﻭﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻭﻴﺔ ﻟﻤﺴﺘﻭﻯ ﺍﻟﻁﻼﺏ )ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ( ﻓﻲ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺒﺩﻨﻴﺔ‬
‫ﻥ=‪30‬‬
‫ﺠﻴﺩ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﻀﻌﻴﻑ‬
‫ﻉ‬ ‫ﺱ‬ ‫ﺍﻻﺨﺘــﺒﺎﺭﺍﺕ‬ ‫ﻡ‬
‫‪%‬‬ ‫ﻙ‬ ‫‪%‬‬ ‫ﻙ‬ ‫‪%‬‬ ‫ﻙ‬
‫‪6.7‬‬ ‫‪2‬‬ ‫‪60‬‬ ‫‪18‬‬ ‫‪23.3‬‬ ‫‪10‬‬ ‫‪2.12‬‬ ‫‪5.36‬‬ ‫ﻋﺩﻭ ‪50‬ﻡ‬ ‫‪1‬‬
‫‪26.7‬‬ ‫‪8‬‬ ‫‪66.7‬‬ ‫‪20‬‬ ‫‪6.7‬‬ ‫‪2‬‬ ‫‪2.25‬‬ ‫‪6.00‬‬ ‫ﺍﻟﺸﺩ ﻋﻠﻰ ﺍﻟﻌﻘﻠﺔ‬ ‫‪2‬‬
‫‪76.6‬‬ ‫‪23‬‬ ‫‪23.4‬‬ ‫‪7‬‬ ‫‪--‬‬ ‫‪--‬‬ ‫‪1.20‬‬ ‫‪8.06‬‬ ‫ﺍﻟﻭﺜﺏ ﺍﻟﻌﺭﻴﺽ ﻤﻥ ﺍﻟﺜﺒﺎﺕ‬ ‫‪3‬‬
‫‪63.4‬‬ ‫‪19‬‬ ‫‪30‬‬ ‫‪9‬‬ ‫‪6.7‬‬ ‫‪2‬‬ ‫‪2.49‬‬ ‫‪7.83‬‬ ‫ﺍﻟﺠﺭﻱ ﺍﻟﻤﺘﻌﺭﺝ‬ ‫‪4‬‬
‫‪16.7‬‬ ‫‪5‬‬ ‫‪33.4‬‬ ‫‪10‬‬ ‫‪50.1‬‬ ‫‪15‬‬ ‫‪0.77‬‬ ‫‪1.17‬‬ ‫‪1200‬ﻡ ﺠﺭﻱ ﻭﻤﺸﻲ‬ ‫‪5‬‬

‫‪25‬‬

‫‪20‬‬
‫‪15‬‬
‫اﻟﺘﻜﺮارات‬
‫‪10‬‬

‫‪5‬‬
‫‪0‬‬
‫‪1200‬م ﺟﺮي‬ ‫اﻟﺠﺮي اﻟﻤﺘﻌﺮج‬ ‫اﻟﻮﺛﺐ اﻟﻌﺮﻳﺾ‬ ‫اﻟﺸﺪ ﻋﻠﻰ اﻟﻌﻘﻠﺔ‬ ‫ﻋﺪو ‪50‬م‬
‫وﻣﺸﻲ‬
‫اﻻﺧﺘﺒﺎرات‬

‫ﺿﻌﻴﻒ‬ ‫ﻣﺘﻮﺳﻂ‬ ‫ﺟﻴﺪ‬

‫ﺍﻟﺸﻜل)‪(4‬‬
‫ﻤﺴﺘﻭﻯ ﺍﻟﻁﻼﺏ )ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ( ﻓﻲ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺒﺩﻨﻴﺔ‬

‫‪- 329 -‬‬

‫ﻋﻠﻲ ﺒﻥ ﻋﺒﺩ ﺍﷲ ﺍﻟﺠﻔﺭﻱ ﻭﻴﺎﺴﺭ ﻤﺤﺭﻭﺱ ﻤﺼﻁﻔﻰ ﻭﺴﻤﻴﺭ ﻤﺤﻤﺩ ﻤﻨﺎﻭﺭ‬ ‫ﻓﺎﻋﻠﻴﺔ ﻤﻔﺭﺩﺍﺕ ﺍﻟﻤﻘﺭﺭﺍﺕ ‪...‬‬

‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪(5‬‬

‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻭﻗﻴﻤﺔ )ﺕ(‬
‫ﻟﻠﻘﻴﺎﺴﻴﻥ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺩﻱ ﻟﻤﺠﻤﻭﻉ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺒﺩﻨﻴﺔ ﺍﻟﻤﺅﻫﻠﺔ ﻟﻼﻟﺘﺤﺎﻕ ﺒﺎﻟﻜﻠﻴﺔ‬
‫ﻥ= ‪30‬‬
‫ﻨﺴﺒﺔ ﺍﻟﺘﺤﺴﻥ‬ ‫ﺍﻟﻘﻴﺎﺱ ﺍﻟﺒﻌﺩﻱ‬ ‫ﺍﻟﻘﻴﺎﺱ ﺍﻟﻘﺒﻠﻲ‬
‫ﻗﻴﻤﺔ )ﺕ(‬ ‫ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﺒﺩﻨﻴﺔ‬
‫‪%‬‬ ‫ﻉ‬ ‫ﺱ‬ ‫ﻉ‬ ‫ﺱ‬
‫‪27.95‬‬ ‫‪*4.408‬‬ ‫‪0.65‬‬ ‫‪7.44‬‬ ‫‪2.12‬‬ ‫‪5.36‬‬ ‫ﻋﺩﻭ ‪50‬ﻡ‬
‫‪21.16‬‬ ‫‪*4.999‬‬ ‫‪2.25‬‬ ‫‪6.00‬‬ ‫‪1.96‬‬ ‫‪4.73‬‬ ‫ﺍﻟﺸﺩ ﻋﻠﻰ ﺍﻟﻌﻘﻠﺔ‬
‫‪31.01‬‬ ‫‪*4.826‬‬ ‫‪1.20‬‬ ‫‪8.06‬‬ ‫‪2.97‬‬ ‫‪5.56‬‬ ‫ﺍﻟﻭﺜﺏ ﺍﻟﻁﻭﻴل ﻤﻥ ﺍﻟﺜﺒﺎﺕ‬
‫‪16.60‬‬ ‫‪*3.38‬‬ ‫‪2.49‬‬ ‫‪7.83‬‬ ‫‪2.35‬‬ ‫‪6.53‬‬ ‫ﺍﻟﺠﺭﻱ ﺍﻟﻤﺘﻌﺭﺝ‬
‫‪13.97‬‬ ‫‪1.30‬‬ ‫‪1.13‬‬ ‫‪1.36‬‬ ‫‪0.77‬‬ ‫‪1.17‬‬ ‫‪1200‬ﻡ ﺠﺭﻱ ﻭﻤﺸﻲ‬

‫‪9‬‬
‫‪8‬‬
‫‪7‬‬
‫‪6‬‬
‫‪5‬‬
‫ﻗﻴﻤﺔ اﻟﻤﺘﻮﺳﻄﺎت‬
‫‪4‬‬
‫اﻟﻘﻴﺎس اﻟﻘﺒﻠﻲ‬
‫‪3‬‬
‫اﻟﻘﻴﺎس اﻟﺒﻌﺪي‬ ‫‪2‬‬
‫‪1‬‬
‫‪0‬‬
‫اﻟﺸﺪ ﻋﻠﻰ اﻟﻌﻘﻠﺔ اﻟﻮﺛﺐ اﻟﻌﺮﻳﺾ اﻟﺠﺮي اﻟﻤﺘﻌﺮج ‪1200‬م ﺟﺮي‬ ‫ﻋﺪو‪50‬م‬
‫وﻣﺸﻲ‬
‫اﻻﺧﺘﺒﺎرات‬

‫ﺍﻟﺸﻜل )‪(5‬‬
‫ﺍﻟﻔﺭﻕ ﺒﻴﻥ ﺍﻟﻘﻴﺎﺱ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﻘﻴﺎﺱ ﺍﻟﺒﻌﺩﻱ ﻓﻲ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺒﺩﻨﻴﺔ‬

‫ﻭﺍﻟﺸﻜل )‪ (6‬ﻴﻭﻀﺢ ﻓﺭﻭﻕ ﺍﻟﻤﺴﺘﻭﻯ ﻟﺩﻯ ﺍﻟﻁﻼﺏ ﺒﻴﻥ‬
‫ﺍﻟﻘﻴﺎﺴﻴﻥ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺩﻱ ﻓﻲ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺒﺩﻨﻴﺔ‪.‬ﻭﻴﺸﻴﺭ ﺇﻟﻰ ﺘﺤﺴﻥ‬
‫ﻤﺴﺘﻭﻯ ﺍﻟﻁﻼﺏ ﻓﻲ ﻫﺫﻩ ﺍﻟﻘﺩﺭﺍﺕ‪.‬‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل )‪ (6‬ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ‬
‫‪.6‬ﺍﻻﺴﺘﻨﺘﺎﺠﺎﺕ ﻭﺍﻟﺘﻭﺼﻴﺎﺕ‬
‫ﺃﻭﻻ‪ :‬ﺍﻻﺴﺘﻨﺘﺎﺠﺎﺕ‬
‫ﺍﺴﺘﻨﺘﺎﺠﺎﺕ ﺘﻁﺎﺒﻕ ﺍﺴﺘﻨﺘﺎﺠﺎﺕ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‬
‫ﺘﺘﻁﺎﺒﻕ ﺍﺴﺘﻨﺘﺎﺠﺎﺕ ﺩﺭﺍﺴﺔ ﻤﻨﺎل ﻤﺤﻤﺩ ﺯﻜﻲ )‪ (1999‬ﻤﻊ‬
‫ﺍﺴﺘﻨﺘﺎﺠﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻓﻲ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ‬
‫ﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺎﺕ ﺍﻟﻁﺎﻟﺒﺎﺕ ﻓﻲ ﺍﻟﺘﻁﺒﻴﻕ ﺍﻟﻘﺒﻠﻲ ﻭﻤﺘﻭﺴﻁﺎﺕ‬
‫ﺩﺭﺠﺎﺘﻬﻥ ﻓﻲ ﺍﻟﺘﻁﺒﻴﻕ ﺍﻟﺒﻌﺩﻱ ﻓﻴﻤﺎ ﻴﺨﺘﺹ ﺒﺎﻻﺨﺘﺒﺎﺭﺍﺕ‬
‫ﺍﻟﻤﻌﺭﻓﻴﺔ ﻭﺍﻟﺴﻤﻌﻴﺔ ﻭﺍﻟﺘﻁﺒﻴﻘﻴﺔ ﻟﺼﺎﻟﺢ ﺍﻟﺘﻁﺒﻴﻕ ﺍﻟﺒﻌﺩﻱ ﻭﻨﺴﺒﺔ‬
‫ﺘﺤﺴﻥ ﺘﻘﺎﺭﺏ ‪ .%30‬ﻜﺫﻟﻙ ﺩﺭﺍﺴﺔ ﻴﺤﻴﻰ ﺇﺒﺭﺍﻫﻴﻡ )‪(1996‬‬
‫ﻭﺍﻟﺸﻜل )‪ (5‬ﻴﻭﻀﺢ ﻓﺭﻭﻕ ﺍﻟﻤﺴﺘﻭﻯ ﻟﺩﻯ ﺍﻟﻁﻼﺏ ﺒﻴﻥ‬
‫ﺍﻟﻘﻴﺎﺴﻴﻥ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺩﻱ ﻓﻲ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺒﺩﻨﻴﺔ‪.‬ﻭﻴﺸﻴﺭ ﺇﻟﻰ ﺘﺤﺴﻥ‬
‫ﻤﺴﺘﻭﻯ ﺍﻟﻁﻼﺏ ﻓﻲ ﻫﺫﻩ ﺍﻟﻘﺩﺭﺍﺕ‪.‬‬
‫ﺍﻟﻘﻴﺎﺴﻴﻥ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺩﻱ ﻓﻲ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﻘﺩﺭﺍﺕ ﻟﺼﺎﻟﺢ ﺍﻟﻘﻴﺎﺱ‬
‫ﺍﻟﺒﻌﺩﻱ‪ ،‬ﺤﻴﺙ ﺠﺎﺀ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﻠﻘﻴﺎﺴﺎﺕ ﺍﻟﻘﺒﻠﻴﺔ‬
‫)‪ (45.48‬ﺒﻴﻨﻤﺎ ﺠﺎﺀ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻟﻠﻘﻴﺎﺴﺎﺕ ﺍﻟﺒﻌﺩﻴﺔ‬
‫)‪ ،(65.89‬ﻓﻘﺩ ﺠﺎﺀﺕ ﻗﻴﻤﺔ )ﺕ( ﺍﻟﺠﺩﻭﻟﻴﺔ ﺃﻗل ﻤﻥ ﻗﻴﻤﺔ )ﺕ(‬
‫ﺍﻟﻤﺤﺴﻭﺒﺔ ﺒﻔﺭﻭﻕ ﺩﻻﻟﺔ ﻤﻘﺩﺍﺭﻫﺎ)‪ (11.567‬ﻭﻫﺫﺍ ﻴﺸﻴﺭ ﺇﻟﻰ‬
‫ﺍﻟﺘﺄﺜﻴﺭ ﺍﻻﻴﺠﺎﺒﻲ ﻟﻠﻤﻘﺭﺭﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﺒﺎﻟﻤﺴﺘﻭﻯ ﺍﻷﻭل ﻭﺍﻟﺜﺎﻨﻲ‪،‬‬
‫ﻭﻫﻭ ﻤﺎ ﺠﻌل ﻨﺴﺒﺔ ﺍﻟﺘﺤﺴﻥ ﻟﺩﻴﻬﻡ ﺘﻘﺎﺭﺏ ‪ %30‬ﻭﻫﻲ ﻨﺴﺒﺔ‬
‫ﻤﺭﻀﻴﺔ‪ ،‬ﻭﻫﺫﺍ ﻤﺎ ﺃﻜﺩﺘﻪ ﺩﺭﺍﺴﺔ ﻜل ﻤﻥ ﻤﻨﺎل ﺯﻜﻲ ﻭﺍﻟﺒﺸﻴﺭ ﺃﺒﻭ‬
‫ﻋﺠﻴﻠﻪ ﻭﻴﻭﻀﺤﻪ ﺍﻟﺸﻜل)‪ ،(5‬ﻭﻫﺫﺍ ﻴﺠﻴﺏ ﻋﻥ ﺍﻟﺴﺅﺍل ﺍﻟﺜﺎﻨﻲ‪.‬‬

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 ‫ﺩﺭﺍﺳﺎﺕ‪ ،‬ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ‪ ،‬ﺍﻟﻤﺠﻠﹼﺩ ‪ ،35‬ﺍﻟﻌﺩﺩ ‪2008 ،2‬‬

‫ﺒﻴﻨﻬﺎ ﻭﺒﻴﻥ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻤﺎ ﺒﻴﻥ ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻟﻤﺘﺒﻌﺔ ﻭﺒﻴﻥ‬ ‫ﺤﻴﺙ ﺃﺸﺎﺭﺕ ﺇﻟﻰ ﻗﻠﺔ ﺴﺎﻋﺎﺕ ﺍﻟﺘﺩﺭﻴﺱ ﻟﻤﻘﺭﺭﺍﺕ‪ :‬ﺼﺤﺔ‬
‫ﺍﻻﺴﺘﻨﺘﺎﺠﺎﺕ ﺍﻟﻤﺘﺸﺎﺒﻬﺔ ﻤﻊ ﺍﺨﺘﻼﻑ ﺍﻟﻌﻴﻨﺔ‪.‬‬ ‫ﺍﻟﻤﻌﺴﻜﺭﺍﺕ ﻭﺍﻹﺼﺎﺒﺎﺕ ﺍﻟﺭﻴﺎﻀﻴﺔ ﻭﺍﻟﺘﺸﺭﻴﺢ ﻭﺍﻹﺴﻌﺎﻓﺎﺕ‬
‫ﺍﻷﻭﻟﻴﺔ ﻭﺍﻟﻘﻴﺎﺱ ﻭﺍﻟﺘﻘﻭﻴﻡ‪ .‬ﺃﻤﺎ ﺒﺎﻗﻲ ﺍﻟﺩﺭﺍﺴﺎﺕ ﻓﻘﺩ ﺘﻨﻭﻉ ﺍﻟﺘﻁﺎﺒﻕ‬

‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪(6‬‬

‫ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻭﻗﻴﻤﺔ )ﺕ(‬
‫ﻟﻠﻘﻴﺎﺴﻴﻥ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺩﻱ ﻟﻤﺠﻤﻭﻉ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺒﺩﻨﻴﺔ ﺍﻟﻤﺅﻫﻠﺔ ﻟﻼﻟﺘﺤﺎﻕ ﺒﺎﻟﻜﻠﻴﺔ‬
‫ﻥ= ‪30‬‬
‫ﻨﺴﺒﺔ ﺍﻟﺘﺤﺴﻥ‬ ‫ﺍﻟﻘﻴﺎﺱ ﺍﻟﺒﻌﺩﻱ‬ ‫ﺍﻟﻘﻴﺎﺱ ﺍﻟﻘﺒﻠﻲ‬
‫ﻗﻴﻤﺔ )ﺕ(‬ ‫ﺍﻟﻤﺘــﻐﻴﺭ‬
‫‪%‬‬ ‫ﻉ‬ ‫ﺱ‬ ‫ﻉ‬ ‫ﺱ‬
‫‪30.97‬‬ ‫‪*11.567‬‬ ‫‪13.84‬‬ ‫‪65.89‬‬ ‫‪8.50‬‬ ‫‪45.48‬‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬
‫ﻗﻴﻤﺔ )ﺕ( ﺍﻟﺠﺩﻭﻟﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ )‪2.75 = (0.05‬‬

‫‪70‬‬
‫‪60‬‬
‫‪50‬‬
‫‪40‬‬
‫ﻗﻴﻤﺔ اﻟﻤﺘﻮﺳﻄﺎت‬
‫‪30‬‬
‫‪20‬‬
‫‪10‬‬
‫‪0‬‬
‫اﻟﻘﻴﺎس اﻟﻘﺒﻠﻲ‬ ‫اﻟﻘﻴﺎس اﻟﺒﻌﺪي‬ ‫اﻟﻘﻴﺎس اﻟﻘﺒﻠﻲ‬
‫اﻟﻘﻴﺎس اﻟﺒﻌﺪي‬ ‫اﻟﻘﻴﺎﺳﺎت‬

‫ﺍﻟﺸﻜل )‪(6‬‬
‫ﺍﻟﻔﺭﻕ ﺒﻴﻥ ﺍﻟﻘﻴﺎﺱ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﻘﻴﺎﺱ ﺍﻟﺒﻌﺩﻱ ﻓﻲ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﻘﺩﺭﺍﺕ‬

‫ﺍﻟﻤﻴﺩﺍﻥ ﻭﺍﻟﻤﻀﻤﺎﺭ ﻴﺠﻤﻌﻭﻥ ﻋﻠﻰ ﺤﺫﻑ ﻤﺴﺎﺒﻘﺎﺕ ﺍﻟﻤﻭﺍﻨﻊ‬
‫ﻻ ﻤﻨﻬﻤﺎ‬‫ﻭﺍﻟﺤﻭﺍﺠﺯ ﻭﻨﻘﻠﻬﺎ ﻟﻠﻤﺴﺘﻭﻯ ﺍﻟﺴﺎﺩﺱ‪ ،‬ﻭﺇﻀﺎﻓﺔ ﺒﺩ ﹰ‬
‫ﻤﺴﺎﺒﻘﺎﺕ ﺩﻓﻊ ﺍﻟﺠﻠﺔ‪ ،‬ﺭﻤﻲ ﺍﻟﺭﻤﺢ‪ ،‬ﺍﻟﻭﺜﺏ ﺍﻟﻁﻭﻴل ﻭﺍﻟﻭﺜﺏ‬
‫ﺍﻟﺜﻼﺜﻲ‪.‬‬
‫‪ -‬ﻭﻀﻊ ﺍﺨﺘﺒﺎﺭ ﻤﻘﻨﻥ ﻟﻜل ﻤﺴﺎﺒﻘﺔ ﻤﻥ ﻤﺴﺎﺒﻘﺎﺕ ﺍﻟﻤﻴﺩﺍﻥ‬
‫ﻭﺍﻟﻤﻀﻤﺎﺭ ﻜل ﻋﻠﻰ ﺤﺩﺓ‪.‬‬
‫ﺍﺴﺘﻨﺘﺎﺠﺎﺕ ﺨﺎﺼﺔ ﺒﺘﻁﺒﻴﻕ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﻘﺩﺭﺍﺕ‬
‫‪ -‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟﻘﻴﺎﺴﻴﻥ ﺍﻟﻘﺒﻠﻲ‬
‫ﻭﺍﻟﺒﻌﺩﻱ ﻓﻲ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﻘﺩﺭﺍﺕ ﻟﺼﺎﻟﺢ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺒﻌﺩﻱ‪.‬‬
‫‪ -‬ﺍﻟﺘﺄﺜﻴﺭ ﺍﻻﻴﺠﺎﺒﻲ ﺍﻟﻤﻠﺤﻭﻅ ﻟﻤﻔﺭﺩﺍﺕ ﺍﻟﻤﻘﺭﺭﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻋﻠﻰ‬
‫ﻋﻨﺎﺼﺭ ﺍﻟﻠﻴﺎﻗﺔ ﺍﻟﺒﺩﻨﻴﺔ ﻭﺨﺎﺼﺔ ﻋﻨﺎﺼﺭ )ﺍﻟﺭﺸﺎﻗﺔ ﻭﺍﻟﺴﺭﻋﺔ‬
‫ﺍﺴﺘﻨﺘﺎﺠﺎﺕ ﺨﺎﺼﺔ ﺒﻘﺎﺌﻤﺔ ﻤﻔﺭﺩﺍﺕ ﺍﻟﻤﻘﺭﺭﺍﺕ‬
‫ﺒﻌﺽ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ ﻴﺭﻴﺩﻭﻥ ﺇﻀﺎﻓﺔ ﺍﺨﺘﺒﺎﺭ ﻓﺼﻠﻲ‬ ‫‪-‬‬
‫ﺜﺎﻟﺙ‪.‬‬
‫ﻤﻌﻅﻡ ﺍﻟﻤﻔﺭﺩﺍﺕ ﺘﺤﺘﺎﺝ ﻹﻀﺎﻓﺎﺕ ﻤﺜل ﺇﻀﺎﻓﺔ ﻁﺭﻕ ﻭﺨﻁﻁ‬ ‫‪-‬‬
‫ﺍﻟﻠﻌﺏ ﺒﻤﻘﺭﺭ ﻜﺭﺓ ﺍﻟﻘﺩﻡ ﻭﻜﺭﺓ ﺍﻟﺴﻠﺔ‪ ،‬ﻭﻜﺫﻟﻙ ﺇﻀﺎﻓﺔ ﻗﺎﻨﻭﻥ‬
‫ﻜﺭﺓ ﺍﻟﺴﻠﺔ ﺒﺎﻟﻜﺎﻤل‪ ،‬ﺍﻹﻴﻘﺎﻉ ﺍﻟﻤﺼﺎﺤﺏ ﻟﻸﺩﺍﺀ ﻭﺍﻟﺘﻤﺭﻴﻨﺎﺕ‬
‫ﺍﻟﺘﻤﺜﻴﻠﻴﺔ ﺍﻟﻤﻨﺎﺴﺒﺔ ﻟﻠﻤﺭﺤﻠﺔ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻓﻲ ﻤﻘﺭﺭ ﺍﻟﺘﻤﺭﻴﻨﺎﺕ‬
‫ﺍﻟﺒﺩﻨﻴﺔ‪.‬‬
‫ﺒﻌﺽ ﺍﻟﻤﻘﺭﺭﺍﺕ ﺘﺤﺘﺎﺝ ﺇﻟﻰ ﺇﻀﺎﻓﺔ ﻤﺴﺘﻭﻯ ﺁﺨﺭ ﻟﻠﻤﻘﺭﺭ‬ ‫‪-‬‬
‫ﻤﺜل ﻤﻘﺭﺭﺍﺕ) ﺍﻟﺴﺒﺎﺤﺔ ﻭﻜﺭﺓ ﺍﻟﺴﻠﺔ(‪.‬‬
‫ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﻘﺎﺌﻤﻭﻥ ﻋﻠﻰ ﺘﺩﺭﻴﺱ ﻤﻘﺭﺭ ﻤﺴﺎﺒﻘﺎﺕ‬ ‫‪-‬‬

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‫ﻋﻠﻲ ﺒﻥ ﻋﺒﺩ ﺍﷲ ﺍﻟﺠﻔﺭﻱ ﻭﻴﺎﺴﺭ ﻤﺤﺭﻭﺱ ﻤﺼﻁﻔﻰ ﻭﺴﻤﻴﺭ ﻤﺤﻤﺩ ﻤﻨﺎﻭﺭ‬ ‫ﻓﺎﻋﻠﻴﺔ ﻤﻔﺭﺩﺍﺕ ﺍﻟﻤﻘﺭﺭﺍﺕ ‪...‬‬

‫ﻀﺭﻭﺭﺓ ﺘﺩﺭﻴﺱ ﻗﻭﺍﻨﻴﻥ ﺍﻷﻟﻌﺎﺏ ﺒﺎﻟﻜﺎﻤل ﻭﻟﻴﺱ ﺠﺯﺀﹰﺍ ﻤﻨﻬﺎ‬ ‫‪-‬‬
‫ﻓﻘﻁ‪.‬‬
‫ﻀﺭﻭﺭﺓ ﺇﻀﺎﻓﺔ ﻤﺴﺘﻭﻯ ﺁﺨﺭ ﻟﺒﻌﺽ ﺍﻟﻤﻘﺭﺭﺍﺕ ﺤﺘﻰ ﻴﺘﺴﻨﻰ‬ ‫‪-‬‬
‫ﻟﻠﻘﺎﺌﻡ ﺒﺎﻟﺘﺩﺭﻴﺱ ﺃﻥ ﻴﻌﻁﻲ ﺍﻟﻁﺎﻟﺏ ﻜل ﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻟﻤﻘﺭﺭ‬
‫ﻭﺃﻥ ﻴﺘﻘﻨﻪ‪.‬‬
‫ﻀﺭﻭﺭﺓ ﺍﻨﺘﻘﺎﺀ ﺍﻟﻤﻔﺭﺩﺍﺕ ﺍﻟﺘﻲ ﺘﺘﻨﺎﺴﺏ ﻤﻊ ﺇﻤﻜﺎﻨﺎﺕ ﺍﻟﻁﺎﻟﺏ‬ ‫‪-‬‬
‫ﻓﻲ ﻫﺫﺍ ﺍﻟﻤﺴﺘﻭﻯ ﻤﺜل ﺤﺫﻑ ﻤﺴﺎﺒﻘﺎﺕ ﺍﻟﻤﻭﺍﻨﻊ ﻭﺍﻟﺤﻭﺍﺠﺯ‬
‫ﻭﻨﻘﻠﻬﺎ ﻟﻠﻤﺴﺘﻭﻯ ﺍﻟﺴﺎﺩﺱ‪ ،‬ﺤﺘﻰ ﻴﻜﻭﻥ ﻟﺩﻯ ﺍﻟﻁﺎﻟﺏ ﺍﻟﻘﺩﺭﺓ‬
‫ﻋﻠﻰ ﺇﺘﻘﺎﻥ ﺍﻷﺩﺍﺀ ﻓﻴﻬﺎ‪.‬‬
‫ﻤﻥ ﺍﻟﻀﺭﻭﺭﻱ ﻭﻀﻊ ﺍﺨﺘﺒﺎﺭ ﻤﻘﻨﻥ ﻟﻜل ﻤﺴﺎﺒﻘﺔ ﻤﻥ‬ ‫‪-‬‬
‫ﺍﻟﻤﺴﺎﺒﻘﺎﺕ ﺍﻟﺘﻲ ﺘﻭﻀﻊ ﻓﻲ ﻤﻘﺭﺭ ﻭﺍﺤﺩ ﻤﺜل ﻤﻘﺭﺭ ﻤﺴﺎﺒﻘﺎﺕ‬
‫ﺍﻟﻤﻴﺩﺍﻥ ﻭﺍﻟﻤﻀﻤﺎﺭ‪.‬‬
‫ﻀﺭﻭﺭﺓ ﺇﺠﺭﺍﺀ ﻤﺜل ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺍﻟﻤﻭﺍﺩ ﺍﻟﻨﻅﺭﻴﺔ ﻟﻜﻲ‬ ‫‪-‬‬
‫ﻴﻤﻜﻥ ﻤﺘﺎﺒﻌﺔ ﺍﻟﺨﻁﺔ ﺍﻟﺩﺭﺍﺴﻴﺔ ﻭﻋﻠﻲ ﻓﺘﺭﺍﺕ ﻤﻨﺘﻅﻤﺔ‪.‬‬
‫ﻀﺭﻭﺭﺓ ﺇﺠﺭﺍﺀ ﺘﻘﻨﻴﻥ ﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﻤﺅﻫﻠﺔ ﻟﻼﻟﺘﺤﺎﻕ‬ ‫‪-‬‬
‫ﺒﺎﻟﻜﻠﻴﺔ ﻋﻠﻰ ﻓﺘﺭﺍﺕ ﻤﻨﺘﻅﻤﺔ ﻟﻀﻤﺎﻥ ﺍﻹﻟﻤﺎﻡ ﺒﻤﺎ ﻴﺤﺩﺙ ﻤﻥ‬
‫ﻤﺴﺘﺠﺩﺍﺕ ﻓﻲ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺴﻴﺔ ﻟﻠﻁﺎﻟﺏ‪.‬‬
‫ﻴﻘﺘﺭﺡ ﺘﺼﻤﻴﻡ ﺒﻁﺎﺭﻴﺔ ﺍﺨﺘﺒﺎﺭ ﺘﺴﻤﻰ )ﺍﺨﺘﺒﺎﺭ ﺍﻟﺤﺼﻴﻠﺔ(‬ ‫‪-‬‬
‫ﺍﻟﻬﺩﻑ ﻤﻨﻬﺎ ﻤﻌﺭﻓﺔ ﻤﺴﺘﻭﻯ ﺍﻟﻁﺎﻟﺏ ﻓﻲ ﻨﻬﺎﻴﺔ ﺩﺭﺍﺴﺘﻪ‬
‫ﺒﺎﻟﻜﻠﻴﺔ‪ ،‬ﻭﻴﻜﻭﻥ ﻓﻲ ﺒﺩﺍﻴﺔ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺴﺎﺒﻊ‪ ،‬ﻭﻴﻜﻭﻥ ﻫﺫﺍ‬
‫ﺍﻻﺨﺘﺒﺎﺭ ﻤﻥ ﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﺘﺨﺭﺝ‪.‬‬
‫ﻭﺍﻟﺘﻭﺍﻓﻕ ﻭﺍﻟﺩﻗﺔ ﻭﺍﻟﺘﻭﺍﺯﻥ(‪.‬‬
‫ﺒﻌﺽ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﻌﻠﻡ ﻗﺩ ﺃﺠﺎﺩﻫﺎ ﺍﻟﻁﻼﺏ ﺇﺠﺎﺩﺓ ﺘﺎﻤﺔ‪.‬‬ ‫‪-‬‬
‫ﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻤﻥ ﻭﺠﻭﺩ ﺍﻟﺭﻏﺒﺔ ﻟﺩﻯ ﺒﻌﺽ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ‬ ‫‪-‬‬
‫ﺍﻟﺘﺩﺭﻴﺱ ﻓﻲ ﺇﻀﺎﻓﺔ ﺒﻌﺽ ﺍﻟﻤﻭﻀﻭﻋﺎﺕ ﻟﻠﻤﻔﺭﺩﺍﺕ ﺇﻻ ﺃﻥ‬
‫ﺍﻟﻤﻔﺭﺩﺍﺕ ﺍﻟﺤﺎﻟﻴﺔ ﺘﺤﻘﻕ ﺍﻟﻬﺩﻑ ﻤﻨﻬﺎ‪.‬‬
‫ﺘﺘﻭﺯﻉ ﻨﺘﺎﺌﺞ ﺍﻟﻁﻼﺏ ﻋﻠﻰ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﻘﺩﺭﺍﺕ ﺘﻭﺯﻴﻌﹰﺎ‬ ‫‪-‬‬
‫ﺍﻋﺘﺩﺍﻟﻴﹰﺎ‪.‬‬
‫ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺨﺎﺼﺔ ﺒﻘﺒﻭل ﺍﻟﻁﻼﺏ ﺒﺎﻟﻜﻠﻴﺔ ﺘﺤﺘﺎﺝ‬ ‫‪-‬‬
‫ﺇﻟﻰ ﺇﻋﺎﺩﺓ ﺘﻘﻨﻴﻥ ﻤﺭﺓ ﺃﺨﺭﻯ ﺒﻤﺎ ﻴﺘﻨﺎﺴﺏ ﻭﻤﺴﺘﻭﻯ ﺍﻟﻁﻼﺏ‬
‫ﺍﻟﺤﺎﻟﻲ ﻭﻫﻭ ﻤﺎ ﺃﻜﺩﻩ ﺒﻌﺽ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ‪.‬‬
‫ﻨﺴﺒﺔ ﺍﻟﺘﺤﺴﻥ ﻟﺩﻯ ﺍﻟﻁﻼﺏ )ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ( ﻓﻲ ﻤﺴﺘﻭﻯ‬ ‫‪-‬‬
‫ﺍﻟﻘﺩﺭﺍﺕ ﺘﻘﺎﺭﺏ ﻨﺴﺒﺔ ‪.%30‬‬
‫ﺜﺎﻨﻴﺎ‪ :‬ﺍﻟﺘﻭﺼﻴﺎﺕ‬
‫‪ -‬ﻀﺭﻭﺭﺓ ﻤﺭﺍﻋﺎﺓ ﺃﻥ ﻴﻜﻭﻥ ﺍﻟﺘﻘﻭﻴﻡ ﺍﻟﻔﺼﻠﻲ ﻤﺴﺘﻤﺭﹰﺍ ﻭﻟﻴﺱ‬
‫ﻤﺘﻘﻁﻌﺎﹰ‪ ،‬ﻟﺫﺍ ﻤﻥ ﺍﻟﻤﻤﻜﻥ ﺇﻀﺎﻓﺔ ﺍﺨﺘﺒﺎﺭ ﻓﺼﻠﻲ ﺜﺎﻟﺙ‬
‫ﻭﺨﺎﺼﺔ ﻓﻲ ﺍﻟﻤﻘﺭﺭﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻟﻜﻲ ﻴﻤﻜﻥ ﻟﻠﻘﺎﺌﻡ ﺒﺎﻟﺘﺩﺭﻴﺱ‬
‫ﺘﺼﺤﻴﺢ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻡ‪.‬‬
‫‪ -‬ﻀﺭﻭﺭﺓ ﺇﻀﺎﻓﺔ ﺨﻁﻁ ﻭﻁﺭﻕ ﺍﻟﻠﻌﺏ ﻓﻲ ﺒﻌﺽ ﺍﻟﻤﻘﺭﺭﺍﺕ‬
‫ﻟﻜﻲ ﻴﻤﻜﻥ ﻟﻠﻁﺎﻟﺏ ﺃﻥ ﻴﻘﻭﻡ ﺒﺘﺩﺭﻴﺏ ﻓﺭﻕ ﺍﻟﻤﺩﺭﺴﺔ ﺤﻴﻥ‬
‫ﻴﻁﻠﺏ ﻤﻨﻪ ﺫﻟﻙ‪.‬‬

‫‪ ،1992‬ﺠﺎﻤﻌﺔ ﺤﻠﻭﺍﻥ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ‪.‬‬ ‫ﺍﻟﻤﺭﺍﺠـﻊ‬

‫ﺯﻜﻲ‪ ،‬ﻤﻨﺎل ﻤﺤﻤﺩ‪ ،1999 ،‬ﺘﻁﻭﻴﺭ ﻤﻨﻬﺞ ﺍﻹﻴﻘﺎﻉ ﺍﻟﺤﺭﻜﻲ ﺒﻜﻠﻴﺔ‬
‫ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ ﻟﻠﺒﻨﺎﺕ ﺒﺎﻹﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ‬ ‫ﺇﺒﺭﺍﻫﻴﻡ‪ ،‬ﻋﻠﻲ ﻴﺤﻴﻲ‪ ،1996 ،‬ﺩﺭﺍﺴﺔ ﺘﺤﻠﻴﻠﻴﺔ ﻟﺒﻌﺽ ﻤﻘﺭﺭﺍﺕ ﺍﻟﻤﻭﺍﺩ‬
‫ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻹﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺝ‪.‬ﻡ‪.‬ﻉ‪.‬‬ ‫ﺍﻟﺼﺤﻴﺔ ﺒﻜﻠﻴﺎﺕ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ ﻟﻠﺒﻨﻴﻥ‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ‬
‫ﺯﻫﺭﺍﻥ‪ ،‬ﻟﻴﻠﻰ ﻋﺒﺩ ﺍﻟﻌﺯﻴﺯ‪ ،1991 ،‬ﺍﻟﻤﻨﺎﻫﺞ ﻓﻲ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ‪،‬‬ ‫ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﺤﻠﻭﺍﻥ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ‪.‬‬
‫ﺩﺍﺭ ﺯﻫﺭﺍﻥ ﻟﻠﻨﺸﺭ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ‪.‬‬ ‫ﺃﺒﻭ ﻋﺠﻴﻠﺔ‪ ،‬ﺍﻟﺒﺸﻴﺭ‪ ،1996 ،‬ﺩﺭﺍﺴﺔ ﺘﺤﻠﻴﻠﻴﺔ ﻟﻤﻨﻬﺎﺝ ﺍﻟﺘﻤﺭﻴﻨﺎﺕ ﺍﻟﺒﺩﻨﻴﺔ‬
‫ﺸﻌﺒﺎﻥ‪ ،‬ﺤﻨﺎﻥ ﺼﺎﺒﺭ‪ ،1999 ،‬ﺘﺄﺜﻴﺭ ﻤﻨﻬﺎﺝ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ ﺍﻟﺤﺩﻴﺙ‬ ‫ﺒﻜﻠﻴﺎﺕ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺒﺩﻨﻴﺔ ﻟﻠﺒﻨﻴﻥ ﺒﺎﻟﺠﻤﺎﻫﻴﺭﻴﺔ ﺍﻟﻠﻴﺒﻴﺔ‪ ،‬ﺭﺴﺎﻟﺔ‬
‫ﻟﻠﺼﻑ ﺍﻷﻭل ﺍﻹﻋﺩﺍﺩﻱ ﻋﻠﻰ ﺘﻨﻤﻴﺔ ﺒﻌﺽ ﻋﻨﺎﺼﺭ ﺍﻟﻠﻴﺎﻗﺔ ﺍﻟﺒﺩﻨﻴﺔ‬ ‫ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻹﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺝ‪.‬ﻡ‪.‬ﻉ‪.‬‬
‫ﻭﺒﻌﺽ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺤﺭﻜﻴﺔ‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪،‬‬ ‫ﺇﺴﻤﺎﻋﻴل‪ ،‬ﺃﺸﺭﻑ‪ ،1995 ،‬ﻤﻨﻬﺎﺝ ﻤﻘﺘﺭﺡ ﻟﻤﺎﺩﺓ ﺍﻟﻤﺒﺎﺭﺯﺓ ﻟﻁﻼﺏ‬
‫ﺠﺎﻤﻌﺔ ﺍﻟﺯﻗﺎﺯﻴﻕ‪ ،‬ﺝ‪.‬ﻡ‪.‬ﻉ‪.‬‬ ‫ﺍﻻﺨﺘﻴﺎﺭﻱ ﺍﻷﻭل ﺒﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻟﺯﻗﺎﺯﻴﻕ‪،‬‬
‫ﻋﺒﺩ ﺍﻟﻐﻨﻲ‪ ،‬ﻋﻠﻴﺔ ﺴﻴﻑ ﺍﻟﺩﻴﻥ‪ ،2001 ،‬ﺘﺼﻤﻴﻡ ﻤﻨﻬﺞ ﺘﺠﺭﻴﺒﻲ ﻤﻘﺘﺭﺡ‬ ‫ﺭﺴﺎﻟﺔ ﺩﻜﺘﻭﺭﺍﺓ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻟﺯﻗﺎﺯﻴﻕ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ‪.‬‬
‫ﻟﻠﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ ﻟﻠﻤﺭﺤﻠﺔ ﺍﻹﻋﺩﺍﺩﻴﺔ‪ ،‬ﺭﺴﺎﻟﺔ ﺩﻜﺘﻭﺭﺍﻩ ﻏﻴﺭ‬ ‫ﺍﻟﺒﺭﻋﻲ‪ ،‬ﺇﺒﺭﺍﻫﻴﻡ‪ ،1997 ،‬ﻤﺤﺘﻭﻱ ﻤﻘﺘﺭﺡ ﻟﻤﻘﺭﺭ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ‬
‫ﻤﻨﺸﻭﺭﺓ‪ ،‬ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ ﻟﻠﺒﻨﻴﻥ‪ ،‬ﺠﺎﻤﻌﺔ ﺤﻠﻭﺍﻥ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ‪.‬‬ ‫ﻭﺍﻟﺤﺭﻜﻴﺔ ﻟﺸﻌﺒﺔ ﺍﻟﻁﻔﻭﻟﺔ ﺒﻜﻠﻴﺎﺕ ﺍﻟﺘﺭﺒﻴﺔ‪ ،‬ﺭﺴﺎﻟﺔ ﺩﻜﺘﻭﺭﺍﺓ ﻏﻴﺭ‬
‫ﻋﻠﻲ‪ ،‬ﻨﻌﻤﺔ ﺃﺤﻤﺩ‪ ،1995 ،‬ﻤﻨﻬﺞ ﻤﻘﺘﺭﺡ ﻟﻠﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ ﻟﻠﻤﺭﺤﻠﺔ‬ ‫ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﺃﺴﻴﻭﻁ‪ ،‬ﺝ‪.‬ﻡ‪.‬ﻉ‪.‬‬
‫ﺍﻟﺜﺎﻨﻭﻴﺔ ﻟﻠﺒﻨﻴﻥ ﺒﺩﻭﻟﺔ ﻗﻁﺭ ﻓﻲ ﻀﻭﺀ ﺘﻘﻭﻴﻡ ﺍﻟﻤﻨﻬﺞ ﺍﻟﺤﺎﻟﻲ‪ ،‬ﺭﺴﺎﻟﺔ‬ ‫ﺤﺴﺎﻨﻴﻥ‪ ،‬ﻤﺤﻤﺩ ﺼﺒﺤﻲ‪ ،1998 ،‬ﺃﻁﻠﺱ ﺘﺼﻨﻴﻑ ﻭﺘﻭﺼﻴﻑ‬
‫ﺩﻜﺘﻭﺭﺍﻩ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻟﺯﻗﺎﺯﻴﻕ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ‪.‬‬ ‫ﺍﻷﺠﺴﺎﻡ‪ ،‬ﻤﺭﻜﺯ ﺍﻟﻜﺘﺎﺏ ﻟﻠﻨﺸﺭ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ‪.‬‬
‫ﻜﺎﻤل‪ ،‬ﻤﺼﻁﻔﻲ‪ ،1993 ،‬ﺩﻭﺭ ﺒﻌﺽ ﺍﻟﻤﻘﺭﺭﺍﺕ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻓﻲ ﺍﻹﻋﺩﺍﺩ‬ ‫ﺍﻟﺩﻴﺭﻱ‪ ،‬ﻋﻠﻲ‪ ،1992 ،‬ﺩﺭﺍﺴﺔ ﺘﺤﻠﻴﻠﻴﺔ ﻟﺘﻘﻭﻴﻡ ﻤﻨﺎﻫﺞ ﺍﻟﺘﺭﺒﻴﺔ‬
‫ﺍﻟﻤﻬﻨﻲ ﻟﻤﻌﻠﻤﻲ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ‪ ،‬ﺭﺴﺎﻟﺔ ﺩﻜﺘﻭﺭﺍﻩ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪،‬‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺔ ﻓﻲ ﺩﻭﻟﺔ ﺍﻹﻤﺎﺭﺍﺕ ﺍﻟﻌﺭﺒﻴﺔ ﺍﻟﻤﺘﺤﺩﺓ‪ ،‬ﺒﺤﺙ ﻤﻨﺸﻭﺭ‪،‬‬
‫ﺠﺎﻤﻌﺔ ﺍﻹﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺝ‪.‬ﻡ‪.‬ﻉ‪.‬‬ ‫ﻤﺅﺘﻤﺭ ﺭﺅﻴﺔ ﻤﺴﺘﻘﺒﻠﻴﺔ ﻟﻠﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ ﺍﻟﻤﺩﺭﺴﻴﺔ‪ ،‬ﺩﻴﺴﻤﺒﺭ‬

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 2008 ،2 ‫ ﺍﻟﻌﺩﺩ‬،35 ‫ ﺍﻟﻤﺠﻠﹼﺩ‬،‫ ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ‬،‫ﺩﺭﺍﺳﺎﺕ‬

.‫ ﺍﻟﻘﺎﻫﺭﺓ‬،‫ ﺠﺎﻤﻌﺔ ﺤﻠﻭﺍﻥ‬،‫ﻴﻭﻟﻴﻭ‬
Alegre, A.N. 1993. Physical Education Evaluation Teacher,
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Program, Portuguese, Sanpaulo.
Arbad, Canady. 1979. Sacker, athenaeum printing house,
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Crucilam of Physical Education in Elementary School,
Stuttgart, Leipzig.
‫ ﺍﺜﺭ ﺒﺭﻨﺎﻤﺞ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ ﻋﻠﻰ ﺍﺘﺠﺎﻫﺎﺕ‬،1997 ،‫ ﻤﺤﻤﺩ‬،‫ﻤﺤﻤﻭﺩ‬
‫ﺍﻟﻁﻼﺏ ﻭﻤﺴﺘﻭﻯ ﺃﺩﺍﺀ ﻤﺴﺎﺒﻘﺎﺕ ﺍﻟﻤﻀﻤﺎﺭ ﻭﺍﻟﻤﻴﺩﺍﻥ ﺒﺎﻟﻤﻌﻬﺩ‬
‫ ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ‬،‫ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻲ ﺒﺎﻟﻌﺎﺸﺭ ﻤﻥ ﺭﻤﻀﺎﻥ‬
‫ﻉ‬.‫ﻡ‬.‫ ﺝ‬،‫ ﺠﺎﻤﻌﺔ ﺍﻟﺯﻗﺎﺯﻴﻕ‬،‫ﻤﻨﺸﻭﺭﺓ‬
‫ ﺘﻘﻭﻴﻡ ﺍﻟﺨﻁﺔ‬،1996 ،‫ ﺒﺩﻭﺭ ﻋﺒﺩ ﺍﷲ‬،‫ ﻤﺎﺠﺩﺓ ﻤﺤﻤﺩ‬،‫ ﻤﺭﻓﺕ‬،‫ﻤﺤﻤﻭﺩ‬
‫ﺍﻟﺩﺭﺍﺴﻴﺔ ﻹﻋﺩﺍﺩ ﻤﻌﻠﻤﻲ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺒﺩﻨﻴﺔ ﻭﺍﻟﺭﻴﺎﻀﺔ ﻟﻠﻤﺭﺤﻠﺔ‬
،‫ ﺒﺤﺙ ﻤﻨﺸﻭﺭ‬،‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﺒﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻷﺴﺎﺴﻴﺔ ﺒﺩﻭﻟﺔ ﺍﻟﻜﻭﻴﺕ‬
201 ‫ ﺹ‬،27 ‫ ﺍﻟﻌﺩﺩ‬،‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻠﺘﺭﺒﻴﺔ ﺍﻟﺒﺩﻨﻴﺔ ﻭﺍﻟﺭﻴﺎﻀﺔ‬
.‫ ﺍﻟﻘﺎﻫﺭﺓ‬،‫ ﺠﺎﻤﻌﺔ ﺤﻠﻭﺍﻥ‬،‫ ﺴﺒﺘﻤﺒﺭ‬،231 –
‫ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻭﺩﻭﺭﻫﺎ ﻓﻲ ﺇﻋﺩﺍﺩ‬،1995 ،‫ ﻋﺒﺩ ﺍﻟﺤﻤﻴﺩ‬،‫ﻤﻁﺭ‬
‫ﻭﺘﺄﻫﻴل ﻤﻌﻠﻡ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺒﺩﻨﻴﺔ ﻟﻤﺭﺤﻠﺘﻲ ﺍﻟﻤﺘﻭﺴﻁ ﻭﺍﻟﺜﺎﻨﻭﻱ ﺒﺩﻭﻟﺔ‬
‫ ﺍﻟﺠﻠﺔ‬،‫ ﺒﺤﺙ ﻤﻨﺸﻭﺭ‬،‫ﺍﻟﻜﻭﻴﺕ " ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﺩﻭل ﺍﻟﺨﻠﻴﺞ‬
،214 – 181 ‫ ﺹ‬،23 ‫ ﻋﺩﺩ‬،‫ﺍﻟﻌﻠﻤﻴﺔ ﻟﻠﺘﺭﺒﻴﺔ ﺍﻟﺒﺩﻨﻴﺔ ﻭﺍﻟﺭﻴﺎﻀﺔ‬

The Effective of Practical Items Related Curricula on the Development of Selective Physical
Capabilities of Student of the Faculty of Physical Education and Sports-in Riyadh

Ali B.A. Al Jafri, Yasser M. Mustafa, Sameer M. Mnawer *

ABSTRACT
The standards and norms are considered to be one of reliable means to estimate the individuals' performance,
through which it would be possible to compare and explain the grades derived from the one of the necessary
scientific means for the continuity and that includes the sport domain. Measurement and evaluation could be
considered purposes or goals, or as means that lead to the enhancement of progress. Thus, the athlete will have
the incentive to exert more effort in order to achieve the goals set for the training and educational purposes.
The purpose of study was to identify the effect of practical items related curricula on the development of selected
physical capabilities of freshmen students. It also aims at identifying the opinion of teaching staff members over
the items of practical curricula, which are taught to freshmen students for the purpose of drawing up a
recommended model for developing the curricula.
Researchers shall use the experimental curriculum, and the research sample was represented in the teaching staff
members who teach the those subjects for academic year 1426H/1427H.Researchers used the capability tests
qualifying for joining the faculty of physical education and sports. The first application was performed prior to
the beginning of the academic year, however the second application was performed before the end of the current
academic year, likewise, a list of the curricula items used for finding opinion of teaching staff members, with
respect to their curricula, so as to be in conformity with the current stage.
Keywords: Physical Ability, Physical Capability, Practical Related Experience in PE, Effective
Teaching.

________________________________________________
* Faculty of Physical Education and Sport; Department of Foundations of Education, Faculty of Physical Education and
Sport; Department of Applied Training, Faculty of Physical Education and Sport, King Saud University, Al-Riyadh,
Saudi Arabia. Received on 18/7/2006 and Accepted for Publication on 25/3/2007.

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