‫جاهعة السودان للعلوم والتكنولوجيا‬

‫كلية الدراسات العليا‬

‫التربية البدنية والرياضة‬

‫تقـويـم مههج الرتبيـة البدنيـة يف مدارس املرحلـة الثانويـة بواليـة‬

‫اخلرطـوم‬

‫‪Evaluating Curriculum of Physical Education at Secondary‬‬

‫‪Schools in Khartoum State‬‬

‫‪ /34‬شعبان‪2553 /‬هـ الموافق ‪ /6‬أبريل‪3032 /‬م‬

‫‪0‬‬
 ‫اإلسـتـهـالل‬

‫بسم اهلل الرمحن الرحيم‬

‫قال تعاىل‪:‬‬

‫صدق اهلل العظيم‬

‫‪2:‬‬

‫أ‬
‫انباحث‬

‫ب‬
 ‫وهلل امشكر أو ًال وأخرياً‬

‫انباحث‬

‫ج‬
 ‫‪230‬‬
‫‪324‬‬

‫د‬
Abstract:
This research has aimed to define the reality of the physical
education curriculum at secondary school and the proposal of alternative
curriculum. The researcher has used the descriptive Method. Then he
prepared a questionnaire of seven axes: the objectives, the organization
and the contents of the physical education curriculum, the vocational
preparation for the teacher, the method of teaching, financial facilities and
evaluation.

The sample of the research is 120 teachers out of 213 teachers in

Khartoum state "the field of the study":
The Most Important Findings:
The objectives of the present curriculum are: unwritten, unlimited and
vague.
The existing content of the physical education is in lack of organization,
besides shortage in some positions.
The littleness of financial abilities and the scarcity of the play grounds I
some secondary schools.
All teachers of physical education at secondary school have taken
minimum of qualification.
There is no written clear plan to evaluate physical education curriculum.
The Most Important Recommendations:
Aid should be asked from the professors of physical education colleges in
universities.
Care should be taken for: the content, the available financial and
humanity abilities. The Ministry of Education should retry in the number
of lessons (periods) for the subject and in classes.

There should be periodical workshops and seminars.

There should be sufficient special budget for physical Education

Departments in each school for establishments and equipment.

Ministry of Education should take the frame of the propositional

curriculum which has been presented by the researcher to be shown and
discussed with those who have an interest in it.

‫ه‬
 2
3
4
5
Abstract 6
7
8
9

3 2 2 :
5 3 2 20
5 4 2 22
6 5 2 23
6 6 2 24
7 7 2 25
8 8 2 26

1 2

: 2 2 3 27
22 3 2 3 28

‫و‬
‫‪23‬‬ ‫‪4 2 3‬‬ ‫‪29‬‬
‫‪24‬‬ ‫‪5 2 3‬‬ ‫‪2:‬‬

‫‪29‬‬ ‫‪2 3 3‬‬ ‫‪30‬‬

‫‪2:‬‬ ‫‪3 3 3‬‬ ‫‪32‬‬
‫‪2:‬‬ ‫‪4 3 3‬‬ ‫‪33‬‬
‫‪30‬‬ ‫‪5 3 3‬‬ ‫‪34‬‬
‫‪32‬‬ ‫‪6 3 3‬‬ ‫‪35‬‬
‫‪33‬‬ ‫‪7 3 3‬‬ ‫‪36‬‬
‫‪35‬‬ ‫‪8 3 3‬‬ ‫‪37‬‬

‫‪38‬‬ ‫‪2 4 3‬‬ ‫‪38‬‬

‫‪39‬‬ ‫‪3 4 3‬‬ ‫‪39‬‬

‫‪42‬‬ ‫‪4 4 3‬‬ ‫‪3:‬‬

‫‪46‬‬ ‫‪2 5 3‬‬ ‫‪40‬‬

‫‪47‬‬ ‫‪3 5 3‬‬ ‫‪42‬‬
‫‪49‬‬ ‫‪4 5 3‬‬ ‫‪43‬‬
‫‪4:‬‬ ‫‪5 5 3‬‬ ‫‪44‬‬
‫‪53‬‬ ‫‪6 5 3‬‬ ‫‪45‬‬
‫‪57‬‬ ‫‪7 5 3‬‬ ‫‪46‬‬
‫‪5:‬‬ ‫‪8 5 3‬‬ ‫‪47‬‬
‫‪64‬‬ ‫‪9‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪48‬‬

‫ز‬
‫‪65‬‬ ‫‪2 6 3‬‬ ‫‪49‬‬
‫‪65‬‬ ‫‪3 6 3‬‬ ‫‪4:‬‬
‫‪67‬‬ ‫‪4 6 3‬‬

‫‪6:‬‬ ‫‪2 7 3‬‬ ‫‪50‬‬

‫‪70‬‬ ‫‪3‬‬ ‫‪7‬‬ ‫‪3‬‬ ‫‪52‬‬

‫‪75‬‬ ‫‪4‬‬ ‫‪7‬‬ ‫‪3‬‬ ‫‪53‬‬

‫‪77‬‬ ‫‪2 8 3‬‬ ‫‪54‬‬

‫‪78‬‬ ‫‪3 8 3‬‬ ‫‪55‬‬
‫‪80‬‬ ‫‪4 8 3‬‬ ‫‪56‬‬
‫‪82‬‬ ‫‪5 8 3‬‬ ‫‪57‬‬
‫‪84‬‬ ‫‪6 8 3‬‬ ‫‪58‬‬
‫‪2 2‬‬
‫‪8:‬‬ ‫‪2 3 3‬‬ ‫‪59‬‬
‫‪96‬‬ ‫‪3 3 3‬‬ ‫‪5:‬‬
‫‪9:‬‬ ‫‪4 3 3‬‬ ‫‪60‬‬

‫‪:3‬‬ ‫‪2 4‬‬ ‫‪62‬‬

‫‪:3‬‬ ‫‪3 4‬‬ ‫‪63‬‬
‫‪:3‬‬ ‫‪4 4‬‬ ‫‪64‬‬

‫ح‬
‫‪:4‬‬ ‫‪5 4‬‬ ‫‪65‬‬
‫‪:5‬‬ ‫‪2 6 4‬‬ ‫‪66‬‬
‫‪:7‬‬ ‫‪3 6 4‬‬ ‫‪67‬‬
‫‪:8‬‬ ‫‪4 6 4‬‬ ‫‪68‬‬
‫‪:9‬‬ ‫‪5 6 4‬‬ ‫‪69‬‬
‫‪::‬‬ ‫‪6 6 4‬‬ ‫‪6:‬‬

‫‪203‬‬ ‫‪2 2 5‬‬ ‫‪70‬‬

‫‪204‬‬ ‫‪72‬‬
‫‪208‬‬ ‫‪73‬‬
‫‪209‬‬ ‫‪74‬‬
‫‪220‬‬ ‫‪75‬‬
‫‪223‬‬ ‫‪76‬‬
‫‪227‬‬ ‫‪77‬‬
‫‪228‬‬ ‫‪78‬‬
‫‪230‬‬ ‫‪79‬‬
‫‪233‬‬ ‫‪7:‬‬
‫‪239‬‬ ‫‪80‬‬
‫‪23:‬‬ ‫‪82‬‬

‫‪244‬‬ ‫‪2 6‬‬ ‫‪83‬‬

‫‪244‬‬ ‫‪3 6‬‬ ‫‪84‬‬
‫‪246‬‬ ‫‪4 6‬‬ ‫‪85‬‬

‫ط‬
‫‪249‬‬ ‫‪2 5 6‬‬ ‫‪86‬‬
‫‪254‬‬ ‫‪3 5 6‬‬ ‫‪87‬‬
‫‪256‬‬ ‫‪4 5 6‬‬ ‫‪88‬‬

‫‪257‬‬ ‫‪2 6 6‬‬ ‫‪89‬‬

‫‪258‬‬ ‫‪3 6 6‬‬ ‫‪8:‬‬
‫‪267‬‬ ‫‪4 6 6‬‬ ‫‪90‬‬
‫‪273‬‬ ‫‪5 6 6‬‬ ‫‪92‬‬

‫ي‬
‫‪56‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪87‬‬ ‫‪3‬‬ ‫‪3‬‬
‫‪:4‬‬ ‫‪4‬‬ ‫‪4‬‬
‫‪:6‬‬ ‫‪5‬‬ ‫‪5‬‬
‫‪:8‬‬ ‫‪6‬‬ ‫‪6‬‬

‫‪:9‬‬ ‫‪7‬‬ ‫‪7‬‬

‫‪203‬‬ ‫‪8‬‬ ‫‪8‬‬
‫‪208‬‬ ‫‪9‬‬
‫‪220‬‬ ‫‪:‬‬
‫‪227‬‬ ‫‪20‬‬ ‫‪20‬‬

‫‪230‬‬ ‫‪22‬‬ ‫‪22‬‬

‫‪239‬‬ ‫‪23‬‬ ‫‪23‬‬

‫ك‬
‫‪257‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪258‬‬ ‫‪3‬‬ ‫‪3‬‬
‫‪267‬‬ ‫‪4‬‬ ‫‪4‬‬
‫‪273‬‬ ‫‪5‬‬ ‫‪5‬‬

‫ل‬
 2 2

3 2

4 2

5 2

6 2

7 2

8 2

-2-
 1 1

3 2::2

3 2::7

3 2:9:

76 2:99

-3-
 362 2::0

4 2:93

2 2:9:

-4-
 2 1

3 1

-5-
 2

4 1

5 1

-
-

-
-

-6-
 -

6 1

3032 3030

-7-
 7 1
1

-8-
 1 2

2 2 3

3 2 3

4 2 3

5 2 3

6 2 3

7 2 3

8 2 3

2 2

2 3 3

3 3 3

4 3 3

-9-
 ‫الفصل الثاني‬
‫اإلطار الهظري والدراسات السابقة‬
‫املبحث االول‬
‫أهداف املههج‬
‫‪1 1 2‬‬

‫‪2:‬‬ ‫‪2:::‬‬

‫‪-‬‬

‫‪27‬‬ ‫‪3006‬‬

‫‪48‬‬ ‫‪1982‬‬

‫‪-:-‬‬
 8 2::7

2::: -
27

24 2::7

75 3005

26 2::2

- 20 -
 2 1 2

2:::

40

90 2::7

- 22 -
829 2::4

42 2:99

3 1 2

42 2:::

4: 3006

- 23 -
 2

44 2:::

4 1 2

- 24 -
 45 2:97

28 2::0

5432

2: 29

-
-
53 3000

200 2::3

- 25 -
 -

- 26 -
 38 3000

38 3000

3:

23 2::7

- 27 -
3: 2::7

- 28 -
 ‫املبحث الثاني‬
‫حمتوى املههج‬

‫‪1 2 2‬‬

‫‪2::8‬‬

‫‪97‬‬

‫‪53‬‬ ‫‪2:::‬‬

‫‪222‬‬ ‫‪3000‬‬

‫‪47‬‬ ‫‪2::2‬‬

‫‪- 29 -‬‬
 2 2 2

90 2:90

:2 2::7

3 2 2

- 2: -
 204 2::0

4 2 2

248 3006

228 227 3000

2
3
4
5
6

200 2::7

2
3

4
5
6
- 30 -
 7
8
9
:

5 2 2

485 3000

6
7
8
9
:

- 32 -
 6 2 2

350 3006

25: 3000

234 2::8

- 33 -
 -
-
-

5: 2:::

20 2::8 87 2::2

- 34 -
 7 2 2

5: 3000

-
-
2::7 -

247

204 2:::

204 2::7

30

- 35 -
 46

40 36

:9 2::7

573 3000

5: 2::7

- 36 -
 -

-
-

- 37 -
 ‫املبحث الثالث‬
‫تهظيم املههج‬

‫‪1 3 2‬‬

‫‪204‬‬ ‫‪2::8‬‬ ‫‪223‬‬ ‫‪2::2‬‬

‫‪203‬‬ ‫‪2::7‬‬

‫‪59‬‬ ‫‪2:::‬‬

‫‪2‬‬

‫‪3‬‬
‫‪4‬‬
‫‪5‬‬
‫‪6‬‬

‫‪- 38 -‬‬
 2 3 2

32 2:::

80 3000

- 39 -
 3

62 3000

- 3: -
34 2:::

85 3000

- 40 -
 34 2::2

3000

69

3 3 2
57 2::2

54 3000

- 42 -
 -

- 43 -
 -

94 2::7

264 2:90

207 2:99

- 44 -
46 3008 378 2::3

2
3
4
5
6
7

- 45 -
 ‫املبحث الرابع‬
‫اإلعداد املهين وطرق التدريس‬

‫‪1 4 2‬‬

‫‪8‬‬ ‫‪2:9:‬‬

‫‪9:‬‬ ‫‪2::9‬‬

‫‪:‬‬ ‫‪2:9:‬‬

‫‪- 46 -‬‬
27 8 2:93

2 4 2

209 2::7

- 47 -
 3

4
225

26 2::0

- 48 -
 3 4 2

25 3003

33 3002

26 3003

- 49 -
 4 4 2

- 4: -
indiane university)
235

- 50 -
 2

4
4

228 2::7

2
3
4
5

- 52 -
 6

62 3003

2
3
4
5

94 3002

5 4 2

- 53 -
 34 2:90

204

27 3000

3002

24

228 3000

- 54 -
 40: 3006

246 2::7

224 2:94

- 55 -
 246 2::7

247

3 2
5 4
8 7 6
20 : 9
24 23 22
26 25

2
4 3
6 5

- 56 -
 6 4 2

248 2::7

248 2::7

- 57 -
3002

37

- 58 -
 46 3002

58 3002

- 59 -
 320 3006

387 3006

7 4 2

- 5: -
304 3002

96 3004

377 3006

86 3006

244 2::7

- 60 -
 2
3
4
5

245

- 62 -
 44 2::7

- 63 -
 246 2::7

8 3 2

2::7

208

- 64 -
 ‫املبحث اخلامس‬
‫التعليم الثانوي وخصائص طالب املرحلة الثانوية‬

‫‪1 5 2‬‬

‫‪330‬‬ ‫‪3000‬‬

‫‪2 5 2‬‬

‫‪2‬‬

‫‪- 65 -‬‬
 3

25 2::2

33 3006

- 66 -
 3 5 2

262 2:::

332 330 3000 263

263 262 2:::

3
4
5

- 67 -
 6

4
5

3
4

- 68 -
 5

6
84 2::8

- 69 -
 ‫املبحث السادس‬
‫اإلمكانات املادية ملههج الرتبية البدنية‬

‫‪1 6 2‬‬

‫‪35‬‬ ‫‪2::9‬‬

‫‪264‬‬ ‫‪2::7‬‬

‫‪35‬‬ ‫‪2::9‬‬

‫‪38 35‬‬

‫‪- 6: -‬‬
 2 6 2

267 2::7

- 70 -
 2

5970
33 :0 65
36 2326

29 2900

- 72 -
 207 2::7

20 6

2
500

90 60
4

208 2::7

- 73 -
 5

:8 2::9

2
3

4
5
209 6
6

2:9 2::9

- 74 -
 7

262

3 6 2

226 2::7

- 75 -
 2

5
6

- 76 -
 ‫املبحث السابع‬
‫التقويم‬

‫‪1 7 2‬‬

‫‪5:7‬‬ ‫‪2:2:‬‬ ‫‪2:98‬‬

‫‪- 77 -‬‬
360 2::0 32 2:::

234 2::8

2 7 2

2: 3003

- 78 -
39 38 3000

- 79 -
 37 3005

45 3005

- 7: -
 3 7 2

237 2::8

62 2:::

546 2:95

- 80 -
 -

4 7 2

45 3005

- 82 -
 5

3003

374

259 2::7

2::7

- 83 -
 25:

260

5 7 2

- 84 -
 2

3
4
5
6

7
8
9

2
3

4
5
6

- 85 -
 7
8

2
3

4
5
6

- 86 -
 2

2
3
4
5
6
7

- 87 -
- 88 -
 2 3

- 89 -
‫‪ 3-3‬الدراسات السابقة‬

‫‪1 2 2‬‬

‫‪1981‬‬ ‫‪2‬‬

‫‪- 8: -‬‬
 1996 3

- 90 -
2001 4

- 92 -
 2004 5

2005 6

- 93 -
 2007 7

333 25

20
22
22 20

- 94 -
2009 8

2011 9

- 95 -
 2 2 2

1979 1

9 8 4

- 96 -
 1987 3

745

- 97 -
 1950 4

1995 5

508

1995 6

- 98 -
 Naspe 7

- 99 -
 2005 Guemetal 8

400

3 2 2

- 9: -
- :0 -
 2 4

3 4

4 4

5 4

2 6 4

3 6 4

4 6 4
5 6 4

- :2 -
 ‫الفصل الثالث‬
‫إجراءات الدراسة‬
‫‪1 3‬‬

‫‪2 3‬‬

‫‪94‬‬ ‫‪3003‬‬

‫‪3 3‬‬

‫‪238‬‬ ‫‪2:98‬‬

‫‪- :3 -‬‬
 3

2765 26 30 2
2562 26 26 3
2663 27 27 4
2464 25 26 5
2762 28 28 6
2567 27 26 7
2064 22 22 8
200 205 20:

324

4 3

324

- :4 -
 230
264 2:::

48: 406000

1 5 3

2::8

67

- :5 -
 4

20 2
7 3
20 4
8 5
28 6
7 7

24

5 90
6

- :6 -
 :0

2 5 3

24

- :7 -
 5

06::8 06::6 06::0

06::8 06::7 02::4
06::8 06::6 06::0
06::9 06::8 06::6
06::9 06::8 06::6
06::8 06::7 02::4

3 5 3

46

200

36 26

- :8 -
 6

06::8 06::6 06::0

06::8 06::7 02::4
06::8 06::6 06::0
06::9 06::8 06::6
06::9 06::8 06::6
06::8 06::7 02::4

06::

4 5 3

26

- :9 -
 SPSS
230
200

5 5 3

SPSS

SPSS






3 3 3 3

- :: -
 3
230 3003 2

256 3002

3 3

423 3007

- 200 -
 2 2 5

- 202 -
 1 1 4

1.61 48 71 1
40.0 59.2 .8

1.61 46 74
38.3 61.7

1.35 77 43
64.2 35.8

1.25 93 25 1 1
77.5 20.8 .8 .8

1.20 95 25
79.2 20.8

1.31 83 36 1
69.2 30.0 .8

1.35 78 42

- 203 -
 65.0 35.0
1.32 81 39
67.5 32.5

1.48 83 26 1 10
69.2 21.7 .8 8.3
3.63 18 20 32 50
15.0 16.7 26.7 41.7

1.39

.8

- 204 -
.8
.8

- 205 -
.8

- 206 -
- 207 -
1.51 60 58 2
50.0 48.3 1.7

1.52 57 63
47.5 52.5

1.45 65 55
54.2 45.8

1.38 74 46
61.7 38.3

2.97 35 25 3 22 35
29.2 20.8 2.5 18.3 29.2

- 208 -
1.99 55 40 5 11 9
45.8 33.3 4.2 9.2 7.5
1.80

- 209 -
- 20: -
1.45 70 45 5
58.3 37.5 4.2

- 220 -
1.42 73 43 4
60.8 35.8 3.3

1.41 70 50
58.3 41.7

1.35 80 38 2
66.7 31.7 1.7

1.43 68 52
56.7 43.3

1.60 76 32 7 5
63.3 26.7 5.8 4.2

1.67 66 41 2 8 3
55.0 34.2 1.7 6.7 2.5

2.52 41 36 25 18
34.2 30.0 20.8 15.0

2.32 41 44 1 23 11
34.2 36.7 .8 19.2 9.2

1.88 49 55 2 9 5
40.8 45.8 1.7 7.5 4.2

1.71

- 222 -
- 223 -
- 224 -
- 225 -
- 226 -
 10

2.79 32 33 3 32 20
26.7 27.5 2.5 26.7 16.7

2.10 39 58 2 13 8
32.5 48.3 1.7 10.8 6.7

1.75 56 53 7 4
46.7 44.2 5.8 3.3

1.64 63 48 1 5 3
52.5 40.0 .8 4.2 2.5

1.63 44 76
36.7 63.3
2.76 19 50 4 34 13
15.8 41.7 3.3 28.3 10.8

1.47 63 57
52.5 47.5

2.02

- 227 -
- 228 -
- 229 -
- 22: -
 3006 Cahperd

40 3003

11

4.43 2 4 48 66
1.7 3.3 40.0 55.0

- 5.00 120
100.0

1.77 94 11 15
78.3 9.2 12.5

4.39 2 2 59 57
1.7 1.7 49.2 47.5

- 230 -
4.07 7 10 5 43 55
5.8 8.3 4.2 35.8 45.8

4.40 2 3 54 61
1.7 2.5 45.0 50.8

4.38 5 7 33 75
4.2 5.8 27.5 62.5

4.58 5 35 80
4.2 29.2 66.7

4.60 4 35 81
3.3 29.2 67.5

4.29 5 10 5 25 75
4.2 8.3 4.2 20.8 62.5
3.90 10 15 2 43 50
8.3 12.5 1.7 35.8 41.7

4.79 25 95
20.8 79.2

2.84 25 40 4 31 20
20.8 33.3 3.3 25.8 16.7
3.47 20 21 40 39
16.7 17.5 33.3 32.5

3.84 10 17 48 45
8.3 14.2 40.0 37.5

3.15 18 37 38 27
15.0 30.8 31.7 22.5

3.83 11 16 48 45
9.2 13.3 40.0 37.5

4.22

- 232 -
- 233 -
- 234 -
- 235 -
- 236 -
- 237 -
- 238 -
 12

1.69 37 83
30.8 69.2

1.65 41 79
34.2 65.8

1.51 58 62
48.3 51.7

1.72 33 87
27.5 72.5

1.57 51 69
42.5 57.5

1.63 44 76
36.7 63.3

1.63

- 239 -
- 23: -
- 240 -
 204 3006

2::7

343

2:97

2:88 Glassford

72 2:92

- 242 -
 2 6

3 6

4 6

2 5 6

3 5 6

4 5 6

2 6 6

3 6 6

4 6 6

5 6 6

- 243 -
 1 5

2
3
4
5
6

2 5

- 244 -
 4

- 245 -
 -

- 246 -
 -

-
-
-
-
-

-
-
-
-
-

- 247 -
 -

- 248 -
 1 4 5

- 249 -
- 24: -
- 250 -
- 252 -
- 253 -
 2 4 5

- 254 -
- 255 -
 3 4 5

References:
73) Aahperd (2001) status of PE in the U.S.A shape of
the nation ERICED464 910.
74) Best . I.B. 91992) cognitive psychology, (3Gd) New
York west publishing company.
75) British Colombia University Vancouver, (1979)
British Colombia physical education assessment put
ERIC.ED No 190 599.
76) Castelli, Di (2002) A comparison of high and
Carolina, ERIC EP 480 233
77) Demons. Roberts. Ahiuds tow cords: (1995),
physical activity in new Brunswick. Physical education
dissertation Abstract international, the university of middle
level physical education programs in Colorado dissertation
abstracts international Arizona state university U.S.A.
78) Guan, C: and others (2005) Chinese teachers
attitudes toward teaching physical activity and fitness.
Asia pacific J. of teacher Education V. 32(2) P. 147 —
157.
79) Hays. J.R: (1989) the complete problem solver,
(2nded) New York, tills date.
80) Jewett, A. J Bain, L J Ennis, C. (1995) the
curriculum process in physical Inc.
81) Jones, M. and others (1977). Physical education- ED
No 139 780.
82) Manitoba Dep. of education (1995) Manitoba
physical education assessment * French) Eric ED 395879
83) Manitoba Dep. of education (1995) Manitoba
physical education assessment * French) Eric ED 395876
84) SPSS In: 1999 SPSS for windows version. 10.0.1

- 256 -
 5 5

1 1 5 5

- 257 -
 ‫‪2‬‬ ‫‪2-5-5‬‬

‫بسم اهلل الرمحن الرحيم‬

‫السالم عليلم ورمحة اهلل وبركاته‬

‫‪‬‬
‫‪‬‬
‫‪‬‬

‫‪- 258 -‬‬

 2

- 259 -
 9

- 25: -
 6

11

11

- 260 -
 3

- 262 -
 6

- 263 -
 ‫‪7‬‬

‫‪8‬‬

‫‪9‬‬

‫‪11‬‬

‫‪11‬‬

‫‪12‬‬

‫الرقن‬
‫غٍر هايت‬

‫غٍر يخصهت‬

‫غٍر واضحت‬
‫يخىسط األهًٍت‬

‫يخصهت‬

‫واضحت‬
‫يحدودة األهًٍت‬

‫هايت جداً‬
‫هايت إنى حد يا‬

‫حخىفر إيكاناث يادٌت (يالعب‬ ‫‪1‬‬

‫يناسبت‬ ‫وأدواث)‬ ‫وأجهزة‬
‫حسخىعب يا أقىو بخدرٌسه ين‬
‫أهداف وأغراض انبرنايج‬
‫حخى يراقبت وحنظٍف وصٍانت‬ ‫‪2‬‬
‫اإليكاناث انرٌاضٍت بانخظاو‬

‫‪- 264 -‬‬

 ‫حخىفر األدواث انرٌاضٍت بكًٍاث‬ ‫‪3‬‬
‫كافٍت بحٍث حسًح نكم طانب‬
‫بانًشاركت فً ححقٍق أهداف‬
‫وأغراض انبرنايج‬
‫واألدواث‬ ‫األجهزة‬ ‫حخىفر‬ ‫‪4‬‬
‫انًطهىبت نهجهىس فً أي وقج‬
‫نحخاجها فٍه‬
‫حخىفر أدواث ووسائم االسعافاث‬ ‫‪5‬‬
‫األونٍت‬
‫ٌهخزو انطانب بإرحداء انزي‬ ‫‪6‬‬
‫انًناسب خالل دروس انخربٍت‬
‫انبدنٍت‬
‫طالبنا حى حدرٌسهى قىاعد األين‬ ‫‪7‬‬
‫وانساليت وإجراءاث اإلسعافاث‬
‫األونٍت انًناسبت ألغراض‬
‫انبرنايج‬

‫‪1‬‬

‫‪2‬‬

‫‪- 265 -‬‬

 3

- 266 -
 ‫‪3‬‬ ‫‪3-5-5‬‬

‫بسم اهلل الرمحن الرحيم‬

‫امسالم عليمك ورمحة هللا وبراكته‬

‫‪‬‬

‫نثق يف كرمي تعاونمك ولمك جزيل امشكر‬

‫‪- 267 -‬‬

- 268 -
- 269 -
- 26: -
- 270 -
- 272 -
 4 4 5 5

-
-
-

- 273 -
 -

-
-
2

-
-
-
-
-
-
-

- 274 -
 -

-
-

-
-
3

-
-
-

- 275 -
 -

-
-
-

- 276 -
 1

-
-

-
-
-
-
-

- 277 -
 -

-
-

5 4 3 -

3:5 2:6 -

-
-

-
-
-

- 278 -
 4

-
-
-
-

500 300 200 -

- 279 -
 2600 900 -
200 5 -
500 5
220 -

- 27: -
 2

-
-
- 280 -
 -

-
-

-
-

- 282 -
- 283 -
 500 300 200
2600 900
200 5
500 5
220

- 284 -
- 285 -
5 3 60
8

20
6
5 6
26 6 50
30 30 2
30 6
30 30
20 30
2 30
30
3 5
2 5
2 5
2 5
30 20
50

30

- 286 -
 1

Physically best
AAHPB

-
23
-

60 -

- 287 -
 -

2
3

-
-

-
-
-
-

- 288 -
- 289 -