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‫ﺗﺤﻠﻴﻞﺍﻟﻤﻬﺎﺭﺍﺕ &‬
‫ﺍﻟﺘﺪﺭﻳﺐ‬
‫ﻣﻘﺪﻣﺔ‬
‫ﻟﻜﻲﻳﺘﻤﻜﻦ ﺍﻟﺮﻳﺎﺿﻴﻮﻥ ﻣﻦ ﺗﺤﻘﻴﻖ ﺃﺩﺍء ﺟﻴﺪ ﻓﻲ ﺃﻱ ﻣﺴﺘﻮﻯ ﻣﻦ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺮﻳﺎﺿﺔ‪ ،‬ﻳﺠﺐ ﻋﻠﻴﻬﻢ ﺍﻛﺘﺴﺎﺏ ﻋﺪﺩ ﻣﻦ ﺍﻟﻤﻬﺎﺭﺍﺕ‪.‬‬
‫ﻳﺒﺪﺃﺗﻌﻠﻢ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺑﺈﺗﻘﺎﻥ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻭﻳﺘﻘﺪﻡ ﺇﻟﻰ ﺗﻄﺒﻴﻖ ﺗﻠﻚ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻓﻲ ﺍﻟﻤﻮﺍﻗﻒ ﺍﻟﺘﻨﺎﻓﺴﻴﺔ ﺍﻟﻤﺘﺰﺍﻳﺪﺓ‪.‬‬

‫ﺇﻧﻬﺎﺇﺣﺪﻯ ﺍﻟﻤﺴﺆﻭﻟﻴﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻤﺪﺭﺏ ﺃﻥ ﺗﻮﻓﺮ ﻟﻠﺮﻳﺎﺿﻲ ﻓﺮﺹ ﺍﻟﺘﻌﻠﻢ ﻭﻣﻤﺎﺭﺳﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻓﻲ ﺑﻴﺉﺔ ﺇﻳﺠﺎﺑﻴﺔ ﻭﺑﻨﺎءﺓ‪ .‬ﺇﻥ ﺗﻌﻠﻢ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕﺍﻟﻤﻨﺎﺳﺒﺔ‪ ،‬ﻭﺧﺎﺻﺔ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻤﺒﺘﺪﺉﻴﻦ‪ ،‬ﻳﻤﻜﻦ ﺃﻥ ﻳﻀﻊ ﻣﻨﺼﺔ ﻷﺩﺍء ﺍﻟﻨﺨﺒﺔ ﺍﻟﻤﺤﺘﻤﻞ ﻓﻲ ﺍﻟﻤﺴﺘﻘﺒﻞ‪.‬‬

‫ﺃﺣﺪﺃﻫﻢ ﺃﺩﻭﺍﺭ ﺍﻟﻤﺪﺭﺏ ﻫﻮ ﺗﺤﻠﻴﻞ ﺍﻟﻤﻬﺎﺭﺍﺕ ‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﻨﻈﺮ ﺇﻟﻰ ﺍﻟﺮﻳﺎﺿﻲ‪ ،‬ﻭﺗﻘﻴﻴﻢ ﻣﺎ ﻳﺮﺍﻩ‪ ،‬ﻭﻣﻌﺮﻓﺔ ﻣﺎ ﻳﺠﺐ ﻓﻌﻠﻪ ﺑﻌﺪ ﺫﻟﻚ‪.‬‬
‫ﻳﻤﻜﻦﺗﻘﺴﻴﻢ ﺗﺤﻠﻴﻞ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺇﻟﻰ ﺛﻼﺛﺔ ﺃﺟﺰﺍء‪:‬‬

‫‪.1‬ﻣﻼﺣﻈﺔ ﺃﺩﺍء ﺍﻟﺮﻳﺎﺿﻲ ﻟﻠﻤﻬﺎﺭﺓ‪.‬‬

‫‪.2‬ﺗﺤﻠﻴﻞ ﻓﻌﺎﻟﻴﺔ ﺍﻷﺩﺍء‪.‬‬
‫‪.3‬ﺍﻛﺘﺸﺎﻑ ﺍﻷﺧﻄﺎء ﻭﺗﺼﺤﻴﺤﻬﺎ ﻟﺘﺤﺴﻴﻦ ﺍﻷﺩﺍء ﺍﻟﻤﺴﺘﻘﺒﻠﻲ ﻟﻠﺮﻳﺎﺿﻲ‪.‬‬
‫ﻳﻨﺼﺐﺍﻟﺘﺮﻛﻴﺰ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻷﻭﻝ ﻋﻠﻰ ﻣﻼﺣﻈﺔ ﻛﻴﻔﻴﺔ ﺃﺩﺍء ﺍﻟﺮﻳﺎﺿﻲ ﻟﻠﻤﻬﺎﺭﺓ )ﻣﻼﺣﻈﺔ ﺍﻟﻤﻬﺎﺭﺓ(‪ .‬ﻣﻦ ﺃﺟﻞ ﺗﺤﻠﻴﻞ ﺃﺩﺍء ﺍﻟﺮﻳﺎﺿﻲ‬
‫ﺑﺸﻜﻞﻓﻌﺎﻝ‪ ،‬ﻳﺤﺘﺎﺝ ﺍﻟﻤﺪﺭﺏ ﺇﻟﻰ ﺍﻟﺘﺨﻄﻴﻂ ﻟﻤﺎ ﻳﺠﺐ ﻣﺮﺍﻗﺒﺘﻪ ﻭﻛﻴﻔﻴﺔ ﻣﺮﺍﻗﺒﺘﻪ‪.‬‬

‫ﻋﻨﺪﺍﻻﻧﺘﻬﺎء ﻣﻦ ﻫﺬﻩ ﺍﻟﻮﺣﺪﺓ‪ ،‬ﺳﺘﻜﻮﻥ ﻗﺎﺩﺭﺍً ﺑﺸﻜﻞ ﺃﻓﻀﻞ ﻋﻠﻰ‪:‬‬

‫ﻗﺴﻢّﺍﻟﻤﻬﺎﺭﺓ ﺇﻟﻰ ﻣﺮﺍﺣﻞ ﺫﺍﺕ ﻣﻌﻨﻰ ﻭﺣﺪﺩ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻷﺳﺎﺳﻴﺔ ﻓﻲ ﻛﻞ ﻣﺮﺣﻠﺔ‬

‫ﻗﻢﺑﺘﻄﻮﻳﺮ ﺧﻄﺔ ﻣﺮﺍﻗﺒﺔ ﻟﺘﺤﻠﻴﻞ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻤﻬﺎﺭﺓ‬

‫ﻓﻬﻢﺣﻠﻘﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ‪/‬ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ ﻛﺄﺳﺎﺱ ﻟﺘﻌﻠﻢ ﺍﻟﻤﻬﺎﺭﺍﺕ‬

‫ﺍﺧﺘﺮﻭﻋﻠﻢّ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺒﺴﻴﻄﺔ ﻭﺍﻟﻤﻌﻘﺪﺓ ﻓﻲ ﺭﻳﺎﺿﺘﻚ‬

‫ﻓﻬﻢﻭﺗﻨﻔﻴﺬ ﻧﻬﺞ ‪ TGFU‬ﻟﻠﺘﺪﺭﻳﺐ‬

‫ﺗﻘﺪﻳﻢﺭﺩﻭﺩ ﻓﻌﻞ ﻓﻌﺎﻟﺔ‬

‫‪1‬‬ ‫ﺑﺮﻧﺎﻣﺞﺗﻌﻠﻴﻢ ﺍﻟﻤﺪﺭﺏ ‪ -‬ﺗﺤﻠﻴﻞ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺘﺪﺭﻳﺐ‬

‫ﺟﻌﻞﺍﻟﺤﺮﻛﺔ ﻣﻬﻤﺔ ‪GymSports New Zealand -‬‬
 ‫ﺍﻟﻐﺮﺽﻣﻦ ﺍﻟﻤﻬﺎﺭﺓ‬
‫ﻗﺒﻞﺃﻥ ﻳﺘﻤﻜﻦ ﺍﻟﻤﺪﺭﺏ ﻣﻦ ﻣﻼﺣﻈﺔ ﻭﺗﺤﻠﻴﻞ ﺍﻟﻤﻬﺎﺭﺓ‪ ،‬ﻳﺠﺐ ﻋﻠﻴﻪ ﺃﻭﻻ ًﺗﺤﺪﻳﺪ ﺍﻟﻐﺮﺽ ﻣﻦ ﺍﻟﻤﻬﺎﺭﺓ‪ .‬ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻟﻠﻤﻬﺎﺭﺍﺕ‬
‫ﺍﻟﺮﻳﺎﺿﻴﺔﻣﺠﻤﻮﻋﺔ ﻭﺍﺳﻌﺔ ﻣﻦ ﺍﻷﻏﺮﺍﺽ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ ﺇﻳﻘﺎﻑ ﺍﻟﺨﺼﻢ )ﻟﻌﺒﺔ ﺍﻟﺮﺟﺒﻲ(‪ ،‬ﻭﺿﺮﺏ ﺍﻟﻬﺪﻑ )ﺍﻟﺮﻣﺎﻳﺔ(‪ ،‬ﻭﺗﺴﺠﻴﻞ‬
‫ﺍﻷﻫﺪﺍﻑ)ﺗﺴﺪﻳﺪﺓ ﻛﺮﺓ ﺍﻟﺸﺒﻜﺔ(‪ ،‬ﻭﺇﺧﺮﺍﺝ ﺍﻟﺨﺼﻢ ﻣﻦ ﺍﻟﺘﻮﺍﺯﻥ )ﺗﺴﺪﻳﺪﺓ ﺍﻟﺘﻨﺲ ﻓﻲ ﻭﺿﻊ ﺟﻴﺪ(‪ .‬ﻳﻌﺪ ﻓﻬﻢ ﺍﻟﻐﺮﺽ ﻣﻦ ﺍﻟﻤﻬﺎﺭﺓ ﺃﻣﺮﺍً‬
‫ﻣﻬﻤﺎًﻷﻧﻪ ﻳﺴﺎﻋﺪ ﺍﻟﻤﺪﺭﺏ ﻋﻠﻰ ﻣﻌﺮﻓﺔ ﺃﺟﺰﺍء ﺍﻟﻤﻬﺎﺭﺓ ﺍﻟﺘﻲ ﻳﺠﺐ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻴﻬﺎ‪.‬‬

‫ﻳﻤﻜﻦﺗﻘﺴﻴﻢ ﻣﻌﻈﻢ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺇﻟﻰ ﺛﻼﺙ ﻣﺮﺍﺣﻞ‪:‬‬

‫‪.1‬ﺍﻟﻤﺮﺣﻠﺔ ﺍﻟﺘﺤﻀﻴﺮﻳﺔ‪.‬‬
‫‪.2‬ﻣﺮﺣﻠﺔ ﺍﻟﺘﻨﻔﻴﺬ‪.‬‬
‫‪.3‬ﻣﺮﺣﻠﺔ ﺍﻟﻤﺘﺎﺑﻌﺔ‪.‬‬

‫ﺍﻟﻤﺮﺣﻠﺔﺍﻟﺘﺤﻀﻴﺮﻳﺔ‬
‫ﺗﺘﻀﻤﻦﺍﻟﻤﺮﺣﻠﺔ ﺍﻟﺘﺤﻀﻴﺮﻳﺔ ﺣﺮﻛﺎﺕ ﺗﺠﻌﻞ ﺍﻟﺮﻳﺎﺿﻲ ﻣﺴﺘﻌﺪﺍً ﻟﻠﺤﺮﻛﺎﺕ ﺍﻟﻤﻨﺘﺠﺔ ﻟﻠﻘﻮﺓ ﻓﻲ ﻣﺮﺣﻠﺔ ﺍﻟﺘﻨﻔﻴﺬ‪ .‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪،‬‬
‫ﺍﻟﺘﺄﺭﺟﺢﺍﻟﺨﻠﻔﻲ ﻓﻲ ﺣﺮﻛﺎﺕ ﺍﻟﻀﺮﺏ ﻣﺜﻞ ﺍﻟﺠﻮﻟﻒ ﺃﻭ ﺍﻟﺘﻨﺲ‪ ،‬ﺃﻭ ﺣﺮﻛﺎﺕ ﺍﻟﺘﻌﺎﻓﻲ ﻣﺜﻞ ﺣﺮﻛﺔ ﺍﺳﺘﺮﺩﺍﺩ ﺍﻟﺬﺭﺍﻉ ﻓﻲ ﺍﻟﺴﺒﺎﺣﺔ‪.‬‬

‫ﻣﺮﺣﻠﺔﺍﻟﺘﻨﻔﻴﺬ‬
‫ﻭﻳﻤﻜﻦﺗﻘﺴﻴﻢ ﻣﺮﺣﻠﺔ ﺍﻟﺘﻨﻔﻴﺬ ﺇﻟﻰ ﻗﺴﻤﻴﻦ‪:‬‬
‫‪.1‬ﺍﻟﺤﺮﻛﺎﺕ ﺍﻟﻤﻨﺘﺠﺔ ﻟﻠﻘﻮﺓ ﺍﻟﺘﻲ ﻳﻘﻮﻡ ﺑﻬﺎ ﺍﻟﺮﻳﺎﺿﻴﻮﻥ ﻹﻧﺘﺎﺝ ﻗﻮﺓ ﺍﻟﺘﺄﺛﻴﺮ ﺃﻭ ﺍﻟﺪﻓﻊ‪ .‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪ ،‬ﺍﻟﺤﺮﻛﺔ ﺍﻷﻣﺎﻣﻴﺔ ﻟﺘﺴﺪﻳﺪﺓ‬
‫ﺍﻟﺘﻨﺲﺍﻷﻣﺎﻣﻴﺔ‪.‬‬
‫‪".2‬ﺍﻟﻠﺤﻈﺔ ﺍﻟﺤﺮﺟﺔ" ﻫﻲ ﻧﻘﻄﺔ ﺍﻻﺗﺼﺎﻝ )ﺃﻭ ﺍﻟﺘﺤﺮﻳﺮ( ﻟﻠﺤﺮﻛﺔ‪ .‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪ ،‬ﻟﺤﻈﺔ ﺍﻟﺘﻼﻣﺲ ﻓﻲ ﺇﺭﺳﺎﻝ ﺍﻟﺘﻨﺲ ﺑﻴﻦ ﺍﻟﻜﺮﺓ‬
‫ﻭﺍﻟﻤﻀﺮﺏ‪،‬ﺃﻭ ﺍﻹﻃﻼﻕ ﺍﻟﻔﻌﻠﻲ ﻟﻠﺮﻣﻴﺔ ﺃﻭ ﺍﻟﺮﻣﺢ‪ ،‬ﺃﻭ ﺍﻹﻗﻼﻉ ﻓﻲ ﺍﻟﻮﺛﺐ ﺍﻟﻄﻮﻳﻞ‪ .‬ﻫﺬﻩ ﻫﻲ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﺗﺤﺪﺩ ﻓﻌﺎﻟﻴﺔ ﺍﻟﻤﻬﺎﺭﺓ‪.‬‬

‫ﻳﺘﻄﻠﺐﺍﻟﺘﻨﻔﻴﺬ ﺍﻟﻨﺎﺟﺢ ﻣﻦ ﺍﻟﺮﻳﺎﺿﻲ ﺗﻄﺒﻴﻖ ﺍﻟﻤﻘﺪﺍﺭ ﺍﻟﺼﺤﻴﺢ ﻣﻦ ﺍﻟﻘﻮﺓ‪ ،‬ﻓﻲ ﺍﻻﺗﺠﺎﻩ ﺍﻟﺼﺤﻴﺢ ﻭﺑﺘﻮﻗﻴﺖ ﺩﻗﻴﻖ‪ .‬ﻭﻏﺎﻟﺒﺎ ًﻣﺎ‬
‫ﻳﺼﻌﺐﻋﻠﻰ ﺍﻟﻤﺪﺭﺏ ﻣﻼﺣﻈﺔ ﻭﺗﻘﻴﻴﻢ ﺍﻟﺤﺮﻛﺔ ﺧﻼﻝ ﻫﺬﻩ ﺍﻟﻤﺮﺣﻠﺔ‪ ،‬ﺣﻴﺚ ﺗﺘﻢ ﺍﻟﺤﺮﻛﺔ ﺑﺴﺮﻋﺔ ﻛﺒﻴﺮﺓ‪.‬‬

‫ﻣﺮﺣﻠﺔﺍﻟﻤﺘﺎﺑﻌﺔ‬
‫ﺗﺸﻴﺮﺍﻟﻤﺘﺎﺑﻌﺔ ﺇﻟﻰ ﺣﺮﻛﺎﺕ ﺍﻟﺠﺴﻢ ﺍﻟﺘﻲ ﺗﺤﺪﺙ ﺑﻌﺪ ﻣﺮﺣﻠﺔ ﺍﻟﺘﻨﻔﻴﺬ‪ .‬ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﺮﺣﻠﺔ ﺗﺘﺒﺎﻃﺄ ﺍﻟﺤﺮﻛﺔ ﺑﻌﺪ ﺍﻻﺻﻄﺪﺍﻡ ﻭﻳﺴﺘﻌﺪ‬
‫ﺍﻟﺮﻳﺎﺿﻲﻟﻺﺟﺮﺍء ﺍﻟﺘﺎﻟﻲ‪ .‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪ ،‬ﺭﻓﻊ ﺍﻟﺴﺎﻕ ﻋﺎﻟﻴﺎً ﺑﻌﺪ ﺭﻛﻞ ﻫﺪﻑ ﻓﻲ ﻟﻌﺒﺔ ﺍﻟﺮﺟﺒﻲ‪ ،‬ﺃﻭ ﻣﺴﺎﺭ ﻣﻀﺮﺏ ﺍﻟﺠﻮﻟﻒ ﺑﻌﺪ‬
‫ﺿﺮﺏﺍﻟﻜﺮﺓ‪ ،‬ﺃﻭ ﺍﻟﻬﺒﻮﻁ ﻓﻲ ﺍﻟﺠﻤﺒﺎﺯ‪.‬‬

‫‪2‬‬ ‫ﺑﺮﻧﺎﻣﺞﺗﻌﻠﻴﻢ ﺍﻟﻤﺪﺭﺏ ‪ -‬ﺗﺤﻠﻴﻞ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺘﺪﺭﻳﺐ‬

‫ﺟﻌﻞﺍﻟﺤﺮﻛﺔ ﻣﻬﻤﺔ ‪GymSports New Zealand -‬‬
 ‫ﺗﻌﺘﺒﺮﺍﻟﻤﺘﺎﺑﻌﺔ ﻣﻬﻤﺔ ﻓﻲ ﺇﺑﻄﺎء ﺃﺩﺍء ﺃﺟﺰﺍء ﺍﻟﺠﺴﻢ ﻋﻠﻰ ﻣﺪﻯ ﻓﺘﺮﺓ ﺯﻣﻨﻴﺔ ﺃﻃﻮﻝ‪ ،‬ﻭﺍﻣﺘﺼﺎﺹ ﺍﻟﻘﻮﻯ ﺍﻟﻤﻨﺘﺠﺔ ﻭﺍﻟﻤﺴﺎﻋﺪﺓ ﻓﻲ ﻣﻨﻊ‬
‫ﺍﻹﺻﺎﺑﺎﺕ‪.‬‬
‫ﻣﺜﺎﻻﻥﻋﻤﻠﻴﺎﻥ‪:‬‬

‫ﺃﺭﺟﻮﺣﺔﺍﻟﺠﻮﻟﻒ‬

‫ﺍﻟﻤﺮﺣﻠﺔﺍﻟﺘﺤﻀﻴﺮﻳﺔ‬
‫ﺍﺭﺗﺪﺍﺩﺍﻟﻨﺎﺩﻱ ﻣﻦ ﻭﺿﻊ ﺍﻟﺒﺪﺍﻳﺔ‪.‬‬

‫ﻣﺮﺣﻠﺔﺍﻟﺘﻨﻔﻴﺬ‬
‫ﺍﻟﺘﺤﺮﻙﻟﻸﻣﺎﻡ ﻭﻟﺤﻈﺔ ﺍﻟﺘﻼﻣﺲ ﺑﻴﻦ ﺍﻟﻜﺮﺓ ﻭﺍﻟﻬﺮﺍﻭﺓ‪.‬‬

‫ﺍﻟﻤﺘﺎﺑﻌﺔ‬
‫ﺗﺒﺎﻃﺆﻭﻣﺴﺎﺭ ﺍﻟﻤﻀﺮﺏ ﺑﻌﺪ ﺿﺮﺏ ﺍﻟﻜﺮﺓ‪.‬‬

‫ﺍﻟﻘﻔﺰﺓﺍﻟﻄﻮﻳﻠﺔ‬

‫ﺍﻟﻤﺮﺣﻠﺔﺍﻟﺘﺤﻀﻴﺮﻳﺔ‬
‫ﻃﻮﻝﻭﺳﺮﻋﺔ ﺍﻟﺘﻘﺪﻡ ﺇﻟﻰ ﻟﻮﺣﺔ ﺍﻹﻗﻼﻉ‪.‬‬

‫ﻣﺮﺣﻠﺔﺍﻟﺘﻨﻔﻴﺬ‬
‫ﺍﻹﻗﻼﻉﻭﺍﻟﻬﺒﻮﻁ ﻓﻲ ﺍﻟﺠﻮ‪.‬‬

‫ﺍﻟﻤﺘﺎﺑﻌﺔ‬
‫ﺍﻟﻬﺒﻮﻁﺑﻌﺪ ﺍﻟﺮﺣﻠﺔ‪.‬‬

‫ﻳﺠﺐﺃﻥ ﻳﺪﺭﻙ ﺍﻟﻤﺪﺭﺑﻮﻥ ﺃﻥ ﻣﺮﺍﺣﻞ ﺍﻟﺤﺮﻛﺔ ﺍﻟﺜﻼﺙ ﻫﺬﻩ ﻟﻬﺎ ﻧﻔﺲ ﺍﻟﻘﺪﺭ ﻣﻦ ﺍﻷﻫﻤﻴﺔ ﻷﺩﺍء ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻨﺎﺟﺢ‪ .‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪،‬‬
‫ﻏﺎﻟﺒﺎًﻣﺎ ﺗﺰﻭﺩ ﺍﻟﻤﺮﺍﻗﺒﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻟﻠﻤﺮﺣﻠﺔ ﺍﻟﺘﺤﻀﻴﺮﻳﺔ ﺃﻭ ﻣﺮﺣﻠﺔ ﺍﻟﻤﺘﺎﺑﻌﺔ ﺍﻟﻤﺪﺭﺏ ﺑﺄﺩﻟﺔ ﻣﻤﺘﺎﺯﺓ ﺣﻮﻝ ﻓﻌﺎﻟﻴﺔ ﻣﺮﺣﻠﺔ ﺍﻟﺘﻨﻔﻴﺬ ﻭﺳﺒﺐ‬
‫ﺍﻷﺩﺍءﺍﻟﻀﻌﻴﻒ‪.‬‬

‫ﻭﻣﻊﺫﻟﻚ‪ ،‬ﻓﺈﻥ ﺑﻌﺾ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻗﺪ ﻻ ﺗﺘﻨﺎﺳﺐ ﺗﻤﺎﻣﺎً ﻣﻊ ﻫﺬﻩ ﺍﻟﻤﺮﺍﺣﻞ ﺍﻟﺜﻼﺙ‪ .‬ﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ ﻗﺪ ﻳﺒﺘﻜﺮ ﺍﻟﻤﺪﺭﺏ ﺃﻭ‬
‫ﻳﻀﻴﻒﺍﻟﻤﺮﺍﺣﻞ ﺍﻟﺨﺎﺻﺔ ﺑﻪ‪ .‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪ ،‬ﻳﻤﻜﻦ ﺃﻳﻀﺎً ﺗﻘﺴﻴﻢ ﺍﻟﻮﺛﺐ ﺍﻟﻄﻮﻳﻞ ﺇﻟﻰ‪ :‬ﺍﻟﺤﺮﻛﺎﺕ ﺍﻷﻭﻟﻴﺔ؛ ﺍﻟﺘﺸﻐﻴﻞ؛ ﺍﺧﻠﻊ؛ ﺭﺣﻠﺔ‬
‫ﺟﻮﻳﺔ؛ﻭﺍﻟﻬﺒﻮﻁ‪.‬‬

‫ﺣﺪﺩﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺮﺉﻴﺴﻴﺔ ﻓﻲ ﻛﻞ ﻣﺮﺣﻠﺔ‬

‫ﺍﻟﻌﻨﺎﺻﺮﺍﻷﺳﺎﺳﻴﺔ ﻫﻲ ﺍﻹﺟﺮﺍءﺍﺕ ﺍﻟﻔﺮﺩﻳﺔ ﺍﻟﻬﺎﻣﺔ ﺿﻤﻦ ﺃﺩﺍء ﺍﻟﻤﻬﺎﺭﺓ ﺍﻟﺘﻲ ﺗﺆﺛﺮ ﻋﻠﻰ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﻨﻬﺎﺉﻴﺔ‪ .‬ﻳﺠﺐ ﺩﺍﺉﻤﺎً ﺫﻛﺮ ﺍﻟﻌﻨﺎﺻﺮ‬
‫ﺍﻷﺳﺎﺳﻴﺔﻣﻦ ﺣﻴﺚ ﺣﺮﻛﺎﺕ ﺍﻟﺠﺴﻢ ﺍﻟﻤﺤﺪﺩﺓ ﻭﻳﺠﺐ ﺃﻥ ﺗﻜﻮﻥ ﻗﺎﺑﻠﺔ ﻟﻠﻤﻼﺣﻈﺔ ﻣﻦ ﻗﺒﻞ ﺍﻟﻤﺪﺭﺏ‪.‬‬

‫‪3‬‬ ‫ﺑﺮﻧﺎﻣﺞﺗﻌﻠﻴﻢ ﺍﻟﻤﺪﺭﺏ ‪ -‬ﺗﺤﻠﻴﻞ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺘﺪﺭﻳﺐ‬

‫ﺟﻌﻞﺍﻟﺤﺮﻛﺔ ﻣﻬﻤﺔ ‪GymSports New Zealand -‬‬
 ‫ﻳﻤﻜﻦﺗﺒﺴﻴﻂ ﻋﻤﻠﻴﺔ ﺗﺤﺪﻳﺪ ﻫﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻷﺳﺎﺳﻴﺔ ﺇﺫﺍ ﻗﻤﻨﺎ ﺑﺘﻘﺴﻴﻤﻬﺎ ﺇﻟﻰ ﻛﻞ ﻣﺮﺣﻠﺔ ﻣﻦ ﻣﺮﺍﺣﻞ ﺍﻟﺤﺮﻛﺔ ﺍﻟﺜﻼﺙ‪ .‬ﻋﻠﻰ ﺳﺒﻴﻞ‬
‫ﺍﻟﻤﺜﺎﻝ‪،‬ﺗﺘﻀﻤﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻷﺳﺎﺳﻴﺔ ﻓﻲ ﺍﻟﻤﺮﺣﻠﺔ ﺍﻟﺘﺤﻀﻴﺮﻳﺔ ﻟﺨﻠﻴﻂ ﺍﻟﻜﺮﺓ ﺍﻟﻠﻴﻨﺔ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫ﺗﻜﻮﻥﺍﻟﻘﺪﻣﺎﻥ ﻣﺘﺒﺎﻋﺪﺗﻴﻦ ﺑﻌﺮﺽ ﺍﻟﻜﺘﻔﻴﻦ ﻭﻣﺘﻮﺍﺯﻳﺘﻴﻦ ﻣﻊ ﺍﻟﻠﻮﺣﺔ‬

‫ﺛﻨﻲﺍﻟﺮﻛﺒﺘﻴﻦ‪ ،‬ﻭﺍﻟﺠﺰء ﺍﻟﻌﻠﻮﻱ ﻣﻦ ﺍﻟﺠﺴﻢ ﻣﺜﻨﻲ ﻗﻠﻴﻼً‬
‫ﺍﺻﻄﻒﺍﻟﻜﺘﻔﻴﻦ ﻭﺍﻟﻮﺭﻛﻴﻦ ﺇﻟﻰ ﺍﻹﺑﺮﻳﻖ‬
‫ﻛﺎﻧﺖﺍﻷﻳﺪﻱ ﻣﺘﻤﺎﺳﻜﺔ ﺑﺸﻜﻞ ﻭﺛﻴﻖ‪ ،‬ﻭﺗﻤﺴﻚ ﺍﻟﻤﻀﺮﺏ ﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻜﺘﻒ ﺑﺤﻴﺚ ﻻ ﺗﻮﺟﺪ ﺳﻮﻯ ﻧﻘﻄﺔ ﻣﺤﻮﺭﻳﺔ‬
‫ﻭﺍﺣﺪﺓﻋﻠﻰ ﺍﻟﻤﻀﺮﺏ‪.‬‬

‫ﻣﻦﺍﻟﻤﻬﻢ ﺃﻥ ﺗﺘﺬﻛﺮ ﺃﻥ ﻫﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻷﺳﺎﺳﻴﺔ ﻫﻲ ﺇﺭﺷﺎﺩﺍﺕ ﻋﺎﻣﺔ ﻓﻘﻂ ﻭﻗﺪ ﻻ ﺗﻨﺎﺳﺐ ﺍﻟﺠﻤﻴﻊ ﻷﻥ ﻛﻞ ﺭﻳﺎﺿﻲ ﻟﺪﻳﻪ ﺗﺸﺮﻳﺤﻪ‬
‫ﻭﺗﺎﺭﻳﺨﻪﺍﻟﺮﻳﺎﺿﻲ ﺍﻟﻔﺮﻳﺪ‪.‬‬

‫ﻳﻤﻜﻦﻟﺒﻌﺾ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﺃﻥ ﻳﻘﺪﻣﻮﺍ ﺃﺩﺍء ًﺑﻤﺴﺘﻮﻯ ﻋﺎﻝ ٍﺑﺎﺳﺘﺨﺪﺍﻡ ﺗﻘﻨﻴﺔ ﻟﻴﺴﺖ "ﺻﺤﻴﺤﺔ" ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﻤﻴﻜﺎﻧﻴﻜﻴﺔ ﺍﻟﺤﻴﻮﻳﺔ‪ .‬ﻋﻠﻰ‬
‫ﺳﺒﻴﻞﺍﻟﻤﺜﺎﻝ‪ ،‬ﻳﺆﺩﻱ ﻣﺎﻳﻜﻞ ﺟﻮﻧﺴﻮﻥ )ﺍﻟﺒﻄﻞ ﺍﻷﻭﻟﻤﺒﻲ ﻓﻲ ﺳﺒﺎﻕ ‪ 200‬ﻣﺘﺮ ﻭ‪ 400‬ﻣﺘﺮ ﻋﺎﻡ ‪ (1996‬ﺃﺩﺍء ًﻧﺎﺟﺤﺎً ﻣﻦ ﺧﻼﻝ ﺭﻓﻊ ﺍﻟﺮﻛﺒﺔ‬
‫ﻣﻨﺨﻔﻀﺎًﻧﺴﺒﻴﺎً ﻭﻭﺿﻌﻴﺔ ﺍﻟﺠﺮﻱ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﻟﻠﻐﺎﻳﺔ‪ .‬ﺳﻴﻜﻮﻥ ﻣﺪﺭﺑﺎً ﺷﺠﺎﻋﺎً‪ ،‬ﻭﻟﻜﻦ ﺭﺑﻤﺎ ﺃﺣﻤﻖ‪ ،‬ﻳﺤﺎﻭﻝ ﺗﻐﻴﻴﺮ ﺃﺳﻠﻮﺑﻪ ﻓﻲ ﺍﻟﺠﺮﻱ‪.‬‬

‫ﻭﻫﻨﺎﻙﺍﻋﺘﺒﺎﺭ ﺁﺧﺮ ﻓﻲ ﺗﺤﺪﻳﺪ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻷﺳﺎﺳﻴﺔ ﻭﻫﻮ ﻣﺮﺣﻠﺔ ﻧﻤﻮ ﻭﺗﻄﻮﺭ ﺍﻟﺮﻳﺎﺿﻲ‪ .‬ﺑﺸﻜﻞ ﻋﺎﻡ‪ ،‬ﻻ ﻳﺘُﻮﻗﻊ ﻣﻦ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﺍﻷﺻﻐﺮ ﺳﻨﺎً‬
‫ﺃﻥﻳﺆﺩﻭﺍ ﻣﻬﺎﺭﺓ ﻣﺎ ﺑﻨﻔﺲ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺑﻬﺎ ﻟﻠﺮﻳﺎﺿﻲ ﺍﻷﻛﺒﺮ ﺳﻨﺎً ﻭﺍﻷﻛﺜﺮ ﺧﺒﺮﺓ‪ .‬ﻭﻟﺬﻟﻚ ﻓﺈﻥ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻷﺳﺎﺳﻴﺔ ﻷﻱ ﻣﻬﺎﺭﺓ ﻗﺪ‬
‫ﺗﺨﺘﻠﻒﻟﺘﺘﻨﺎﺳﺐ ﻣﻊ ﻣﺮﺣﻠﺔ ﺗﻄﻮﺭ ﺍﻟﻼﻋﺐ‪.‬‬

‫ﻋﻠﻰﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪ ،‬ﻓﻲ ﺍﻟﻮﺛﺐ ﺍﻟﻄﻮﻳﻞ‪ ،‬ﻻ ﻳﻤﻜﻦ ﺃﻥ ﻳﺘﻮﻗﻊ ﻣﻦ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﻓﻲ ﺍﻟﻤﺮﺣﻠﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻣﻦ ﺍﻟﺘﻄﻮﺭ )‪ 11-5‬ﺳﻨﺔ( ﺃﻥ‬
‫ﻳﻀﺮﺑﻮﺍﻟﻮﺣﺔ ﺍﻹﻗﻼﻉ ﺃﺛﻨﺎء ﺍﻟﺮﻛﺾ ﺑﺄﻗﺼﻰ ﺳﺮﻋﺔ ﻭﺑﺨﻄﻮﺍﺕ ﻛﺎﻣﻠﺔ‪ .‬ﺳﻴﻜﻮﻥ ﻣﻦ ﺍﻷﻧﺴﺐ ﺃﻥ ﻧﺘﻮﻗﻊ ﻣﻦ ﻫﺬﺍ ﺍﻟﺮﻳﺎﺿﻲ ﺃﻥ ﻳﻘﻔﺰ ﻣﻦ‬
‫ﻣﻨﻄﻘﺔﺇﻗﻼﻉ ﺃﻭﺳﻊ ﺃﻣﺎﻡ ﺣﻔﺮﺓ ﺍﻟﻬﺒﻮﻁ‪ ،‬ﻣﻊ ﻗﻴﺎﺱ ﺍﻟﻘﻔﺰﺓ ﻣﻦ ﻧﻘﻄﺔ ﺍﻹﻗﻼﻉ‪.‬‬

‫ﺗﺤﻠﻴﻞﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺮﺉﻴﺴﻴﺔ ﻟﻠﻤﻬﺎﺭﺓ‬

‫ﻟﺘﺤﻠﻴﻞﺃﺩﺍء ﺍﻟﻤﻬﺎﺭﺓ ﺑﻨﺠﺎﺡ‪ ،‬ﻳﺤﺘﺎﺝ ﺍﻟﻤﺪﺭﺏ ﺇﻟﻰ ﺍﻟﺘﺨﻄﻴﻂ ﻟﻜﻴﻔﻴﺔ ﻣﺮﺍﻗﺒﺔ ﺍﻟﺤﺮﻛﺔ‪ .‬ﻭﻳﺠﺐ ﻋﻠﻰ ﺍﻟﻤﺪﺭﺏ ﺃﻥ ﻳﻘﺮﺭ ﻣﺎ ﺍﻟﺬﻱ‬
‫ﻳﺒﺤﺚﻋﻨﻪ ﻭﻛﻴﻒ ﻭﻣﺘﻰ ﻭﺃﻳﻦ ﻳﺮﺍﻗﺐ ﺃﺩﺍء ﺍﻟﻤﻬﺎﺭﺓ ﺃﻭ ﺍﻟﺤﺮﻛﺔ‪.‬‬

‫ﺗﺘﻜﻮﻥﺧﻄﺔ ﺍﻟﻤﺮﺍﻗﺒﺔ ﻣﻦ‪:‬‬

‫ﺗﺤﺪﻳﺪﺍﻟﻐﺮﺽ ﻣﻦ ﺍﻟﻤﻬﺎﺭﺓ‬
‫ﺗﻘﺴﻴﻢﺍﻟﻤﻬﺎﺭﺓ ﺇﻟﻰ ﻣﺮﺍﺣﻞ ﺍﻟﺤﺮﻛﺔ ﺍﻟﺜﻼﺛﺔ‬

‫‪4‬‬ ‫ﺑﺮﻧﺎﻣﺞﺗﻌﻠﻴﻢ ﺍﻟﻤﺪﺭﺏ ‪ -‬ﺗﺤﻠﻴﻞ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺘﺪﺭﻳﺐ‬

‫ﺟﻌﻞﺍﻟﺤﺮﻛﺔ ﻣﻬﻤﺔ ‪GymSports New Zealand -‬‬
 ‫ﺇﻧﺸﺎءﻗﺎﺉﻤﺔ ﻣﺮﺟﻌﻴﺔ ﺑﺎﻟﻌﻨﺎﺻﺮ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻜﻞ ﻣﺮﺣﻠﺔ ﻣﻦ ﻣﺮﺍﺣﻞ ﺍﻟﺤﺮﻛﺔ‬
‫ﺍﺧﺘﻴﺎﺭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﻤﺮﺍﻗﺒﺔ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪:‬‬

‫ﻣﺎﺍﻟﺰﺍﻭﻳﺔ )ﺍﻟﺰﻭﺍﻳﺎ( ﺍﻟﺘﻲ ﻳﺠﺐ ﺍﻟﻤﺮﺍﻗﺒﺔ ﻣﻨﻬﺎ؟‬

‫ﻣﺎﺍﻟﺬﻱ ﻳﺠﺐ ﺍﻟﻨﻈﺮ ﺇﻟﻴﻪ؟‬

‫ﻛﻢﻋﺪﺩ ﻣﻼﺣﻈﺎﺕ ﺍﻟﻤﻬﺎﺭﺓ؟‬

‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕﺍﻟﻤﺮﺍﻗﺒﺔ‬
‫ﻣﺎﻫﻲ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﻳﺠﺐ ﻣﺮﺍﻗﺒﺘﻬﺎ؟‬
‫ﺑﺸﻜﻞﻋﺎﻡ‪ ،‬ﻳﺠﺐ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻤﻼﺣﻈﺔ ﻣﻦ ﻣﻮﺿﻊ ﺑﺰﺍﻭﻳﺔ ﻗﺎﺉﻤﺔ ﻋﻠﻰ ﺍﻻﺗﺠﺎﻩ ﺍﻟﻌﺎﻡ ﻟﺤﺮﻛﺔ ﺍﻟﻼﻋﺐ‪ ،‬ﻭﻋﻜﺲ ﺍﻟﻨﻘﻄﺔ ﻣﺤﻞ ﺍﻻﻫﺘﻤﺎﻡ‪.‬‬
‫ﻭﻣﻊﺫﻟﻚ‪ ،‬ﻓﺈﻥ ﻣﺮﺍﻗﺒﺔ ﺍﻷﺩﺍء ﻣﻦ ﺯﻭﺍﻳﺎ ﻣﺘﻌﺪﺩﺓ )ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪ ،‬ﺍﻟﺠﺎﻧﺐ ﻭﺍﻷﻣﺎﻡ ﻭﺍﻟﺨﻠﻒ( ﻣﻔﻴﺪﺓ ﻓﻲ ﺇﻋﻄﺎء ﺍﻟﻤﺪﺭﺏ ﻋﺪﺩﺍً ﻣﻦ‬
‫ﻭﺟﻬﺎﺕﺍﻟﻨﻈﺮ ﺍﻟﻤﺨﺘﻠﻔﺔ‪ .‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻷﺩﺍء ﻳﻐﻄﻲ ﻣﺴﺎﻓﺔ ﻣﺎ ﺃﻭ ﻳﺘﺤﺮﻙ ﻓﻲ ﺍﺗﺠﺎﻫﺎﺕ ﻣﺨﺘﻠﻔﺔ‪ ،‬ﻓﻴﺠﺐ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻤﻼﺣﻈﺎﺕ ﻣﻦ ﻧﻘﺎﻁ‬
‫ﻣﺨﺘﻠﻔﺔ‪.‬‬

‫ﻣﺎﺍﻟﺬﻱ ﻳﺠﺐ ﺍﻟﻨﻈﺮ ﺇﻟﻴﻪ؟‬

‫ﺑﺎﻟﻨﺴﺒﺔﻟﻠﻤﻼﺣﻈﺎﺕ ﺍﻟﻘﻠﻴﻠﺔ ﺍﻷﻭﻟﻰ‪ ،‬ﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﺤﺮﻛﺔ ﺑﺄﻛﻤﻠﻬﺎ ﺑﺸﻜﻞ ﻋﺎﻡ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻧﻄﺒﺎﻉ ﻋﺎﻡ ﻋﻦ ﺃﺩﺍء ﺍﻟﻤﻬﺎﺭﺓ‪ .‬ﺛﻢ ﺭﻛﺰ ﻋﻠﻰ‬
‫ﺟﺎﻧﺐﻭﺍﺣﺪ ﻣﻦ ﺍﻟﺤﺮﻛﺔ ﻓﻲ ﻛﻞ ﻣﺮﺓ‪.‬‬

‫ﻋﺎﺩﺓﻣﺎ ﺗﺘﺤﺮﻙ ﺍﻷﻃﺮﺍﻑ ﺍﻟﺨﺎﺭﺟﻴﺔ )ﺃﻱ ﺍﻟﺬﺭﺍﻋﻴﻦ ﻭﺍﻟﺴﺎﻗﻴﻦ( ﺑﺸﻜﻞ ﺃﺳﺮﻉ ﺑﻜﺜﻴﺮ ﻣﻦ ﺍﻟﺠﺴﻢ ﻭﻗﺪ ﻳﻜﻮﻥ ﻣﻦ ﺍﻟﺼﻌﺐ ﻣﺮﺍﻗﺒﺘﻬﺎ‪ .‬ﺍﺑﺪﺃ‬
‫ﺑﺎﻟﺘﺮﻛﻴﺰﻋﻠﻰ ﺍﻷﺟﺰﺍء ﺍﻟﻜﺒﻴﺮﺓ ﻭﺍﻷﺑﻄﺄ ﺣﺮﻛﺔ ﺛﻢ ﺍﻧﺘﻘﻞ ﺇﻟﻰ ﺍﻟﺨﺎﺭﺝ‪ .‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪ ،‬ﻣﻊ ﺍﻟﻌﺪﺍء‪ ،‬ﺭﻛﺰ ﻓﻲ ﺍﻟﺒﺪﺍﻳﺔ ﻋﻠﻰ ﺩﻭﺭﺍﻥ ﺍﻟﻮﺭﻙ‪،‬‬
‫ﻳﻠﻴﻪﺭﻓﻊ ﺍﻟﺮﻛﺒﺔ‪ ،‬ﻭﺃﺧﻴﺮﺍً ﺣﺮﻛﺎﺕ ﺍﻟﻘﺪﻡ‪.‬‬

‫ﻳﻤﻜﻦﺃﻥ ﺗﻜﻮﻥ ﻛﺎﻣﻴﺮﺍ ﺍﻟﻔﻴﺪﻳﻮ ﺃﺩﺍﺓ ﻣﻔﻴﺪﺓ "ﻻﻟﺘﻘﺎﻁ" ﺍﻟﺤﺮﻛﺔ‪ .‬ﻳﻤﻜﻦ ﺇﻋﺎﺩﺓ ﺃﺩﺍء ﺍﻟﻤﻬﺎﺭﺓ ﺑﺎﻟﺤﺮﻛﺔ ﺍﻟﺒﻄﻴﺉﺔ‪ ،‬ﻣﻤﺎ ﻳﻤﻜﻦ ﺍﻟﻤﺪﺭﺏ ﻣﻦ‬
‫ﺗﺤﺪﻳﺪﻣﻜﺎﻥ ﺣﺪﻭﺙ ﺍﻷﺧﻄﺎء ﺑﺪﻗﺔ‪ .‬ﻳﻤﻜﻦ ﺃﻥ ﻳﺴﺎﻋﺪ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻔﻴﺪﻳﻮ ﺍﻟﻤﺪﺭﺏ ﻋﻠﻰ ﺗﻄﻮﻳﺮ ﻗﺪﺭﺍﺗﻪ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ ﻭﺍﻟﺘﺤﻠﻴﻞ ﻣﻦ‬
‫ﺧﻼﻝﺗﻮﺟﻴﻬﻪ ﺇﻟﻰ ﺍﻟﻤﻜﺎﻥ ﺍﻟﺬﻱ ﻳﺮﻛﺰ ﻓﻴﻪ ﻋﻠﻰ ﻣﻼﺣﻈﺎﺗﻪ ﺍﻟﻤﺒﺎﺷﺮﺓ‪ .‬ﻭﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﻤﺜﺎﻟﻴﺔ‪ ،‬ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﻟﺪﻳﻚ ﺷﺎﺷﺔ ﻓﻴﺪﻳﻮ ﻗﺮﻳﺒﺔ‬
‫ﻟﻤﺮﺍﻗﺒﺔﺍﻷﺩﺍء ﺑﻴﻨﻤﺎ ﻳﻜﻮﻥ ﻧﻤﻂ ﺍﻟﺤﺮﻛﺔ ﺟﺪﻳﺪﺍً ﻓﻲ ﺃﺫﻫﺎﻥ ﻛﻞ ﻣﻦ ﺍﻟﻤﺪﺭﺏ ﻭﺍﻟﺮﻳﺎﺿﻲ‪.‬‬

‫ﻛﻢﻋﺪﺩ ﻣﻼﺣﻈﺎﺕ ﺍﻟﻤﻬﺎﺭﺓ؟‬

‫ﻻﻳﻮﺟﺪ ﻋﺪﺩ ﻣﺤﺪﺩ ﻣﻦ ﺍﻟﻤﻼﺣﻈﺎﺕ ﺍﻟﺘﻲ ﻳﺠﺐ ﺃﺩﺍﺅﻫﺎ ﻟﻜﻞ ﻣﻬﺎﺭﺓ‪ .‬ﻳﻌﺘﻤﺪ ﻋﺪﺩ ﺍﻟﻤﻼﺣﻈﺎﺕ ﺍﻟﻤﻄﻠﻮﺑﺔ ﻋﻠﻰ ﻣﻬﺎﺭﺓ ﺍﻟﺮﻳﺎﺿﻲ ﻭﻣﻬﺎﺭﺗﻚ‬
‫ﻛﻤﺮﺍﻗﺐ‪.‬ﺭﻛﺰ ﻋﻠﻰ ﺣﺮﻛﺔ ﻣﻌﻴﻨﺔ ﻟﻔﺘﺮﺓ ﻛﺎﻓﻴﺔ ﻟﺘﻌﺮﻑ ﺃﻥ ﻧﻤﻂ ﺍﻟﺤﺮﻛﺔ ﻫﻮ‬

‫‪5‬‬ ‫ﺑﺮﻧﺎﻣﺞﺗﻌﻠﻴﻢ ﺍﻟﻤﺪﺭﺏ ‪ -‬ﺗﺤﻠﻴﻞ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺘﺪﺭﻳﺐ‬

‫ﺟﻌﻞﺍﻟﺤﺮﻛﺔ ﻣﻬﻤﺔ ‪GymSports New Zealand -‬‬
 ‫ﺗﺘﻜﺮﺭﺑﺎﺳﺘﻤﺮﺍﺭ‪ ،‬ﻭﺃﻧﻚ ﺗﺸﻌﺮ ﺑﺎﻟﺮﺍﺣﺔ ﻓﻲ ﻗﺪﺭﺗﻚ ﻋﻠﻰ ﻭﺻﻒ ﻣﺎ ﺗﺮﺍﻩ ﻟﻨﻔﺴﻚ ﻭﻟﻠﺮﻳﺎﺿﻲ‪.‬‬

‫ﺍﻧﺘﺒﻪﺇﻟﻰ ﺃﻧﻪ ﻣﻊ ﺑﻌﺾ ﺍﻷﻧﺸﻄﺔ‪ ،‬ﺳﻴﺆﺩﻱ ﺍﻹﺭﻫﺎﻕ ﺇﻟﻰ ﺗﻐﻴﻴﺮ ﺃﻧﻤﺎﻁ ﺣﺮﻛﺔ ﺍﻟﺮﻳﺎﺿﻲ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪ ،‬ﻟﻦ ﻳﻘﻮﻡ ﺍﻟﺴﺒﺎﺡ ﺍﻟﻤﺘﻌﺐ‬
‫ﺑﺮﻓﻊﻣﺮﻓﻘﻴﻪ ﻋﺎﻟﻴﺎً ﺧﺎﺭﺝ ﺍﻟﻤﺎء ﻓﻲ ﻣﺮﺣﻠﺔ ﺗﻌﺎﻓﻲ ﺍﻟﺬﺭﺍﻉ‪ .‬ﻓﻲ ﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﻲ ﻳﺆﺛﺮ ﻓﻴﻬﺎ ﺍﻹﺭﻫﺎﻕ ﻋﻠﻰ ﺍﻷﺩﺍء‪ ،‬ﻣﻦ ﺍﻟﻤﻬﻢ ﺗﻄﻮﻳﺮ ﺧﻄﺔ‬
‫ﺍﻟﻤﺮﺍﻗﺒﺔﺑﻌﻨﺎﻳﺔ ﺣﺘﻰ ﻻ ﺗﻬﺪﺭ ﻃﺎﻗﺔ ﺍﻟﺮﻳﺎﺿﻲ ‪ -‬ﺍﺳﺘﺨﺪﻡ ﻣﻘﻄﻊ ﻓﻴﺪﻳﻮ ﺇﻥ ﺃﻣﻜﻦ‪.‬‬

‫ﺍﻟﺴﺒﺐﻭﺍﻟﻨﺘﻴﺠﺔ ﻓﻲ ﻣﺮﺍﻗﺒﺔ ﺍﻟﺤﺮﻛﺔ‬

‫ﻏﺎﻟﺒﺎًﻣﺎ ﻳﻤﻴﻞ ﺍﻟﻤﺪﺭﺑﻮﻥ ﺇﻟﻰ ﺗﺼﺤﻴﺢ ﺃﻋﺮﺍﺽ ﺍﻟﺨﻄﺄ ﺑﺪﻻ ًﻣﻦ ﺗﺼﺤﻴﺢ ﺍﻟﺴﺒﺐ ﺍﻟﻔﻌﻠﻲ ﻟﻠﺨﻄﺄ‪ .‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪ ،‬ﻋﻨﺪﻣﺎ ﻳﺘﺮﺍﺟﻊ‬
‫ﻻﻋﺐﺍﻟﺠﻤﺒﺎﺯ ﺧﻄﻮﺓ ﺇﻟﻰ ﺍﻟﻮﺭﺍء ﻋﻨﺪ ﺍﻟﻬﺒﻮﻁ ﺑﻌﺪ ﺷﻘﻠﺒﺔ ﺧﻠﻔﻴﺔ‪ ،‬ﻗﺪ ﻳﻌﻠﻖ ﺍﻟﻤﺪﺭﺏ ﻋﻠﻰ ﻫﺒﻮﻃﻪ‪ ،‬ﻓﻲ ﺣﻴﻦ ﺃﻥ ﺍﻟﻬﺒﻮﻁ ﺍﻟﺴﻴﺊ ﻗﺪ‬
‫ﻳﻜﻮﻥﺑﺴﺒﺐ ﻋﺪﻡ ﺍﻟﺜﻨﻲ ﺑﺈﺣﻜﺎﻡ ﻛﺎﻑ ٍﺃﺛﻨﺎء ﺍﻟﻄﻴﺮﺍﻥ ﺃﻭ ﺍﻻﻧﻔﺘﺎﺡ ﻓﻲ ﻭﻗﺖ ﻣﺒﻜﺮ ﺟﺪﺍً‪.‬‬

‫ﺇﺟﺮﺍءﺍﻟﻤﻼﺣﻈﺔ – ﺗﻠﻤﻴﺤﺎﺕ ﻣﻔﻴﺪﺓ‬

‫ﻳﺠﺐﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻤﺪﺭﺏ ﻋﻠﻰ ﺩﺭﺍﻳﺔ ﺑﺎﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺃﻥ ﺗﺆﺛﺮ ﻋﻠﻰ ﺃﺩﺍء ﺍﻟﻤﻬﺎﺭﺓ‪ .‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪ :‬ﺍﻟﺘﻌﺐ‬
‫ﺍﻟﺮﻳﺎﺿﻲ‪،‬ﻭﺍﻹﺛﺎﺭﺓ‪ ،‬ﻭﺍﻟﻌﺼﺒﻴﺔ‪ .‬ﺍﻟﻈﺮﻭﻑ ﺍﻷﺭﺿﻴﺔ ﺃﻭ ﺍﻟﺠﻮﻳﺔ؛ ﻣﻌﺮﻓﺔ ﺍﻷﺩﺍء ﺍﻟﻤﻄﻠﻮﺏ‪.‬‬

‫ﺗﺄﻛﺪﻣﻦ ﺃﻥ ﺍﻟﻤﻬﺎﺭﺓ ﺍﻟﻤﺨﺘﺎﺭﺓ ﻟﻠﻤﺮﺍﻗﺒﺔ ﻳﺘﻢ ﺗﻨﻔﻴﺬﻫﺎ ﺑﻄﺮﻳﻘﺔ ﻭﺛﻴﻘﺔ ﺍﻟﺼﻠﺔ ﺑﺤﺎﻟﺔ ﺍﻟﻤﻨﺎﻓﺴﺔ‪.‬‬

‫ﻳﺠﺐﺃﻥ ﻳﻔﻬﻢ ﺍﻟﺮﻳﺎﺿﻴﻮﻥ ﺳﺒﺐ ﻗﻴﺎﻣﻚ ﺑﻬﺬﻩ ﺍﻟﻤﻼﺣﻈﺔ ﺍﻟﻤﺨﻄﻂ ﻟﻬﺎ‪ ،‬ﻛﻤﺎ ﻳﺠﺐ ﻋﻠﻴﻬﻢ ﺃﻳﻀﺎً ﺍﻟﻤﺸﺎﺭﻛﺔ ﻓﻲ ﻫﺬﻩ‬
‫ﺍﻟﺘﺠﺮﺑﺔﻭﺍﻟﺘﻌﻠﻢ ﻣﻨﻬﺎ‪.‬‬
‫ﻗﺪﻳﻜﻮﻥ ﻣﻦ ﺍﻟﻤﻔﻴﺪ ﻟﻠﻐﺎﻳﺔ ﺃﻥ ﻳﻜﻮﻥ ﻟﺪﻳﻚ ﻣﺪﺭﺏ ﺃﻛﺜﺮ ﺧﺒﺮﺓ ﻳﺴﺎﻋﺪ ﻓﻲ ﺍﻟﺒﺪﺍﻳﺔ ﻓﻲ ﻣﺮﺍﻗﺒﺔ ﻭﺗﺤﻠﻴﻞ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺤﺮﻛﻴﺔ‪.‬‬
‫ﻭﻫﺬﺍﺳﻴﻤﻜﻦ ﻣﺪﺭﺏ ﺍﻟﻤﺘﻌﻠﻢ ﻣﻦ ﻣﻘﺎﺭﻧﺔ ﺍﻟﻤﻼﺣﻈﺎﺕ ﻭﺗﻨﻤﻴﺔ ﺍﻟﺜﻘﺔ ﻓﻲ ﻗﺪﺭﺍﺗﻪ ﻋﻠﻰ ﺍﻟﻤﻼﺣﻈﺔ ﻭﺍﻟﺘﺤﻠﻴﻞ‪.‬‬

‫ﺇﻥﺃﺧﺬ ﺍﻟﻮﻗﺖ ﺍﻟﻜﺎﻓﻲ ﻟﻮﺿﻊ ﺧﻄﺔ ﻣﺮﺍﻗﺒﺔ ﺍﺣﺘﺮﺍﻓﻴﺔ ﺳﻴﺴﺎﻋﺪ ﺍﻟﻤﺪﺭﺏ ﻋﻠﻰ ﺗﻄﻮﻳﺮ ﻓﻬﻢ ﺃﻛﺒﺮ ﻟﻤﻌﻨﻰ ﺍﻷﺩﺍء "ﺍﻟﻤﺎﻫﺮ"‪،‬‬
‫ﺑﺎﻹﺿﺎﻓﺔﺇﻟﻰ ﺗﻌﺰﻳﺰ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻤﺮﺍﻗﺒﺔ ﺍﻟﺸﺎﻣﻠﺔ ﻟﺪﻳﻪ‪.‬‬

‫ﺗﻘﻴﻴﻢﻓﻌﺎﻟﻴﺔ ﺧﻄﺔ ﻭﺗﻘﻨﻴﺔ ﺍﻟﻤﺮﺍﻗﺒﺔ‪ ،‬ﻭﺇﺟﺮﺍء ﺍﻟﺘﻌﺪﻳﻼﺕ ﺇﺫﺍ ﻟﺰﻡ ﺍﻷﻣﺮ‪ .‬ﺗﺬﻛﺮ ﺃﻥ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﻟﻦ ﻳﺴﺘﻔﻴﺪﻭﺍ ﻣﻦ ﺍﻟﻤﺮﺍﻗﺒﺔ‬
‫ﺍﻟﻤﻨﻬﺠﻴﺔﺇﻻ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻤﺪﺭﺏ ﻗﺎﺩﺭﺍً ﻋﻠﻰ ﺗﻘﺪﻳﻢ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ ﺍﻟﻤﻨﺎﺳﺒﺔ‪.‬‬

‫‪6‬‬ ‫ﺑﺮﻧﺎﻣﺞﺗﻌﻠﻴﻢ ﺍﻟﻤﺪﺭﺏ ‪ -‬ﺗﺤﻠﻴﻞ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺘﺪﺭﻳﺐ‬

‫ﺟﻌﻞﺍﻟﺤﺮﻛﺔ ﻣﻬﻤﺔ ‪GymSports New Zealand -‬‬
 ‫ﺍﻟﺘﺪﺭﻳﺐﻋﻠﻰ ﺍﻟﻤﻬﺎﺭﺓ‬
‫ﻓﻬﻢﺣﻠﻘﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ‪/‬ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ ﻛﺄﺳﺎﺱ ﻟﺘﻌﻠﻢ ﺍﻟﻤﻬﺎﺭﺍﺕ‬

‫ﺗﻮﺿﺢﺣﻠﻘﺔ ﺍﻟﻤﻬﺎﺭﺓ‪/‬ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ ﻛﻴﻔﻴﺔ ﻣﻌﺎﻟﺠﺔ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ ﻋﻨﺪ ﺗﻌﻠﻢ ﻣﻬﺎﺭﺓ ﻣﺎ‪ .‬ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﻤﻮﺿﺢ ﺃﺩﻧﺎﻩ ﻫﻮ ﻧﺴﺨﺔ ﻣﺒﺴﻄﺔ‬
‫ﻟﻜﻴﻔﻴﺔﺍﺳﺘﺨﺪﺍﻡ ﻛﻞ ﺭﻳﺎﺿﻲ ﻟﻠﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ ﻟﺘﻘﻴﻴﻢ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻗﺪ ﺍﺳﺘﺠﺎﺏ ﺑﺸﻜﻞ ﺻﺤﻴﺢ ﺃﻡ ﻻ‪ ،‬ﻭﺇﺫﺍ ﻟﻢ ﻳﻜﻦ ﺍﻷﻣﺮ ﻛﺬﻟﻚ‪ ،‬ﻓﻜﻴﻒ‬
‫ﻳﺠﺐﺃﻥ ﻳﺴﺘﺠﻴﺐ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪.‬‬

‫)ﺍﻟﻤﺼﺪﺭ‪ :‬ﻧﻤﻮﺫﺝ ﻫﺎﺩﻓﻴﻠﺪ‪/‬ﺗﺸﻮ‪ ،‬ﻗﺴﻢ ﺍﻟﻨﻈﻢ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﻣﺎﺳﻲ‪(.1997 ،‬‬

‫ﺗﻨﻔﻴﺬﺍﻟﻤﻬﺎﺭﺓ‬

‫ﻳﻘﻮﻡﺍﻟﺮﻳﺎﺿﻲ ﺑﺄﺩﺍء ﺍﻟﻤﻬﺎﺭﺓ‪ .‬ﻳﺨﺒﺮ ﺍﻟﺒﺮﻧﺎﻣﺞ ﺍﻟﺤﺮﻛﻲ )ﺍﻟﻌﺼﺒﻲ( ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﻀﻠﻲ ﻋﻦ ﺍﻟﻌﻀﻼﺕ ﺍﻟﺘﻲ ﺗﻨﻘﺒﺾ‪ ،‬ﻭﻛﻴﻒ ﻭﻣﺘﻰ‬
‫ﺗﻨﻘﺒﺾﻹﻧﺘﺎﺝ ﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ‪.‬‬

‫ﻳﺘﺄﺛﺮﺗﻨﻔﻴﺬ ﺍﻟﻤﻬﺎﺭﺓ ﺑﺎﻟﺨﺒﺮﺍﺕ ﺍﻟﻤﻜﺘﺴﺒﺔ ﺍﻟﺴﺎﺑﻘﺔ ﻟﻠﺮﻳﺎﺿﻲ‪ ،‬ﻭﻣﺮﺣﻠﺔ ﺍﻟﻨﻤﻮ ﻭﺍﻟﺘﻄﻮﺭ‪ ،‬ﻭﻣﺴﺘﻮﻯ ﺍﻟﻠﻴﺎﻗﺔ ﺍﻟﺒﺪﻧﻴﺔ‪ ،‬ﻭﺩﺭﺟﺔ ﺍﻟﺘﺤﻔﻴﺰ‪.‬‬

‫ﺗﻌﻠﻴﻖ‬

‫ﻗﺪﻳﺘﻠﻘﻰ ﺍﻟﺮﻳﺎﺿﻲ ﻧﻮﻋﻴﻦ ﻣﻦ ﺭﺩﻭﺩ ﺍﻟﻔﻌﻞ‪:‬‬

‫ﺭﺩﻭﺩﺍﻟﻔﻌﻞ ﺍﻟﺠﻮﻫﺮﻳﺔ )ﺍﻟﺪﺍﺧﻠﻴﺔ(‪.‬‬
‫ﺭﺩﻭﺩﺍﻟﻔﻌﻞ ﺍﻟﺨﺎﺭﺟﻴﺔ )ﺍﻟﺨﺎﺭﺟﻴﺔ(‪.‬‬
‫‪7‬‬ ‫ﺑﺮﻧﺎﻣﺞﺗﻌﻠﻴﻢ ﺍﻟﻤﺪﺭﺏ ‪ -‬ﺗﺤﻠﻴﻞ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺘﺪﺭﻳﺐ‬
‫ﺟﻌﻞﺍﻟﺤﺮﻛﺔ ﻣﻬﻤﺔ ‪GymSports New Zealand -‬‬
 ‫ﺗﻌﺘﻤﺪﺭﺩﻭﺩ ﺍﻟﻔﻌﻞ ﺍﻟﺠﻮﻫﺮﻳﺔ ﻋﻠﻰ ﻗﺪﺭﺓ ﺍﻟﺮﻳﺎﺿﻲ ﻋﻠﻰ "ﺍﻟﺸﻌﻮﺭ" ﺑﺎﻟﺘﺠﺮﺑﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻹﺩﺭﺍﻙ ﺍﻟﺤﺴﻲ‪ .‬ﺇﺫﺍ ﺗﻢ ﺗﻨﻔﻴﺬ ﺍﻟﻤﻬﺎﺭﺓ ﺑﺸﻜﻞ‬
‫ﺟﻴﺪ‪،‬ﻓﺈﻥ ﺍﻟﺮﻳﺎﺿﻲ ﻳﺸﻌﺮ ﺑﺈﺣﺴﺎﺱ "ﺍﻟﺼﺤﺔ"‪ .‬ﺇﺫﺍ ﻟﻢ ﻳﺘﻢ ﺗﻨﻔﻴﺬ ﺍﻟﻤﻬﺎﺭﺓ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﻤﻨﺸﻮﺩ‪ ،‬ﻓﺈﻥ ﺍﻟﺮﻳﺎﺿﻲ ﻳﺸﻌﺮ ﺑـ "ﺍﻟﺨﻄﺄ"‪.‬‬

‫ﻛﻠﻤﺎﺯﺍﺩﺕ ﺧﺒﺮﺓ ﺍﻟﺮﻳﺎﺿﻲ‪ ،‬ﺯﺍﺩﺕ ﺩﻗﺔ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﺤﺴﻲ‪ .‬ﺇﻥ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺇﺩﺭﺍﻙ ﻣﺎ ﻫﻮ ﺻﺤﻴﺢ ﻓﻲ ﺍﻟﻤﺮﺍﺣﻞ ﺍﻷﻭﻟﻰ ﻣﻦ ﺗﻌﻠﻢ ﺍﻟﻤﻬﺎﺭﺓ‬
‫ﺗﻜﻮﻥﺃﻗﻞ ﺩﻗﺔ ﻷﻥ ﺫﺍﻛﺮﺓ ﺍﻟﺮﻳﺎﺿﻲ ﻟﻢ ﻳﺘﻢ ﺗﻄﻮﻳﺮﻫﺎ ﺑﻤﺎ ﻳﻜﻔﻲ ﻟﺘﻜﻮﻥ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺗﺼﻮﺭ ﺟﻴﺪ ﻟـ "ﺍﻟﺼﻮﺍﺏ"‪ .‬ﻳﺠﺐ ﻋﻠﻰ‬
‫ﺍﻟﻤﺪﺭﺏﺃﻥ ﻳﻄﺮﺡ ﻋﻠﻰ ﺍﻟﺮﻳﺎﺿﻲ ﺃﺳﺉﻠﺔ ﻣﺤﺪﺩﺓ ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻟﻤﻬﺎﺭﺓ ﻋﻨﺪ ﺗﻨﻔﻴﺬﻫﺎ ﻟﺘﺸﺠﻴﻊ ﺍﻟﺮﻳﺎﺿﻲ ﻋﻠﻰ ﺃﻥ ﻳﺼﺒﺢ ﺃﻛﺜﺮ‬
‫ﻭﻋﻴﺎ ًﺑﺬﺍﺗﻪ‪.‬‬

‫ﻳﺘﻢﺗﻘﺪﻳﻢ ﺭﺩﻭﺩ ﺍﻟﻔﻌﻞ ﺍﻟﺨﺎﺭﺟﻴﺔ ﻣﻦ ﻗﺒﻞ ﻣﺼﺪﺭ ﺧﺎﺭﺟﻲ ﻣﺜﻞ ﺍﻟﻤﺪﺭﺏ ﺃﻭ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﺍﻵﺧﺮﻳﻦ ﺃﻭ ﺍﻟﻤﺘﻔﺮﺟﻴﻦ‪.‬‬

‫ﻳﺠﺐﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻤﺪﺭﺏ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺗﺤﺪﻳﺪ ﺍﻷﺧﻄﺎء‪ ،‬ﻭﺗﻘﺪﻳﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ )ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ( ﺑﺸﻜﻞ ﻣﻨﺎﺳﺐ ﻭﻣﺤﺪﺩ‪ ،‬ﻭﻣﻦ ﺛﻢ ﺇﻋﻄﺎء‬
‫ﺍﻟﺘﻌﻠﻴﻤﺎﺕﻟﻠﺘﻨﻔﻴﺬ ﺍﻟﺼﺤﻴﺢ ﻟﻠﻤﻬﺎﺭﺓ‪.‬‬

‫ﺍﺭﺟﻊﺇﻟﻰ ﺍﻟﻘﺴﻢ ﺍﻟﻤﻮﺟﻮﺩ ﻓﻲ ﻧﻬﺎﻳﺔ ﻫﺬﻩ ﺍﻟﻮﺣﺪﺓ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻧﺼﺎﺉﺢ ﺍﻟﻤﺪﺭﺑﻴﻦ ﻟﺘﻘﺪﻳﻢ ﺗﻌﻠﻴﻘﺎﺕ ﻓﻌﺎﻟﺔ‪.‬‬

‫ﺗﻘﻴﻴﻢ‬

‫ﺑﻌﺪﺗﻠﻘﻲ ﻛﻞ ﻣﻦ ﺭﺩﻭﺩ ﺍﻟﻔﻌﻞ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﻟﺨﺎﺭﺟﻴﺔ‪ ،‬ﻳﺠﺐ ﻋﻠﻰ ﺍﻟﺮﻳﺎﺿﻲ ﻓﺮﺯ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺗﻘﻴﻴﻢ ﺃﺩﺍﺉﻪ ﻣﻘﺎﺭﻧﺔ ﺑـ "ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﻤﺜﺎﻟﻲ"‪.‬‬

‫ﻳﻌﺪﺗﻄﻮﻳﺮ ﻗﺪﺭﺓ ﺍﻟﺮﻳﺎﺿﻲ ﻋﻠﻰ ﺍﻟﻮﻋﻲ ﺍﻟﺬﺍﺗﻲ ﺃﻣﺮﺍً ﻣﻬﻤﺎً ﻓﻲ ﺗﻮﻓﻴﺮ ﻣﺼﺪﺭ ﻟﻠﺘﺤﻜﻢ ﺍﻟﺪﺍﺧﻠﻲ ﺑﺪﻻ ًﻣﻦ ﺍﻋﺘﻤﺎﺩ ﺍﻟﺮﻳﺎﺿﻲ ﺩﺍﺉﻤﺎً ﻋﻠﻰ‬
‫ﻣﺼﺎﺩﺭﺧﺎﺭﺟﻴﺔ )ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪ ،‬ﺃﻧﺖ ﺍﻟﻤﺪﺭﺏ( ﻟﺘﻘﻴﻴﻢ ﺍﻷﺩﺍء ﻭﺇﺧﺒﺎﺭﻫﻢ ﺑﻤﺎ ﻳﺠﺐ ﻋﻠﻴﻬﻢ ﻓﻌﻠﻪ‪.‬‬

‫ﻗﺪﻻ ﻳﻜﻮﻥ ﻟﺪﻯ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﺟﻤﻴﻊ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺍﻟﻤﻮﻗﻒ‪ ،‬ﻟﺬﻟﻚ ﻗﺪ ﻳﻜﻮﻥ ﻣﻦ ﺍﻟﺼﻌﺐ ﻋﻠﻴﻬﻢ ﺗﻘﻴﻴﻢ ﺍﻟﺘﻌﻠﻴﻘﺎﺕ ﻭﺍﺗﺨﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕﺍﻟﻤﻨﺎﺳﺒﺔ‪ .‬ﻳﻤﻜﻦ ﻟﻠﻤﺪﺭﺏ ﺃﻥ ﻳﺴﺎﻋﺪ ﻓﻲ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﻣﻦ ﺧﻼﻝ ﺗﻘﺪﻳﻢ ﺗﻐﺬﻳﺔ ﺭﺍﺟﻌﺔ ﻭﺍﺿﺤﺔ ﻭﺩﻗﻴﻘﺔ ﺧﺎﺻﺔ ﺑﺎﻷﺩﺍء‬
‫ﺍﻟﻤﻄﻠﻮﺏﻭﻋﻠﻰ ﻣﺴﺘﻮﻯ ﻳﻤﻜﻦ ﻟﻠﺮﻳﺎﺿﻲ ﻓﻬﻤﻪ‪.‬‬

‫ﻳﻤﻜﻦﺃﻳﻀﺎً ﺃﻥ ﻳﻜﻮﻥ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍء ﻣﺤﺪﻭﺩﺍً ﺑﻘﺪﺭﺓ ﺍﻟﻤﺪﺭﺏ ﻋﻠﻰ ﺗﻘﺪﻳﻢ ﺍﻟﻤﻼﺣﻈﺎﺕ ﻭﻗﺪﺭﺓ ﺍﻟﺮﻳﺎﺿﻲ ﻋﻠﻰ ﺗﻠﻘﻲ ﺍﻟﺘﻌﻠﻴﻘﺎﺕ )ﺍﻟﺘﻮﺍﺻﻞ(‪.‬‬

‫ﺻﻨﺎﻋﺔﺍﻟﻘﺮﺍﺭ‬

‫ﺇﺫﺍﻛﺎﻥ ﺗﻨﻔﻴﺬ ﺍﻟﻤﻬﺎﺭﺓ ﻏﻴﺮ ﺻﺤﻴﺢ‪ ،‬ﻓﻴﺠﺐ ﻋﻠﻰ ﺍﻟﺮﻳﺎﺿﻲ ﻣﻌﺎﻟﺠﺔ ﻫﺬﻩ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺑﺸﻜﻞ ﺃﻛﺒﺮ ﻟﺘﺤﺪﻳﺪ ﺍﻟﺨﻄﺄ ﺍﻟﺬﻱ ﺣﺪﺙ‪ ،‬ﻭﻣﺎ‬
‫ﻳﻤﻜﻨﻪﻓﻌﻠﻪ ﻟﺘﺼﺤﻴﺤﻪ‪.‬‬
‫ﺇﺣﺪﻯﺍﻟﻘﻴﻮﺩ ﺍﻟﺮﺉﻴﺴﻴﺔ ﻟﺘﺤﺴﻴﻦ ﺍﻷﺩﺍء ﻫﻲ ﻗﺪﺭﺓ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﻋﻠﻰ ﺍﺗﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﺴﻠﻴﻤﺔ ﻭﺍﻟﻤﻨﺎﺳﺒﺔ‪ .‬ﻣﻦ ﺧﻼﻝ ﻣﻨﺢ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ‬
‫ﺍﻟﻔﺮﺹﻟﻴﻘﺮﺭﻭﺍ ﺑﺄﻧﻔﺴﻬﻢ ﻛﻴﻒ ﺃﻭ ﻣﺎﺫﺍ ﻳﻔﻌﻠﻮﻥ ﻹﺻﻼﺡ ﺃﺧﻄﺎﺉﻬﻢ ﺃﻭ ﺗﺤﺪﻳﺪ ﺍﻷﺩﺍء ﺍﻟﺼﺤﻴﺢ‪ ،‬ﻳﻤﻜﻦّ ﺍﻟﻤﺪﺭﺏ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﻣﻦ‬
‫ﻣﻤﺎﺭﺳﺔﻭﺗﺤﺴﻴﻦ ﻋﻤﻠﻴﺎﺕ ﺍﺗﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺨﺎﺻﺔ ﺑﻬﻢ‪.‬‬

‫ﺍﺧﺘﺮﻭﻋﻠﻢّ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺒﺴﻴﻄﺔ ﻭﺍﻟﻤﻌﻘﺪﺓ ﻓﻲ ﺻﺎﻟﺔ ﺍﻷﻟﻌﺎﺏ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺨﺎﺻﺔ ﺑﻚ‬

‫ﻳﻤﻜﻦﺗﻌﺮﻳﻒ ﺍﻟﻤﻬﺎﺭﺓ ﺑﺄﻧﻬﺎ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻤﺘﻌﻠﻤﺔ ﻋﻠﻰ ﺗﺤﻘﻴﻖ ﻧﺘﻴﺠﺔ ﻣﺤﺪﺩﺓ ﻣﺴﺒﻘﺎً ﺑﺄﻗﺼﻰ ﻗﺪﺭ ﻣﻦ ﺍﻟﻴﻘﻴﻦ ﻭﺃﻗﺼﻰ ﻗﺪﺭ ﻣﻦ ﺍﻟﻜﻔﺎءﺓ‪ .‬ﺗﺸﻴﺮ‬
‫ﺍﻟﺘﻘﻨﻴﺔﺇﻟﻰ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻲ ﻳﺘﻢ ﺑﻬﺎ ﺃﺩﺍء ﺍﻟﻤﻬﺎﺭﺓ‪ ،‬ﻭﺍﻟﺤﺮﻛﺔ ﺍﻟﻨﺎﺟﺤﺔ ﻟﻠﺠﺴﻢ ﻟﺘﺤﻘﻴﻖ ﻧﺸﺎﻁ ﻣﻌﻴﻦ‪.‬‬

‫ﺍﻷﺩﺍءﺍﻟﻤﺎﻫﺮ ﻻ ﻳﻌﺘﻤﺪ ﻓﻘﻂ ﻋﻠﻰ ﺍﻟﻘﺪﺭﺓ ﺍﻟﺒﺪﻧﻴﺔ ﻟﻠﺮﻳﺎﺿﻲ ﻭﺗﻘﻨﻴﺎﺗﻪ‪ ،‬ﺑﻞ ﻳﻌﺘﻤﺪ ﺃﻳﻀﺎً ﻋﻠﻰ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻔﻜﻴﺮ ﻭﺍﻟﺘﻔﺴﻴﺮ ﻭﺍﻻﺧﺘﻴﺎﺭ‪ .‬ﺃﻧﻬﺎ‬
‫ﺗﻨﻄﻮﻱﻋﻠﻰ ﺍﻟﺮﻳﺎﺿﻲ ﻓﻲ ﺍﺗﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬

‫‪8‬‬ ‫ﺑﺮﻧﺎﻣﺞﺗﻌﻠﻴﻢ ﺍﻟﻤﺪﺭﺏ ‪ -‬ﺗﺤﻠﻴﻞ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺘﺪﺭﻳﺐ‬

‫ﺟﻌﻞﺍﻟﺤﺮﻛﺔ ﻣﻬﻤﺔ ‪GymSports New Zealand -‬‬
 ‫ﺍﺧﺘﻴﺎﺭﺍﻟﻤﻬﺎﺭﺓ‬
‫ﻋﻨﺪﺍﺧﺘﻴﺎﺭ ﻣﻬﺎﺭﺓ ﻟﻠﺘﺪﺭﻳﺲ‪ ،‬ﻳﺠﺐ ﻋﻠﻰ ﺍﻟﻤﺪﺭﺑﻴﻦ ﻣﺮﺍﻋﺎﺓ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ﻣﺎﻫﻲ ﻣﺮﺍﺣﻞ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﻨﻤﻮ ﻭﺍﻟﺘﻄﻮﺭ ﻟﻜﻞ ﺭﻳﺎﺿﻲ؟‬
‫ﻣﺎﻫﻲ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻤﻬﻤﺔ ﺍﻟﺘﻲ ﻳﺠﺐ ﻋﻠﻰ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﺗﻌﻠﻤﻬﺎ ﻟﺘﺤﻘﻴﻖ ﺍﻟﻨﺠﺎﺡ ﻓﻲ ﺃﺩﺍﺉﻬﺎ‪ ،‬ﻭﺍﻻﺳﺘﻤﺘﺎﻉ ﺑﻬﺎ‪ ،‬ﻭﺍﻟﺸﻌﻮﺭ‬
‫ﺑﺎﻷﻣﺎﻥﻓﻲ ﺭﻳﺎﺿﺘﻚ؟‬
‫ﻣﺎﻫﻲ ﺍﻟﺤﺮﻛﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﺘﻲ ﺗﻜﻤﻦ ﻭﺭﺍء ﻫﺬﻩ ﺍﻟﻤﻬﺎﺭﺍﺕ؟‬

‫ﺗﺤﻠﻴﻞﺍﻟﻤﻬﺎﺭﺍﺕ ﻓﻲ ﺍﻟﺠﻤﺒﺎﺯ‬

‫ﺇﺟﺮﺍءﺍﺕﺍﻟﻌﻀﻼﺕ ﺍﻟﺮﺉﻴﺴﻴﺔ‬
‫ﺗﻢﻓﻌﻠﻪ ﻣﻦ ﻗﺒﻞ‬ ‫ﺃﻭﺿﺎﻉﺍﻟﺠﺴﻢ‬
‫ﺍﻧﻜﻤﺎﺵﻣﺘﺴﺎﻭﻱ ﺍﻟﻘﻴﺎﺱ‬ ‫ﻃﺒﻖ‬
‫ﻳﺘﻢﺭﺅﻳﺔ ﺍﻷﻭﺿﺎﻉ ﻓﻲ ﺃﻧﻮﺍﻉ ﻣﺨﺘﻠﻔﺔ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺑﻄﺮﻕ‬ ‫ﻣﺴﺘﻘﻴﻢ‬
‫ﻣﺨﺘﻠﻔﺔ‪:‬‬
‫ﻗﻮﺱ‬
‫ﺛﺎﺑﺖ)ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ ﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﺍﻟﻴﺪﻳﻦ(‬
‫ﺍﻟﻘﻮﺱﺍﻟﺠﺎﻧﺒﻲ‬
‫ﺛﺎﺑﺖﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪ .‬ﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﺍﻟﻴﺪﻳﻦ‬

‫ﺩﻳﻨﺎﻣﻴﻜﻲﺃﻭ ﺩﻭﺍّﺭ )ﻋﻠﻰ ﺳﺒﻴﻞ‬

‫ﺍﻟﻤﺜﺎﻝ‪،‬ﺗﺨﻄﻴﻂ ﻣﺘﺤﺮﻙ(‬

‫ﻟﺤﻈﺔ)ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ ﻓﻠﻴﻚ ﻓﻼﻙ(‬

‫ﺗﻢﻓﻌﻠﻪ ﻣﻦ ﻗﺒﻞ‬ ‫ﺇﺟﺮﺍءﺍﺕﺍﻟﺠﺴﻢ ﻛﻠﻪ‬

‫ﺍﻧﺜﻨﺎء‪/‬ﺗﻤﺪﻳﺪ ﺍﻟﺠﺴﻢ ﺑﺎﻟﻜﺎﻣﻞ‬
‫ﺗﺸﻨﺞﺍﻟﺠﺴﻢ ﻛﻠﻪ ﺑﻤﺎ ﻓﻲ ﺫﻟﻚ‬ ‫ﻟﻸﻣﺎﻡ‪/‬ﺍﻷﻣﺎﻣﻲ ‪ -‬ﻣﻦ ﺍﻟﻘﻮﺱ ﺇﻟﻰ ﺍﻟﻄﺒﻖ‬
‫ﺍﻟﻌﻀﻼﺕﻭ‬
‫ﺍﻟﻤﻔﺎﺻﻞﻓﻲ ﺍﻟﻜﺘﻔﻴﻦ ﻭﺍﻟﻈﻬﺮ‬
‫"ﻃﻘﻄﻘﺔ ﺃﻣﺎﻣﻴﺔ ﻟﻠﺠﺴﻢ"‬
‫ﻭﺍﻟﺠﺬﻉﻭﺍﻟﻮﺭﻛﻴﻦ‪.‬‬
‫ﻟﻠﺨﻠﻒ‪/‬ﺍﻟﺨﻠﻒ ‪ -‬ﻣﻦ ﺍﻟﻄﺒﻖ ﺇﻟﻰ‬
‫ﺍﻟﻘﻮﺱ‬
‫ﺍﻟﻤﻔﺎﺟﺉﺔﺍﻟﺠﺎﻧﺒﻴﺔ ﻟﻠﺠﺴﻢ ‪-‬‬
‫"ﻣﻔﺎﺟﺉﺔ ﺍﻟﺠﺴﻢ ﻟﻠﺨﻠﻒ"‬
‫ﻣﻬﺎﺭﺍﺕﺍﻟﺪﻣﺞ ﺍﻟﺠﺎﻧﺒﻲ‬
‫ﺍﻟﺤﺮﻛﺔﻭ‪/‬ﺃﻭ ﺍﻻﻟﺘﻮﺍء‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ‬ ‫ﺟﺎﻧﺒﻲ‪/‬ﺟﺎﻧﺒﻲ ‪ -‬ﺃﻱ ﺣﺮﻛﺔ ﻣﻦ ﺧﻼﻝ ﻭﺿﻊ‬
‫ﺍﻟﻤﺜﺎﻝ‪.‬ﺳﺎﻟﺘﻮﺱ‪ ،‬ﻣﻘﺺ‬ ‫ﺍﻟﻘﻮﺱﺍﻟﺠﺎﻧﺒﻲ‬
‫ﺍﻟﺤﻠﻖ‪.‬‬
‫""ﺍﻧﻔﺠﺎﺭ ﺟﺎﻧﺒﻲ ﻟﻠﺠﺴﻢ""‬
‫ﺗﻢﻓﻌﻠﻪ ﻣﻦ ﻗﺒﻞ‬ ‫ﺍﻹﺟﺮﺍءﺍﺕﺍﻟﻤﺸﺘﺮﻛﺔ‬

‫ﺍﻻﻧﺜﻨﺎء ‪ /‬ﺍﻟﺘﻤﺪﻳﺪ‬ ‫ﺃﻛﺘﺎﻑ‬

‫ﺭﻓﻊﻭﺧﻔﺾ ﺍﻟﺬﺭﺍﻋﻴﻦ‬ ‫ﺧﻮَﺍﺻﺮِ‬

‫ﺃﻋﻤﺎﻝﺍﻟﺮﻓﻊ ﻭﺍﻟﺮﻣﻲ‬
‫ﺍﺧﺘﻄﺎﻑ ‪ /‬ﺗﻘﺮﻳﺐ ﻋﻨﺪ ﺍﻟﻜﺘﻔﻴﻦ‬

‫ﺭﻓﻊﻭﺧﻔﺾ ﺍﻟﺬﺭﺍﻋﻴﻦ ﻣﻦ ﺟﺎﻧﺒﻲ‬

‫ﺍﻟﺠﺴﻢ‪،‬ﻭﺑﺸﻜﻞ ﺃﺳﺎﺳﻲ ﻋﻠﻰ ﺍﻟﺤﻠﻘﺎﺕ‬

‫‪9‬‬ ‫ﺑﺮﻧﺎﻣﺞﺗﻌﻠﻴﻢ ﺍﻟﻤﺪﺭﺏ ‪ -‬ﺗﺤﻠﻴﻞ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺘﺪﺭﻳﺐ‬

‫ﺟﻌﻞﺍﻟﺤﺮﻛﺔ ﻣﻬﻤﺔ ‪GymSports New Zealand -‬‬
 ‫ﺗﺤﻠﻴﻞﺍﻟﻤﻬﺎﺭﺍﺕ "ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﻤﺜﺎﻟﻲ"‬

‫‪10‬‬ ‫ﺑﺮﻧﺎﻣﺞﺗﻌﻠﻴﻢ ﺍﻟﻤﺪﺭﺏ ‪ -‬ﺗﺤﻠﻴﻞ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺘﺪﺭﻳﺐ‬

‫ﺟﻌﻞﺍﻟﺤﺮﻛﺔ ﻣﻬﻤﺔ ‪GymSports New Zealand -‬‬
 ‫ﺗﺤﻠﻴﻞﺍﻟﻤﻬﺎﺭﺍﺕ "ﻣﺜﺎﻝ ‪"FLYSPRING‬‬

‫‪11‬‬ ‫ﺑﺮﻧﺎﻣﺞﺗﻌﻠﻴﻢ ﺍﻟﻤﺪﺭﺏ ‪ -‬ﺗﺤﻠﻴﻞ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺘﺪﺭﻳﺐ‬

‫ﺟﻌﻞﺍﻟﺤﺮﻛﺔ ﻣﻬﻤﺔ ‪GymSports New Zealand -‬‬
 ‫ﺗﻨﻤﻴﺔﺍﻟﻤﻬﺎﺭﺍﺕ ﻓﻲ ﺍﻟﺠﻤﺒﺎﺯ‪:‬‬

‫ﻻﻋﺒﺔﺍﻟﺠﻤﺒﺎﺯ ﻟﺪﻳﻬﺎ ‪-‬‬ ‫ﻓﻬﻢﻳﺄﺗﻲ ﻋﻨﺪﻣﺎ…‬

‫ﺻﻮﺭﺓﺫﻫﻨﻴﺔ‪/‬ﺷﻌﻮﺭ ﻭﺍﺿﺢ ﺑﺎﻟﻤﻮﺍﻗﻒ ﺍﻟﻤﻄﻠﻮﺑﺔ‪.‬‬ ‫•‬

‫ﺍﻟﻮﻋﻲﺍﻟﺤﺮﻛﻲ ﺃﻭ ﺍﻟﺬﺍﺗﻲ – ﻣﻌﺮﻓﺔ ﻣﺎ ﻳﻔﻌﻠﻪ ﺍﻟﺠﺴﻢ‬ ‫•‬

‫ﻭﺃﻳﻦﻫﻮ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ‬

‫ﺍﻟﺠﻬﺎﺯ‪/‬ﺍﻷﺭﺽ‪.‬‬
‫ﺍﻹﻋﺪﺍﺩﺍﻟﺒﺪﻧﻲ‪ ،‬ﻭﺍﻟﺬﻱ ﻳﺸﻤﻞ ‪-‬‬ ‫ﺃﺩﺍءﻳﺄﺗﻲ ﻋﻨﺪﻣﺎ…‬
‫ﺍﻟﻤﺮﻭﻧﺔ‬ ‫•‬
‫ﻗﻮﺓ‬ ‫•‬
‫ﺍﻟﺴﺮﻋﺔﻭﺍﻟﻘﻮﺓ‬ ‫•‬
‫ﺍﻟﺘﺤﻤﻞﺍﻟﻌﻀﻠﻲ‬ ‫•‬

‫ﺗﺼﻨﻴﻒﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺤﺮﻛﻴﺔ‬
‫ﻣﻬﺎﺭﺍﺕﺑﺴﻴﻄﺔ ﻭﻣﻌﻘﺪﺓ‬
‫ﺍﻟﻤﻬﺎﺭﺓﺍﻟﺒﺴﻴﻄﺔ ﻫﻲ ﺗﻠﻚ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺗﻌﻠﻤﻬﺎ ﺑﺎﻟﻘﻠﻴﻞ ﻣﻦ ﺍﻟﻤﻤﺎﺭﺳﺔ ﻭﻟﻬﺎ ﺃﺟﺰﺍء ﻗﻠﻴﻠﺔ‪ .‬ﻭﻳﻤﻜﻦ ﺗﺪﺭﻳﺴﻪ ﻛﻨﺸﺎﻁ ﻛﺎﻣﻞ‪.‬‬

‫ﺗﺘﻄﻠﺐﺍﻟﻤﻬﺎﺭﺓ ﺍﻟﻤﻌﻘﺪﺓ ﺍﻟﻤﺰﻳﺪ ﻣﻦ ﺍﻟﻮﻗﺖ ﻭﺍﻟﺠﻬﺪ ﻻﻛﺘﺴﺎﺑﻬﺎ ﻷﻥ ﻋﺪﺩﺍً ﻣﻦ ﺍﻟﺤﺮﻛﺎﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ ﺗﺸﻜﻞ ﺍﻟﻤﻬﺎﺭﺓ‪.‬‬

‫ﺍﻟﻤﻬﺎﺭﺍﺕﺍﻟﻤﻔﺘﻮﺣﺔ ﻭﺍﻟﻤﻐﻠﻘﺔ‬
‫ﻳﺸﻴﺮﻫﺬﺍ ﺇﻟﻰ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻨﺒﺆ ﺑﺄﺩﺍء ﺍﻟﻤﻬﺎﺭﺓ ﻭﺍﻟﺒﻴﺉﺔ‪ .‬ﺍﻟﻤﻬﺎﺭﺓ ﺍﻟﻤﻐﻠﻘﺔ ﻫﻲ ﺗﻠﻚ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻓﻴﻬﺎ ﺍﻟﺨﻴﺎﺭﺍﺕ ﻗﻠﻴﻠﺔ ﻭﺛﺎﺑﺘﺔ ﺇﻟﻰ ﺣﺪ ﻛﺒﻴﺮ‪.‬‬
‫ﻋﻠﻰﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪ ،‬ﺃﺭﺟﻮﺣﺔ ﺍﻟﺠﻮﻟﻒ ﺃﻭ ﺭﻓﻊ ﺍﻷﺛﻘﺎﻝ ﺃﻭ ﺭﻣﻴﺔ ﻛﺮﺓ ﺍﻟﺴﻠﺔ ﺍﻟﺤﺮﺓ‪.‬‬

‫ﺍﻟﻤﻬﺎﺭﺓﺍﻟﻤﻔﺘﻮﺣﺔ ﻫﻲ ﺗﻠﻚ ﺍﻟﺘﻲ ﻳﻮﺟﺪ ﻓﻴﻬﺎ ﻋﺪﺩ ﻣﻦ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﺘﻲ ﺗﺘﻄﻠﺐ ﺍﻧﺘﺒﺎﻩ ﺍﻟﻼﻋﺐ‪.‬‬

‫ﺗﺘﻐﻴﺮﺍﻟﺒﻴﺉﺔ ﺑﺎﺳﺘﻤﺮﺍﺭ ﻭﻻ ﻳﻤﻜﻦ ﺍﻟﺘﻨﺒﺆ ﺑﻬﺎ‪ ،‬ﻭﻫﻨﺎﻙ ﻭﻗﺖ ﻣﺤﺪﻭﺩ ﻻﺗﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﺇﻧﺘﺎﺝ ﺍﻹﺟﺮﺍءﺍﺕ ﺍﻟﻤﻄﻠﻮﺑﺔ ﻟﻸﺩﺍء ﺍﻟﻤﺎﻫﺮ‪ .‬ﻋﻠﻰ‬
‫ﺳﺒﻴﻞﺍﻟﻤﺜﺎﻝ‪ ،‬ﻋﻨﺪ ﺗﻤﺮﻳﺮ ﺍﻟﻜﺮﺓ ﻓﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ‪ ،‬ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻼﻋﺐ ﻋﻠﻰ ﺩﺭﺍﻳﺔ ﺑﻜﻞ ﻣﻦ ﺍﻟﺨﺼﻢ ﻭﺯﻣﻼء ﺍﻟﻔﺮﻳﻖ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺭﻛﻞ‬
‫ﺍﻟﻜﺮﺓ‪.‬‬

‫ﻃﺮﻕﺗﺪﺭﻳﺲ ﺍﻟﻤﻬﺎﺭﺓ‬
‫ﺃﻟﻌﺎﺏﺗﻌﻠﻴﻤﻴﺔ ﻟﻠﻔﻬﻢ‬

‫ﻳﻌﺪﺗﺪﺭﻳﺲ ﺍﻷﻟﻌﺎﺏ ﻣﻦ ﺃﺟﻞ ﺍﻟﻔﻬﻢ )‪ (TGFU‬ﺃﺳﻠﻮﺑﺎً ﻣﻔﻴﺪﺍً ﻳﻌﺰﺯ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺘﻘﻨﻴﺎﺕ ﻭﻳﻨﻘﻞ ﺍﻟﻤﻤﺎﺭﺳﺔ ﺇﻟﻰ ﻣﻮﺍﻗﻒ ﺷﺒﻴﻬﺔ‬
‫ﺑﺎﻟﺘﻨﺎﻓﺴﻴﺔ‪.‬ﺗﻀﻊ ﺍﻷﻟﻌﺎﺏ ﻣﺸﻜﻼﺕ ﻭﺍﻗﻌﻴﺔ ﻓﻲ ﺍﻟﻤﻤﺎﺭﺳﺔ ﺍﻟﻌﻤﻠﻴﺔ ﻟﻴﺤﻠﻬﺎ ﺍﻟﺮﻳﺎﺿﻴﻮﻥ ﻭﺍﻟﻤﺪﺭﺑﻮﻥ‪.‬‬

‫ﻳﻮﻓﺮ‪ TGFU‬ﻧﻬﺠﺎً ﻳﺮﻛﺰ ﻋﻠﻰ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﻓﻲ ﺟﻠﺴﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﻣﻊ ﺍﻟﺘﻌﻠﻢ ﻓﻲ ﺍﻟﺴﻴﺎﻕ ﻭﺍﻟﺘﺤﻔﻴﺰ ﺍﻟﻤﻌﺰﺯ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺤﺪﻳﺎﺕ‪ .‬ﻧﻬﺞ‬
‫‪ TGFU‬ﻣﻔﻴﺪ ﻟﻠﺠﻤﻴﻊ‬

‫‪12‬‬ ‫ﺑﺮﻧﺎﻣﺞﺗﻌﻠﻴﻢ ﺍﻟﻤﺪﺭﺏ ‪ -‬ﺗﺤﻠﻴﻞ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺘﺪﺭﻳﺐ‬

‫ﺟﻌﻞﺍﻟﺤﺮﻛﺔ ﻣﻬﻤﺔ ‪GymSports New Zealand -‬‬
 ‫ﺍﻟﺮﻳﺎﺿﺎﺕﺍﻟﺮﻳﺎﺿﻴﺔ ﻷﻧﻬﺎ ﺗﻌﺰﺯ ﺍﻹﻋﺪﺍﺩ ﺍﻟﻌﻘﻠﻲ ﻭﺍﻟﻠﻴﺎﻗﺔ ﺍﻟﺒﺪﻧﻴﺔ ﺍﻟﺨﺎﺻﺔ ﺑﺎﻟﺮﻳﺎﺿﺔ ﻭﺍﻟﺘﻔﺎﻋﻼﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﻓﺮﺹ ﺍﺗﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬

‫ﺍﻟﺘﻘﻨﻴﺔﻭﺍﻟﻤﻬﺎﺭﺓ‬

‫ﻳﺘﻢﺗﻌﺮﻳﻒ ﺍﻟﺘﻘﻨﻴﺔ ﻋﻠﻰ ﺃﻧﻬﺎ ﻧﻤﻂ )ﺃﻧﻤﺎﻁ( ﺍﻟﺤﺮﻛﺔ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻸﺩﺍء‪ .‬ﺍﻟﻤﻬﺎﺭﺓ ﻫﻲ ﻗﺪﺭﺓ ﺍﻟﺮﻳﺎﺿﻲ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻘﻨﻴﺔ‬
‫ﺍﻟﺒﺪﻧﻴﺔﻭﺗﻄﺒﻴﻘﻬﺎ ﻓﻲ ﺍﻟﻤﻮﺍﻗﻒ ﺍﻟﻤﺨﺘﻠﻔﺔ‪ .‬ﻟﻴﻜﻮﻥ ﺍﻟﺮﻳﺎﺿﻴﻮﻥ ﻓﻨﺎﻧﻴﻦ ﺭﺍﺉﻌﻴﻦ‪ ،‬ﻳﺠﺐ ﺃﻥ ﻳﺘﻤﺘﻌﻮﺍ ﺑﺘﻘﻨﻴﺔ ﺟﻴﺪﺓ ﻭﻣﻬﺎﺭﺓ ﺟﻴﺪﺓ‪ .‬ﻳﺘﻤﺜﻞ‬
‫ﺩﻭﺭﺍﻟﻤﺪﺭﺏ ﻓﻲ ﺗﻌﺰﻳﺰ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺘﻘﻨﻴﺎﺕ ﻓﻲ ﺗﻮﻓﻴﺮ ﻓﺮﺹ ﺍﻟﺘﺪﺭﻳﺐ ﻓﻲ ﺍﻟﻤﻮﺍﻗﻒ ﺍﻟﻤﺸﺎﺑﻬﺔ ﻟﻠﻤﻨﺎﻓﺴﺔ ﻭﺍﻟﺘﻲ ﺗﻨﺘﻘﻞ ﺇﻟﻰ‬
‫ﺍﻟﻤﻨﺎﻓﺴﺔﻧﻔﺴﻬﺎ‪.‬‬

‫ﻓﻲ‪ ،TGFU‬ﻻ ﻳﺰﺍﻝ ﻳﺘﻢ ﺗﺸﺠﻴﻊ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﻋﻠﻰ ﺗﻌﻠﻢ ﺃﺳﺎﺳﻴﺎﺕ )ﺗﻘﻨﻴﺎﺕ( ﺍﻟﺮﻳﺎﺿﺔ‪ ،‬ﻭﻟﻜﻦ ﻳﺘﻢ ﺗﺰﻭﻳﺪﻫﻢ ﺑﻄﺮﻕ ﻣﺜﻴﺮﺓ ﻟﻼﻫﺘﻤﺎﻡ‬
‫ﻟﻤﻤﺎﺭﺳﺔﻫﺬﻩ ﺍﻷﺳﺎﺳﻴﺎﺕ ﻣﻦ ﺧﻼﻝ ﺍﻷﻟﻌﺎﺏ‪ .‬ﻳﺘﻢ ﺗﺤﻔﻴﺰ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﺃﻛﺜﺮ ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﺸﺎﻁ )ﺍﻟﻠﻌﺒﺔ( ﻭﻳﻤﻴﻠﻮﻥ ﺇﻟﻰ ﻗﻀﺎء ﺍﻟﻤﺰﻳﺪ ﻣﻦ‬
‫ﺍﻟﻮﻗﺖﻓﻲ ﺇﺗﻘﺎﻥ ﺍﻟﻤﻬﺎﺭﺓ ﺃﻭ ﺍﻷﺳﻠﻮﺏ‪.‬‬

‫ﻟﻜﻲﻳﺘﻌﻠﻢ ﺍﻟﺮﻳﺎﺿﻴﻮﻥ ﺍﻟﻤﻬﺎﺭﺓ ﺃﻭ ﺍﻟﺘﻘﻨﻴﺔ‪ ،‬ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﻟﺪﻯ ﺍﻟﻤﺪﺭﺑﻴﻦ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﻤﺮﺍﻗﺒﺔ ﻭﺍﻟﺘﺤﻠﻴﻞ ﻭﻣﻦ ﺛﻢ ﺗﻘﺪﻳﻢ ﺍﻟﺘﻐﺬﻳﺔ‬
‫ﺍﻟﺮﺍﺟﻌﺔﺍﻟﻤﻨﺎﺳﺒﺔ‪ .‬ﺗﺘﻤﺜﻞ ﺑﻌﺾ ﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﻟﺘﻲ ﺗﺘﻢ ﻣﻮﺍﺟﻬﺘﻬﺎ ﻋﻨﺪ ﺍﻟﻤﺮﺍﻗﺒﺔ ﻭﺍﻟﺘﺤﻠﻴﻞ ﻓﻲ ﻛﻴﻔﻴﺔ ﻣﺮﺍﻗﺒﺔ ﺗﻨﻔﻴﺬ ﺍﻟﺤﺮﻛﺔ‪ ،‬ﻭﻣﻌﺮﻓﺔ ﻣﺎ‬
‫ﻳﺠﺐﺍﻟﺒﺤﺚ ﻋﻨﻪ‪ ،‬ﻭﺃﻳﻦ ﺗﺒﺤﺚ ﻋﻨﻪ‪ ،‬ﻭﺇﻳﺠﺎﺩ ﺃﻓﻀﻞ ﺍﻟﻄﺮﻕ ﻟﻤﺴﺎﻋﺪﺓ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﻋﻠﻰ ﺗﻌﺰﻳﺰ ﻣﻬﺎﺭﺍﺗﻬﻢ ﺃﻭ ﺗﻘﻨﻴﺎﺗﻬﻢ‪ .‬ﻫﻨﺎﻙ ﺍﻟﻜﺜﻴﺮ ﻣﻤﺎ‬
‫ﻳﺠﺐﻣﺮﺍﻗﺒﺘﻪ ﻭﺗﺤﻠﻴﻠﻪ ﻭﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺒﻴﺉﻴﺔ‪ ،‬ﻣﺜﻞ ﺍﻟﺤﺎﻟﺔ ﺍﻟﻤﺰﺍﺟﻴﺔ ﻟﻠﺮﻳﺎﺿﻲ ﻭﺍﻟﻄﻘﺲ ﻭﺣﺎﻟﺔ ﺍﻟﻤﺮﺍﻓﻖ ﻭﺍﻟﻤﻌﺪﺍﺕ‪ ،‬ﺍﻟﺘﻲ ﻗﺪ‬
‫ﺗﺆﺛﺮﻋﻠﻰ ﺃﺩﺍء ﺍﻟﺮﻳﺎﺿﻴﻴﻦ‪ .‬ﻓﻲ ﻛﺜﻴﺮ ﻣﻦ ﺍﻷﺣﻴﺎﻥ ﻳﺠﺐ ﺍﺗﺨﺎﺫ ﻗﺮﺍﺭﺍﺕ ﻓﻮﺭﻳﺔ ﺑﺸﺄﻥ ﻛﻴﻔﻴﺔ ﺗﻐﻴﻴﺮ ﺍﻟﻠﻌﺒﺔ‪/‬ﺍﻟﻨﺸﺎﻁ ﺃﻭ ﻛﻴﻔﻴﺔ ﺟﻌﻠﻪ ﺃﺳﻬﻞ‬
‫ﺃﻭﺃﺻﻌﺐ‪ ،‬ﺣﺘﻰ ﻳﺘﻤﻜﻦ ﺍﻟﺮﻳﺎﺿﻴﻮﻥ ﻣﻦ ﺍﻟﺘﻌﻠﻢ ﺑﺸﻜﻞ ﺃﻛﺜﺮ ﻛﻔﺎءﺓ‪.‬‬

‫ﻳﻌﺪ‪ TGFU‬ﺃﻳﻀﺎً ﺃﺳﻠﻮﺑﺎً ﻣﻔﻴﺪﺍً ﻟﻠﻴﺎﻗﺔ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻀﻐﻂ‪ .‬ﻏﺎﻟﺒﺎً ﻣﺎ ﺗﻜﻮﻥ ﺍﻷﻟﻌﺎﺏ ﻣﻤﺘﻌﺔ ﻭﻣﻤﺘﻌﺔ‪ ،‬ﻭﺑﻤﺎ ﺃﻥ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ‬
‫ﻳﺮﻏﺒﻮﻥﻓﻲ ﻟﻌﺒﻬﺎ‪ ،‬ﻓﺈﻥ ﺍﻟﺪﺍﻓﻊ ﺍﻟﺠﻮﻫﺮﻱ ﻳﻜﻮﻥ ﻣﺮﺗﻔﻌﺎً ﻭﺍﻟﺮﻳﺎﺿﻴﻮﻥ "ﻳﻠﻌﺒﻮﻥ ﺑﻘﻮﺓ"‪ ،‬ﻭﺑﺎﻟﺘﺎﻟﻲ ﻓﺈﻥ ﺍﻟﻠﻴﺎﻗﺔ ﺍﻟﺒﺪﻧﻴﺔ ﺍﻟﺨﺎﺻﺔ ﺑﺎﻟﺮﻳﺎﺿﺔ‬
‫ﻫﻲﺍﻟﻨﺘﻴﺠﺔ‪.‬‬

‫ﺃﻣﺎﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻀﻐﻂ‪ ،‬ﻓﻴﻤﻜﻦ ﺇﻋﺪﺍﺩ ﺍﻷﻟﻌﺎﺏ ﻟﺘﻌﻜﺲ ﺍﻟﻤﻨﺎﻓﺴﺔ‪ .‬ﺗﺴﺎﻫﻢ ﺍﻟﻜﺜﺎﻓﺔ ﻭﻧﻈﺎﻡ ﺍﻟﺘﺴﺠﻴﻞ ﻓﻲ ﻋﻤﻞ ﺍﻟﺮﻳﺎﺿﻲ ﻓﻲ ﻣﻮﺍﻗﻒ‬
‫ﺍﻟﻀﻐﻂ‪.‬ﺗﻮﻓﺮ ﻃﺒﻴﻌﺔ ﺍﻷﻟﻌﺎﺏ ﻣﻮﺍﻗﻒ ﻳﺘﻌﻴﻦ ﻋﻠﻰ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﻓﻴﻬﺎ ﺍﺗﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺗﺤﺖ ﺍﻟﻀﻐﻂ‪ .‬ﺗﻮﻓﺮ ﻫﺬﻩ ﺍﻟﻤﻤﺎﺭﺳﺔ ﻓﻲ ﻣﻮﺍﻗﻒ‬
‫ﺍﻟﻀﻐﻂﺑﻌﺾ ﺍﻟﺘﺤﻮﻝ ﺇﻟﻰ ﺍﻟﻤﻨﺎﻓﺴﺔ ﺍﻟﺤﻘﻴﻘﻴﺔ‪.‬‬

‫ﺍﻟﻮﻋﻲﺍﻟﺬﺍﺗﻲ ﻣﻦ ﺧﻼﻝ ‪TGFU‬‬

‫ﺑﻌﺪﺗﻠﻘﻲ ﺭﺩﻭﺩ ﺍﻟﻔﻌﻞ ﺍﻟﺠﻮﻫﺮﻳﺔ ﻭﺍﻟﺨﺎﺭﺟﻴﺔ ﻓﻲ ﺍﻟﻠﻌﺒﺔ‪ ،‬ﻳﺠﺐ ﻋﻠﻰ ﺍﻟﺮﻳﺎﺿﻲ ﺑﻌﺪ ﺫﻟﻚ ﻓﺮﺯ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺗﻘﻴﻴﻢ ﺃﺩﺍﺉﻪ ﻣﻘﺎﺭﻧﺔ ﺑـ "‬
‫ﺍﻟﻨﻤﻮﺫﺝﺍﻟﻤﺜﺎﻟﻲ"‪ .‬ﻳﻌﺪ ﺗﻄﻮﻳﺮ ﺍﻟﻮﻋﻲ ﺍﻟﺬﺍﺗﻲ ﻟﺪﻯ ﺍﻟﺮﻳﺎﺿﻲ ﺃﻣﺮﺍً ﻣﻬﻤﺎً ﻓﻲ ﺗﻮﻓﻴﺮ ﻣﺼﺪﺭ ﻟﻠﺘﺤﻜﻢ ﺍﻟﺪﺍﺧﻠﻲ ﺑﺪﻻ ًﻣﻦ ﺍﻋﺘﻤﺎﺩ ﺍﻟﺮﻳﺎﺿﻲ‬
‫ﻋﻠﻰﻣﺼﺎﺩﺭ ﺧﺎﺭﺟﻴﺔ )ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪ ،‬ﺃﻧﺖ ﺍﻟﻤﺪﺭﺏ( ﻟﺘﻘﻴﻴﻢ ﺍﻷﺩﺍء ﻭﺇﺧﺒﺎﺭﻫﻢ ﺑﻤﺎ ﻳﺠﺐ ﻋﻠﻴﻬﻢ ﻓﻌﻠﻪ‪ .‬ﺇﻥ ﺍﻟﺮﻳﺎﺿﻲ ﺍﻟﻨﻬﺎﺉﻲ ﻫﻮ‬
‫ﺍﻟﺸﺨﺺﺍﻟﻤﺴﺘﻘﻞ ﺍﻟﺬﻱ ﻳﺘﺤﻤﻞ ﺍﻟﻤﺴﺆﻭﻟﻴﺔ ﺍﻟﺸﺨﺼﻴﺔ ﻷﻧﻪ ﻳﻤﻠﻚ ﺃﺩﺍﺉﻪ‪.‬‬

‫ﻗﺪﻻ ﻳﻜﻮﻥ ﻟﺪﻯ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﺟﻤﻴﻊ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺍﻟﻤﻮﻗﻒ‪ ،‬ﻟﺬﻟﻚ ﻗﺪ ﻳﻜﻮﻥ ﻣﻦ ﺍﻟﺼﻌﺐ ﻋﻠﻴﻬﻢ ﺗﻘﻴﻴﻢ ﺍﻟﺘﻌﻠﻴﻘﺎﺕ ﻭﺍﺗﺨﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕﺍﻟﻤﻨﺎﺳﺒﺔ‪ .‬ﻳﻤﻜﻦ ﻟﻠﻤﺪﺭﺏ ﺃﻥ ﻳﺴﺎﻋﺪ ﻓﻲ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﻣﻦ ﺧﻼﻝ ﻃﺮﺡ ﺍﻷﺳﺉﻠﺔ ﺍﻟﺘﻲ ﺗﺸﺠﻊ ﻋﻠﻰ ﺍﻟﻮﻋﻲ ﺍﻟﺬﺍﺗﻲ ﺑﺎﻷﺩﺍء‬
‫ﺍﻟﻤﻄﻠﻮﺏﺑﻤﺴﺘﻮﻯ ﻳﻤﻜﻦ ﻟﻠﺮﻳﺎﺿﻲ ﻓﻬﻤﻪ‪.‬‬

‫‪13‬‬ ‫ﺑﺮﻧﺎﻣﺞﺗﻌﻠﻴﻢ ﺍﻟﻤﺪﺭﺏ ‪ -‬ﺗﺤﻠﻴﻞ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺘﺪﺭﻳﺐ‬

‫ﺟﻌﻞﺍﻟﺤﺮﻛﺔ ﻣﻬﻤﺔ ‪GymSports New Zealand -‬‬
 ‫ﺍﺧﺘﻴﺎﺭﻟﻌﺒﺔ ﻟﻠﻌﻤﻞ ﻋﻠﻰ ﻣﻬﺎﺭﺓ ﻣﺎ‬

‫ﻋﻨﺪﺍﺧﺘﻴﺎﺭ ﺍﻟﻠﻌﺒﺔ‪ ،‬ﻳﺠﺐ ﻋﻠﻰ ﺍﻟﻤﺪﺭﺑﻴﻦ ﻣﺮﺍﻋﺎﺓ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫ﻣﺎﻫﻲ ﻣﺮﺍﺣﻞ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﻨﻤﻮ ﻭﺍﻟﺘﻄﻮﺭ ﻟﻜﻞ ﺭﻳﺎﺿﻲ؟‬

‫ﻣﺎﻫﻲ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻤﻬﻤﺔ ﺍﻟﺘﻲ ﻳﺠﺐ ﻋﻠﻰ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﺗﻌﻠﻤﻬﺎ ﻟﺘﺤﻘﻴﻖ ﺍﻟﻨﺠﺎﺡ ﻭﺍﻻﺳﺘﻤﺘﺎﻉ ﻭﺍﻷﻣﺎﻥ ﻓﻲ ﺭﻳﺎﺿﺘﻚ‬
‫ﺍﻟﺮﻳﺎﺿﻴﺔ؟)ﺍﻟﺘﻜﺘﻴﻜﻲ‪ ،‬ﺍﻟﺠﺴﺪﻱ‪ ،‬ﺍﻟﻌﻘﻠﻲ‪ ،‬ﺍﺗﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ(‪.‬‬

‫ﻣﺎﻫﻲ ﺍﻟﺤﺮﻛﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﺘﻲ ﺗﻜﻤﻦ ﻭﺭﺍء ﻫﺬﻩ ﺍﻟﻤﻬﺎﺭﺍﺕ؟‬

‫ﻃﺮﻕﺗﺪﺭﻳﺲ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻣﻦ ﺧﻼﻝ ‪TGFU‬‬

‫ﺍﻟﺘﻌﻠﻢﺍﻟﻜﺎﻣﻞ ﺃﻭ ﺍﻟﺠﺰﺉﻲ‬
‫ﻳﻤﻜﻦﺗﺪﺭﻳﺲ ﺍﻟﻤﻬﺎﺭﺓ ﺑﺄﻛﻤﻠﻬﺎ )ﺍﻟﺘﻌﻠﻢ ﺍﻟﻜﺎﻣﻞ( ﺃﻭ ﺗﻘﺴﻴﻤﻬﺎ ﺇﻟﻰ ﺃﺟﺰﺍء )ﺍﻟﺘﻌﻠﻢ ﺍﻟﺠﺰﺉﻲ(‪ .‬ﻟﺘﻤﻜﻴﻦ ﺍﻟﺘﻌﻠﻢ ﻋﻠﻰ ﺍﻟﻤﺪﻯ ﺍﻟﻄﻮﻳﻞ‪ ،‬ﻣﻦ‬
‫ﺍﻟﻤﻬﻢﺗﻌﻠﻴﻢ ﺍﻟﻜﻞ )ﻛﻤﺎ ﻳﻔﻌﻞ ‪ ،(TGFU‬ﺛﻢ ﺗﻤﻜﻴﻦ ﺍﻟﺮﻳﺎﺿﻲ ﻣﻦ ﺃﻥ ﻳﻜﻮﻥ ﻋﻠﻰ ﺩﺭﺍﻳﺔ ﺑﺎﻷﺟﺰﺍء ﺍﻟﺘﻲ ﻳﺤﺘﺎﺝ ﺇﻟﻰ ﺍﻟﻌﻤﻞ ﻋﻠﻴﻬﺎ )‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡﻟﺤﻈﺎﺕ ﻗﺎﺑﻠﺔ ﻟﻠﺘﺪﺭﻳﺐ ﻟﻤﺴﺎﻋﺪﺓ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﺃﺛﻨﺎء ﺍﻟﻠﻌﺒﺔ ﺃﻭ ﺍﻟﻨﺸﺎﻁ(‪. .‬‬

‫ﺗﺴﻠﺴﻞ‬
‫ﻳﺘﻀﻤﻦﺫﻟﻚ ﺗﻘﺴﻴﻢ ﺍﻟﻤﻬﺎﺭﺓ ﺇﻟﻰ ﺟﺰء ﺗﺪﺭﻳﺠﻲ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺲ‪ .‬ﻳﺘﻢ ﺗﺪﺭﻳﺲ ﻛﻞ ﺟﺰء ﻭﻣﻤﺎﺭﺳﺘﻪ ﺑﻤﻔﺮﺩﻩ ﻭﻳﺘﻢ ﺇﺿﺎﻓﺔ ﺍﻷﺟﺰﺍء‬
‫ﺑﺘﺴﻠﺴﻠﻬﺎﺍﻟﺼﺤﻴﺢ‪ .‬ﻳﺘﻢ ﺍﻋﺘﻤﺎﺩ ﺍﻟﺘﺴﻠﺴﻞ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻟﻤﻬﺎﺭﺓ ﻣﻌﻘﺪﺓ ﻭﺗﺤﺘﺎﺝ ﺇﻟﻰ ﺗﺪﺭﻳﺴﻬﺎ ﺑﺘﺮﺗﻴﺐ ﻣﻌﻴﻦ‪ .‬ﻣﻦ ﺍﻷﻣﺜﻠﺔ ﺍﻟﺠﻴﺪﺓ‬
‫ﻋﻠﻰﺍﻟﺘﺴﻠﺴﻞ ﻫﻮ ﻋﻨﺪﻣﺎ ﻳﺘﻌﻠﻢ ﻻﻋﺐ ﺍﻟﺠﻤﺒﺎﺯ ﺭﻭﺗﻴﻨﺎً ﺟﺪﻳﺪﺍً‪ ،‬ﻭﻳﺘﻌﻠﻢ ﻛﻞ ﺟﺰء ﻣﻨﻪ ﻭﻳﻀﻴﻔﻪ ﺗﺪﺭﻳﺠﻴﺎً‪.‬‬

‫ﺍﻟﻤﻤﺎﺭﺳﺔﺍﻟﺠﻤﺎﻋﻴﺔ ﺃﻭ ﺍﻟﻤﻮﺯﻋﺔ‬
‫ﺍﻟﺘﺪﺭﻳﺐﺍﻟﺠﻤﺎﻋﻲ ﻫﻮ ﺣﻴﺚ ﻳﻄﻠﺐ ﺍﻟﻤﺪﺭﺏ ﻣﻦ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﻣﻤﺎﺭﺳﺔ ﺍﻟﻤﻬﺎﺭﺓ ﺑﺸﻜﻞ ﻣﺴﺘﻤﺮ ﺩﻭﻥ ﺃﻱ ﻓﺘﺮﺍﺕ ﺭﺍﺣﺔ ﺣﺘﻰ ﻳﺘﻢ ﺗﻌﻠﻢ‬
‫ﺍﻟﻤﻬﺎﺭﺓ‪.‬ﻓﻲ ﺍﻟﻤﻤﺎﺭﺳﺔ ﺍﻟﻤﻮﺯﻋﺔ‪ ،‬ﻗﺪ ﻳﺘﻌﻠﻢ ﺍﻟﺮﻳﺎﺿﻴﻮﻥ ﺍﻟﻤﻬﺎﺭﺓ ﻓﻲ ﺟﻠﺴﺎﺕ ﺗﺪﺭﻳﺐ ﻗﺼﻴﺮﺓ ﻭﻣﺘﻜﺮﺭﺓ ﺗﺘﺨﻠﻠﻬﺎ ﻓﺘﺮﺍﺕ ﺭﺍﺣﺔ ﺃﻭ ﺃﻧﺸﻄﺔ‬
‫ﻣﻬﺎﺭﺍﺕﺑﺪﻳﻠﺔ‪.‬‬

‫ﺗﻌﺘﺒﺮﺍﻟﻤﻤﺎﺭﺳﺔ ﺍﻟﺠﻤﺎﻋﻴﺔ ﺃﻛﺜﺮ ﻣﻼءﻣﺔ ﻟﻠﺮﻳﺎﺿﻴﻴﻦ ﺫﻭﻱ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻌﺎﻟﻴﺔ ﺃﻭ ﺫﻭﻱ ﺍﻟﺪﻭﺍﻓﻊ ﺍﻟﻌﺎﻟﻴﺔ‪.‬‬
‫ﺗﻌﺘﺒﺮﺍﻟﻤﻤﺎﺭﺳﺔ ﺍﻟﻤﻮﺯﻋﺔ ﻫﻲ ﺍﻷﻛﺜﺮ ﻓﻌﺎﻟﻴﺔ ﻟﺘﺤﺴﻴﻦ ﺍﻷﺩﺍء ﺧﺎﺻﺔ ﻣﻊ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﺍﻟﺸﺒﺎﺏ‪ ،‬ﺣﻴﺚ ﺃﻥ ﻓﺘﺮﺍﺕ ﺍﻟﺮﺍﺣﺔ ﺑﻴﻦ ﺍﻟﺠﻠﺴﺎﺕ‬
‫ﺗﻘﻠﻞﻣﻦ ﺍﻟﻤﻠﻞ ﻭﺗﻌﻴﺪ ﺷﺤﻦ ﻃﺎﻗﺔ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﻭﻗﺪﺭﺗﻬﻢ ﻋﻠﻰ ﺍﻟﺘﺮﻛﻴﺰ‪ .‬ﻳﻌﺪ ‪ TGFU‬ﻣﺜﺎﻻً ﺭﺍﺉﻌﺎً ﻟﻠﻤﻤﺎﺭﺳﺔ ﺍﻟﻤﻮﺯﻋﺔ‪.‬‬

‫ﻣﺤﻈﻮﺭﻣﻘﺎﺑﻞ ﻋﺸﻮﺍﺉﻲ‬
‫ﺗﺘﻜﻮﻥﺍﻟﻤﻤﺎﺭﺳﺔ ﺍﻟﻤﺤﻈﻮﺭﺓ ﻣﻦ ﺗﺪﺭﻳﺒﺎﺕ ﻣﺘﻜﺮﺭﺓ‪ ،‬ﺣﻴﺚ ﻳﻜﻮﻥ ﻟﺪﻯ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﻋﺪﺩ ﻣﻦ ﺍﻷﺩﻭﺍﺭ ﻋﻨﺪ ﺃﺩﺍء ﻣﻬﺎﺭﺓ ﻣﺎ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ‬
‫ﺍﻟﻤﺜﺎﻝ‪،‬ﺍﻟﻌﺠﻠﺔ ﺍﻟﺪﻭﺍﺭﺓ ﻋﻠﻰ ﺍﻟﻌﺎﺭﺿﺔ‪ .‬ﻣﻦ ﺍﻟﻤﻌﺮﻭﻑ ﺃﻥ ﺍﻟﻤﻤﺎﺭﺳﺔ ﺍﻟﻤﺤﻈﻮﺭﺓ ﻟﻬﺎ ﺍﻧﺘﻘﺎﻝ ﻣﺤﺪﻭﺩ ﺇﻟﻰ ﺍﻟﻮﺿﻊ ﺍﻟﺘﻨﺎﻓﺴﻲ ﺍﻟﻔﻌﻠﻲ‪،‬‬
‫ﻭﻟﻜﻦﻳﻤﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻟﻤﻤﺎﺭﺳﺔ ﺃﺳﻠﻮﺏ ﻳﺤﺘﺎﺝ ﺇﻟﻰ ﺑﻌﺾ ﺍﻟﻌﻤﻞ‪.‬‬

‫ﻓﻲﺍﻟﻤﻤﺎﺭﺳﺔ ﺍﻟﻌﺸﻮﺍﺉﻴﺔ‪ ،‬ﻳﻤﺎﺭﺱ ﺍﻟﺮﻳﺎﺿﻴﻮﻥ ﺗﻘﻨﻴﺎﺕ ﻣﺨﺘﻠﻔﺔ ﺑﺸﻜﻞ ﻋﺸﻮﺍﺉﻲ‪ .‬ﻓﻲ ‪ ،TGFU‬ﻳﺘﻢ ﻣﻤﺎﺭﺳﺔ ﺟﻤﻴﻊ ﺍﻟﺘﻘﻨﻴﺎﺕ‬
‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕﺑﺸﻜﻞ ﻋﺸﻮﺍﺉﻲ ﻷﻧﻪ ﻳﺠﺐ ﻋﻠﻰ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﺍﻻﺳﺘﺠﺎﺑﺔ ﻟﺤﺮﻛﺎﺕ ﺍﻵﺧﺮﻳﻦ‪ .‬ﻓﻲ ﺣﺎﻟﺔ ﺍﻟﻠﻌﺒﺔ‪ ،‬ﻛﻞ ﺣﺮﻛﺔ ﻣﺨﺘﻠﻔﺔ‪ .‬ﻻ ﻳﻮﺟﺪ‬
‫ﺣﺎﻟﺘﺎﻥﻣﺘﻄﺎﺑﻘﺘﺎﻥ ﺗﻤﺎﻣﺎً‪ .‬ﻳﺘﻤﺘﻊ ﺍﻟﺮﻳﺎﺿﻴﻮﻥ ﺑﻔﺮﺻﺔ ﻭﺿﻊ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻻﺳﺘﺠﺎﺑﺎﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻓﻲ ﺫﺍﻛﺮﺗﻬﻢ ﻭﺑﺎﻟﺘﺎﻟﻲ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻤﺰﻳﺪ‬
‫ﻣﻦﺍﻟﺨﺒﺮﺍﺕ ﺍﻟﺘﻲ ﻳﻤﻜﻨﻬﻢ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﻓﻲ ﺍﻟﻤﻨﺎﻓﺴﺔ‪ .‬ﻛﻤﺎ ﺗﻌﻤﻞ ﺍﻟﻤﻤﺎﺭﺳﺔ ﺍﻟﻌﺸﻮﺍﺉﻴﺔ ﺃﻭ ﺍﻟﻤﺘﻐﻴﺮﺓ ﻋﻠﻰ ﺗﻌﺰﻳﺰ "ﺍﻟﺘﻌﻠﻢ ﻣﻦ‬
‫ﺍﻷﺧﻄﺎء"‪.‬‬

‫ﺍﻟﻤﻤﺎﺭﺳﺔﺍﻟﻌﻘﻠﻴﺔ ﺃﻭ ﺍﻟﺒﺪﻧﻴﺔ‬
‫ﺗﻌﺪﺍﻟﻤﻤﺎﺭﺳﺔ ﺍﻟﺒﺪﻧﻴﺔ ﻟﻠﻤﻬﺎﺭﺓ ﺿﺮﻭﺭﻳﺔ ﻟﺘﺤﺴﻴﻦ ﺃﺩﺍء ﺍﻟﻤﻬﺎﺭﺓ ﻭﻫﻮ ﻣﺎ ﺍﻋﺘﺎﺩ ﻋﻠﻴﻪ ﻣﻌﻈﻢ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ‪ .‬ﻳﻤﻜﻦ ﺃﻳﻀﺎً ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﺍﻟﻤﻤﺎﺭﺳﺔﺍﻟﻌﻘﻠﻴﺔ ﻣﻦ ﺧﻼﻝ ﺗﺼﻮﻳﺮ ﺍﻷﺩﺍء ﻓﻲ ﺫﻫﻦ ﺍﻟﻔﺮﺩ‪ .‬ﻭﻳﻤﻜﻦ ﺍﻟﻘﻴﺎﻡ ﺑﺬﻟﻚ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺼﻮﺭ ﺍﻟﺬﻫﻨﻴﺔ‪ ،‬ﻭﻣﺸﺎﻫﺪﺓ ﺍﻷﺩﺍء )ﻣﺒﺎﺷﺮﺍً‬
‫ﺃﻭﻋﺒﺮ ﺍﻟﻔﻴﺪﻳﻮ(‪ ،‬ﻭﻗﺮﺍءﺓ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺃﻭ ﺍﻻﺳﺘﻤﺎﻉ ﺇﻟﻴﻬﺎ‪.‬‬

‫ﻏﺎﻟﺒﺎًﻣﺎ ﻳﺘﻢ ﺗﻌﻠﻢ ﺍﻟﻤﻤﺎﺭﺳﺔ ﺍﻟﻌﻘﻠﻴﺔ ﺿﻤﻨﻴﺎً ﻓﻲ ‪ ،TGFU‬ﺣﻴﺚ ﻳﺰﻳﺪ ﺍﻟﺮﻳﺎﺿﻴﻮﻥ ﻣﻦ ﻗﺪﺭﺍﺗﻬﻢ ﺍﻟﻌﻘﻠﻴﺔ‬
‫‪14‬‬ ‫ﺑﺮﻧﺎﻣﺞﺗﻌﻠﻴﻢ ﺍﻟﻤﺪﺭﺏ ‪ -‬ﺗﺤﻠﻴﻞ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺘﺪﺭﻳﺐ‬
‫ﺟﻌﻞﺍﻟﺤﺮﻛﺔ ﻣﻬﻤﺔ ‪GymSports New Zealand -‬‬
 ‫ﺍﻟﺘﺮﻛﻴﺰﻷﻧﻬﻢ ﻳﺮﻛﺰﻭﻥ ﻋﻠﻰ ﻣﻬﻤﺔ ﻣﻤﺘﻌﺔ‪ .‬ﻛﻤﺎ ﺃﻥ ﻟﺪﻳﻬﻢ ﺍﻟﺪﺍﻓﻊ ﻟﻠﺘﻌﻠﻢ ﺑﺴﺒﺐ ﺳﻴﺎﻕ ﺑﻴﺉﺔ ﺍﻟﺘﻌﻠﻢ‪.‬‬

‫ﻣﺰﻳﺞﻣﻦ ﺍﻟﻤﻤﺎﺭﺳﺔ ﺍﻟﺠﺴﺪﻳﺔ ﻭﺍﻟﻌﻘﻠﻴﺔ ﻳﺠﻌﻞ ﺍﻟﺘﻌﻠﻢ ﺃﻛﺜﺮ ﻓﻌﺎﻟﻴﺔ‪.‬‬

‫ﺍﻟﻌﻮﺍﻣﻞﺍﻟﺘﻲ ﺗﺆﺛﺮ ﻋﻠﻰ ﻗﺪﺭﺓ ﺍﻟﺮﻳﺎﺿﻲ ﻋﻠﻰ ﺗﻌﻠﻢ ﻣﻬﺎﺭﺍﺕ ﺟﺪﻳﺪﺓ‬

‫ﻣﺮﺣﻠﺔﺍﻟﻨﻤﻮ ﻭﺍﻟﺘﻄﻮﺭ‪.‬‬
‫ﺍﻟﻘﺪﺭﺓﺍﻟﺒﺪﻧﻴﺔ‪.‬‬
‫ﺍﻟﻤﺮﺍﻓﻖﻭﺍﻟﻤﻌﺪﺍﺕ‪.‬‬
‫ﺗﺠﺮﺑﺔﻣﻤﺎﺭﺳﺔ ﻫﺬﻩ ﺍﻟﺮﻳﺎﺿﺔ‪.‬‬

‫ﺗﻘﺪﻳﻢﻋﺮﺽ ﻓﻌﺎﻝ ﻟﻠﻤﻬﺎﺭﺓ‬

‫ﺍﻟﻐﺮﺽﻣﻦ ﺍﻟﻌﺮﺽ ﺍﻟﺘﻮﺿﻴﺤﻲ ﻫﻮ ﺯﻳﺎﺩﺓ ﻓﻬﻢ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﻟﻠﻤﻬﺎﺭﺓ ﻣﻦ ﺧﻼﻝ ﺗﻘﺪﻳﻢ ﻧﻤﻮﺫﺝ ﺩﻗﻴﻖ ﻳﻤﻜﻦ ﺍﻟﺘﻌﻠﻢ ﻣﻨﻪ‪.‬‬

‫ﻟﻜﻲﻳﺘﺨﺬ ﺍﻟﺮﻳﺎﺿﻴﻮﻥ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﻤﻨﺎﺳﺒﺔ ﺑﺸﺄﻥ ﻛﻴﻔﻴﺔ ﺗﻨﻔﻴﺬ ﺍﻟﻤﻬﺎﺭﺍﺕ‪ ،‬ﻳﺤﺘﺎﺝ ﺍﻟﻤﺪﺭﺑﻮﻥ ﺇﻟﻰ ﺗﻘﺪﻳﻢ ﺷﺮﺡ ﻭﺗﻮﺿﻴﺢ ﺣﺘﻰ ﻳﺘﻤﻜﻦ‬
‫ﺍﻟﺮﻳﺎﺿﻴﻮﻥﻣﻦ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﻤﻤﺎﺭﺳﺔ‪ .‬ﻳﺘﻄﻠﺐ ﻋﺮﺽ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻔﻌﺎﻟﺔ ﺗﺨﻄﻴﻄﺎً ﺩﻗﻴﻘﺎً ﻣﻦ ﻗﺒﻞ ﺍﻟﻤﺪﺭﺏ‪ .‬ﺧﺬ ﺑﻌﻴﻦ ﺍﻻﻋﺘﺒﺎﺭ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫ﻟﻤﺎﺫﺍﺗﻌﺘﺒﺮ ﺍﻟﻤﻬﺎﺭﺓ ﻣﻬﻤﺔ؟‬

‫ﺇﻥﻓﻬﻢ ﺃﻫﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺓ ﻓﻲ ﺳﻴﺎﻕ ﺍﻟﺮﻳﺎﺿﺔ ﻭﺍﻟﻤﻨﺎﻓﺴﺔ ﺳﻴﺴﺎﻋﺪ ﻛﻼ ًﻣﻦ ﺍﻟﻤﺪﺭﺏ ﻭﺍﻟﺮﻳﺎﺿﻲ ﻓﻲ ﺗﺪﺭﻳﺲ ﻭﺗﻌﻠﻢ ﺍﻟﻤﻬﺎﺭﺓ‪.‬‬

‫ﻛﻴﻒﺳﻴﺘﻢ ﻋﺮﺽ ﺍﻟﻤﻬﺎﺭﺓ ﻭﺷﺮﺣﻬﺎ؟‬

‫ﺍﺧﺘﻴﺎﺭﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﻤﻨﺎﺳﺒﺔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻤﻬﺎﺭﺓ ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﻧﻮﻉ ﺍﻟﻤﻬﺎﺭﺓ ﻭﺧﺒﺮﺓ ﻭﻗﺪﺭﺓ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ‪ .‬ﺑﺸﻜﻞ ﻋﺎﻡ‪ ،‬ﻳﻮﺻﻰ ﺑﺈﻇﻬﺎﺭ ﺍﻟﻤﻬﺎﺭﺓ‬
‫ﺑﺄﻛﻤﻠﻬﺎﺃﻭﻻ ًﻟﺘﻮﺿﻴﺢ ﻟﻠﺮﻳﺎﺿﻴﻴﻦ ﻛﻴﻒ ﺳﺘﺒﺪﻭ ﺍﻟﻤﻬﺎﺭﺓ ﻋﻨﺪ ﺃﺩﺍﺉﻬﺎ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪ ،‬ﺛﻢ ﺗﻘﺴﻴﻤﻬﺎ ﺇﻟﻰ ﻣﻜﻮﻧﺎﺕ ﻣﻬﺎﺭﺓ ﻣﺨﺘﻠﻔﺔ )ﻛﺎﻣﻠﺔ‬
‫‪-‬ﺟﺰﺉﻴﺔ(‪.‬‬

‫ﺗﺬﻛﺮﺃﻥ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻧﻮﺍ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﻣﺮﺍﻗﺒﺔ ﺍﻟﻌﺮﺽ ﻣﻦ ﺯﻭﺍﻳﺎ ﻣﺨﺘﻠﻔﺔ‪ .‬ﺃﻇﻬﺮ ﻃﺮﻳﻘﺘﻲ ﺍﻟﻴﺪ ﺍﻟﻴﺴﺮﻯ ﻭﺍﻟﻴﻤﻨﻰ ﻟﺘﻨﻔﻴﺬ‬
‫ﺍﻟﻤﻬﺎﺭﺓ‪.‬‬
‫ﻗﻢﺑﺘﺪﻭﻳﻦ ﻣﻼﺣﻈﺔ ﻓﻲ ﺧﻄﺔ ﺟﻠﺴﺘﻚ ﺗﺘﻀﻤﻦ ﻧﻘﻄﺘﻴﻦ ﺃﻭ ﺛﻼﺙ ﻧﻘﺎﻁ ﺗﻌﻠﻴﻤﻴﺔ ﻭﺑﻌﺾ ﺍﻟﻜﻠﻤﺎﺕ ﺃﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺮﺉﻴﺴﻴﺔ‬
‫ﺍﻟﻤﺴﺘﺨﺪﻣﺔﻟﻠﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺍﻷﺟﺰﺍء ﺍﻟﻤﻬﻤﺔ ﻣﻦ ﺍﻟﻤﻬﺎﺭﺓ‪ .‬ﺍﺟﻌﻞ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺑﺴﻴﻄﺔ ﻭﺗﺠﻨﺐ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﺼﻄﻠﺤﺎﺕ ﺣﻴﺜﻤﺎ ﺃﻣﻜﻦ ﺫﻟﻚ‪.‬‬
‫ﻳﺠﺐﺃﻥ ﻳﻄُﻠﺐ ﻣﻦ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺟﺎﻧﺐ ﻭﺍﺣﺪ ﺃﻭ ﺟﺎﻧﺒﻴﻦ ﻓﻘﻂ ﻣﻦ ﺍﻟﻤﻬﺎﺭﺓ ﻓﻲ ﺃﻱ ﻭﻗﺖ‪.‬‬

‫‪15‬‬ ‫ﺑﺮﻧﺎﻣﺞﺗﻌﻠﻴﻢ ﺍﻟﻤﺪﺭﺏ ‪ -‬ﺗﺤﻠﻴﻞ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺘﺪﺭﻳﺐ‬

‫ﺟﻌﻞﺍﻟﺤﺮﻛﺔ ﻣﻬﻤﺔ ‪GymSports New Zealand -‬‬
 ‫ﻣﻦﺳﻴﻈﻬﺮ ﺍﻟﻤﻬﺎﺭﺓ؟‬
‫ﻣﻦﺍﻟﻤﻬﻢ ﺃﻥ ﻳﺘﻤﻜﻦ ﺍﻟﺸﺨﺺ ﺍﻟﺬﻱ ﻳﺘﻢ ﺍﺧﺘﻴﺎﺭﻩ ﻟﻠﺘﻮﺿﻴﺢ ﻣﻦ ﺃﺩﺍء ﺍﻟﻤﻬﺎﺭﺓ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪ .‬ﻏﺎﻟﺒﺎً ﻣﺎ ﻳﻘﻮﻡ ﺍﻟﻤﺪﺭﺑﻮﻥ ﺑﺈﻇﻬﺎﺭ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕﺑﺄﻧﻔﺴﻬﻢ‪ ،‬ﻟﻜﻦ ﻳﻤﻜﻨﻬﻢ ﺃﻳﻀﺎً ﺍﻻﺳﺘﻌﺎﻧﺔ ﺑﺮﻳﺎﺿﻴﻴﻦ ﻟﻠﻌﺮﺽ‪ ،‬ﺃﻭ ﺃﺷﺨﺎﺹ ﺭﻳﺎﺿﻴﻴﻦ ﻣﻦ ﺧﺎﺭﺝ ﺍﻟﻔﺮﻳﻖ‪ ،‬ﺃﻭ ﺣﺘﻰ ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﺃﺷﺮﻃﺔﺍﻟﻔﻴﺪﻳﻮ‪.‬‬
‫ﺍﺧﺘﺮﺭﻳﺎﺿﻴﻴﻦ ﻳﺘﻤﺘﻌﻮﻥ ﺑﻤﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﻲ ﻳﻤﻜﻨﻬﻢ ﺇﻇﻬﺎﺭﻫﺎ‪ .‬ﺇﻥ ﻣﻄﺎﻟﺒﺔ "ﻧﺠﻢ" ﺍﻟﻔﺮﻳﻖ ﺑﺎﻟﺘﻈﺎﻫﺮ ﻃﻮﺍﻝ ﺍﻟﻮﻗﺖ ﻳﻤﻜﻦ ﺃﻥ‬
‫ﻳﻜﻮﻥﻣﺜﺒﻄﺎً ﻟﻸﺷﺨﺎﺹ ﺍﻷﻗﻞ ﻣﻬﺎﺭﺓ ﻭﺍﻟﻤﺘﻌﻠﻤﻴﻦ‪ .‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻤﻌﻈﻢ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ‪ ،‬ﻳﻌﺘﺒﺮ ﺍﺧﺘﻴﺎﺭﻫﻢ ﻟﻠﻌﺮﺽ ﺑﻤﺜﺎﺑﺔ ﻣﻜﺎﻓﺄﺓ ﻟﻸﺩﺍء ﺍﻟﺠﻴﺪ‪.‬‬
‫ﻭﻣﻊﺫﻟﻚ‪ ،‬ﻋﻠﻴﻚ ﺃﻥ ﺗﺪﺭﻙ ﺃﻥ ﺑﻌﺾ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﻳﺠﺪﻭﻥ ﻫﺬﺍ ﺍﻷﻣﺮ ﻣﺤﺮﺟﺎً‪ ،‬ﻭﻳﺠﺐ ﻋﻠﻴﻚ ﻛﻤﺪﺭﺏ ﺃﻥ ﺗﺤﺘﺮﻡ ﻣﺸﺎﻋﺮﻫﻢ‪.‬‬

‫ﻛﻴﻒﺳﺘﻌﺮﻑ ﺃﻥ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﻓﻬﻤﻮﺍ ﺍﻟﻌﺮﺽ؟‬

‫ﺃﻓﻀﻞﻃﺮﻳﻘﺔ ﻫﻲ ﺍﻟﺴﻤﺎﺡ ﻟﻬﻢ ﺑﺘﺠﺮﺑﺔ ﺍﻟﻨﺸﺎﻁ ﺃﻭﻻ‪ ً.‬ﺍﻃﺮﺡ ﺃﺳﺉﻠﺔ ﻣﺤﺪﺩﺓ ﺑﻌﺪ ﺗﻘﺪﻳﻢ ﺍﻟﻌﺮﺽ ﺍﻟﺘﻮﺿﻴﺤﻲ‪ .‬ﺗﺠﻨﺐ ﺍﻟﺴﺆﺍﻝ ﺑﺒﺴﺎﻃﺔ "‬
‫ﻫﻞﻓﻬﻤﺖ؟" ﺣﻴﺚ ﻳﻤﻴﻞ ﺍﻟﺮﻳﺎﺿﻴﻮﻥ ﺇﻟﻰ ﺍﻹﻳﻤﺎءﺓ ﺑﻨﻌﻢ ﺳﻮﺍء ﻛﺎﻧﻮﺍ ﻳﻌﺘﻘﺪﻭﻥ ﺃﻧﻬﻢ ﻳﻔﻬﻤﻮﻥ ﺃﻡ ﻻ‪ .‬ﺍﻃﺮﺡ ﻧﻘﺎﻃﺎً ﻣﺤﺪﺩﺓ ﺣﻮﻝ ﺍﻟﻌﺮﺽ‬
‫ﺍﻟﺘﻮﺿﻴﺤﻲﻭﺍﻃﻠﺐ ﻣﻦ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﺃﻥ "ﻳﻌﺮﺿﻮﺍ ﻟﻚ" ﻣﺎ ﺗﻌﻠﻤﻮﻩ‪ .‬ﺳﺘﺨﺒﺮﻙ ﺇﺟﺎﺑﺎﺗﻬﻢ ﻋﻠﻰ ﺍﻷﺳﺉﻠﺔ ﻭﻃﺮﻳﻘﺔ ﺃﺩﺍﺉﻬﻢ ﻟﻠﻤﻬﺎﺭﺓ ﻣﺎ ﺇﺫﺍ‬
‫ﻛﺎﻧﻮﺍﻗﺪ ﻓﻬﻤﻮﺍ ﺃﻡ ﻻ‪.‬‬

‫ﺇﺫﺍﻟﻢ ﻳﻔﻬﻢ ﺍﻟﺮﻳﺎﺿﻲ ﺍﻟﻌﺮﺽ ﺍﻟﺘﻮﺿﻴﺤﻲ‪ ،‬ﺃﻭ ﺑﻌﺪ ﺳﻠﺴﻠﺔ ﻣﻦ ﺍﻟﺠﻠﺴﺎﺕ ﻟﻢ ﻳﻔﻬﻢ ﺍﻟﻤﻔﻬﻮﻡ ﺑﻌﺪ‪ ،‬ﻓﺎﻷﻣﺮ ﻣﺘﺮﻭﻙ ﻟﻠﻤﺪﺭﺏ ﻟﺘﻌﺪﻳﻞ‬
‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕﻭ‪/‬ﺃﻭ ﻃﺮﻳﻘﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻟﻤﺴﺎﻋﺪﺓ ﺍﻟﺮﻳﺎﺿﻲ ﻋﻠﻰ ﺍﻟﻔﻬﻢ‪ .‬ﻳﺘﻌﻠﻢ ﺍﻟﺠﻤﻴﻊ ﺑﺸﻜﻞ ﻣﺨﺘﻠﻒ‪ ،‬ﻭﻣﻦ ﺃﺩﻭﺍﺭ ﺍﻟﻤﺪﺭﺏ ﻛﻤﻌﻠﻢ ﺍﻟﻌﺜﻮﺭ‬
‫ﻋﻠﻰﻃﺮﻳﻘﺔ ﺗﺪﺭﻳﺲ ﺗﻨﺎﺳﺐ ﺗﻌﻠﻢ ﺍﻟﺮﻳﺎﺿﻲ‪.‬‬

‫ﺧﻄﺔﻟﻤﻤﺎﺭﺳﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ‬

‫ﻋﻨﺪﺍﻟﺘﺨﻄﻴﻂ ﻟﻤﻤﺎﺭﺳﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ‪ ،‬ﻫﻨﺎﻙ ﻋﺪﺩ ﻣﻦ ﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻟﻠﻤﺪﺭﺏ‪:‬‬

‫ﺑﻴﺉﺔﺍﻟﺘﺪﺭﻳﺐ‬

‫ﺿﻊﻓﻲ ﺍﻋﺘﺒﺎﺭﻙ ﻋﺪﺩ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﻟﺪﻳﻚ‪ ،‬ﻭﺣﺠﻢ ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﻤﺘﺎﺣﺔ‪ ،‬ﻭﺍﻟﻤﻌﺪﺍﺕ ﺍﻟﻤﻮﺟﻮﺩﺓ‪ ،‬ﻭﺃﻱ ﻣﺨﺎﻃﺮ ﻣﺤﺘﻤﻠﺔ ﻋﻠﻰ ﺍﻟﺴﻼﻣﺔ‪ ،‬ﻋﻠﻰ‬
‫ﺳﺒﻴﻞﺍﻟﻤﺜﺎﻝ ﺍﻷﺭﺿﻴﺎﺕ ﺍﻟﺮﻃﺒﺔ ﺃﻭ ﺍﻷﺳﻄﺢ ﻏﻴﺮ ﺍﻟﻤﺴﺘﻮﻳﺔ‬

‫‪16‬‬ ‫ﺑﺮﻧﺎﻣﺞﺗﻌﻠﻴﻢ ﺍﻟﻤﺪﺭﺏ ‪ -‬ﺗﺤﻠﻴﻞ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺘﺪﺭﻳﺐ‬

‫ﺟﻌﻞﺍﻟﺤﺮﻛﺔ ﻣﻬﻤﺔ ‪GymSports New Zealand -‬‬
 ‫ﺇﻟﺦ‪.‬‬
‫ﺍﻟﺘﺄﻛﺪﻣﻦ ﻭﺟﻮﺩ ﺍﻟﻤﻌﺪﺍﺕ ﺍﻟﻜﺎﻓﻴﺔ ﻟﺠﻤﻴﻊ ﺍﻟﺮﻳﺎﺿﻴﻴﻦ ﻟﻠﺘﺪﺭﺏ ﻋﻠﻴﻬﺎ‪ .‬ﺇﻥ ﺍﻟﺤﻔﺎﻅ ﻋﻠﻰ ﺻﻴﺎﻧﺔ ﺍﻟﻤﻌﺪﺍﺕ ﺑﺸﻜﻞ ﺟﻴﺪ ﺳﻴﻮﻓﺮ ﺍﻟﻮﻗﺖ‬
‫ﻭﺍﻟﻤﺎﻝ‪ -‬ﻟﻴﺲ ﻫﻨﺎﻙ ﻣﺎ ﻫﻮ ﺃﺳﻮﺃ ﻣﻦ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﺟﻤﻴﻊ ﺍﻟﻜﺮﺍﺕ ﻣﺴﻄﺤﺔ ﺃﻭ ﺃﻥ ﻗﻄﻌﺔ ﻣﻦ ﺍﻟﻤﻌﺪﺍﺕ‬
‫ﺍﻷﺳﺎﺳﻴﺔﻣﻜﺴﻮﺭﺓ‪ .‬ﺗﻜﻴﻴﻒ ﺍﻷﻧﺸﻄﺔ ﻭﺍﻟﻤﻌﺪﺍﺕ ﻟﺘﻠﺒﻴﺔ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺘﻨﻤﻮﻳﺔ ﻟﻠﺮﻳﺎﺿﻴﻴﻦ ﻭﺗﻨﺎﺳﺐ ﻣﻤﺎﺭﺳﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ‪ .‬ﻋﻠﻰ ﺳﺒﻴﻞ‬
‫ﺍﻟﻤﺜﺎﻝ‪،‬ﻓﻲ ﻟﻌﺒﺔ ﺍﻟﻜﺮﻳﻜﻴﺖ‪ ،‬ﺣﺎﻭﻝ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﺮﺍﺕ ﺍﻟﺼﻠﺒﺔ ﻟﻠﺮﻳﺎﺿﻴﻴﻦ ﺍﻷﻛﺜﺮ ﻣﻬﺎﺭﺓ ﻭﺍﻟﻜﺮﺍﺕ ﺍﻟﻠﻴﻨﺔ ﻟﻠﺮﻳﺎﺿﻴﻴﻦ ﺍﻷﻗﻞ ﻣﻬﺎﺭﺓ‪.‬‬

‫ﻣﺘﻄﻠﺒﺎﺕﺍﻟﺘﻘﻴﻴﻢ‬
‫‪.1‬ﻗﻢ ﺑﺘﻄﻮﻳﺮ ﻭﺗﻨﻔﻴﺬ ﺧﻄﻂ ﻣﻜﺘﻮﺑﺔ ﻟﺠﻠﺴﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺨﻤﺲ ﺍﻟﻘﺎﺩﻣﺔ‪ .‬ﻳﺠﺐ ﺃﻥ ﺗﻮﺿﺢ ﺧﻄﻄﻚ ﺍﻛﺘﺴﺎﺏ ﺃﻭ ﺗﻌﺰﻳﺰ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕﻭﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﺘﻲ ﺗﺆﺩﻱ ﺇﻟﻰ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺃﻛﺜﺮ ﺗﻌﻘﻴﺪﺍً‪.‬‬

‫ﻳﺠﺐﺃﻥ ﻳﺘﻢ ﺗﻘﻴﻴﻢ ﺍﻟﺘﻨﻔﻴﺬ ﺍﻟﻌﻤﻠﻲ ﻟﻬﺬﻩ ﺍﻟﺠﻠﺴﺎﺕ ﻣﻦ ﻗﺒﻞ ﻣﺴﺆﻭﻝ ‪ GymSport‬ﺃﻭ ﻣﺪﺭﺏ ﺁﺧﺮ ﻣﻌﺘﻤﺪ‪.‬‬

‫‪.2‬ﺍﺧﺘﺮ ﻣﻬﺎﺭﺓ ﻣﻌﻴﻨﺔ ﻣﻦ ﺭﻳﺎﺿﺘﻚ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻭﻗﻢ ﺑﺘﻘﺴﻴﻤﻬﺎ ﺇﻟﻰ ﻣﺮﺍﺣﻞ ﺃﻭ ﺇﺟﺮﺍءﺍﺕ ﺫﺍﺕ ﻣﻌﻨﻰ‪ .‬ﺣﺪﺩ ﺍﻟﻐﺮﺽ ﻣﻦ ﻛﻞ‬
‫ﻣﺮﺣﻠﺔﺃﻭ ﺇﺟﺮﺍء‪ .‬ﻗﻢ ﺑﺪﺭﺍﺳﺔ ﺍﻷﻣﺜﻠﺔ ﺃﺩﻧﺎﻩ ﻟﺨﻄﻂ ﺍﻟﻤﺮﺍﻗﺒﺔ ﻭﻗﻢ ﺑﺘﻄﻮﻳﺮ ﺧﻄﺔ ﺍﻟﻤﺮﺍﻗﺒﺔ ﺍﻟﺨﺎﺻﺔ ﺑﻚ ﻟﻬﺬﻩ ﺍﻟﻤﻬﺎﺭﺓ‪.‬‬

‫‪.3‬ﻗﻢ ﺑﺈﻋﺪﺍﺩ ﻗﺎﺉﻤﺔ ﺑﺎﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ ﻟﺮﻳﺎﺿﺘﻚ ﺍﻟﺮﻳﺎﺿﻴﺔ )ﻋﻠﻰ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻟﺬﻱ ﺗﻘﻮﻡ ﺑﺘﺪﺭﻳﺒﻪ(‪ .‬ﺍﺑﺪﺃ ﺑﺎﻟﻤﻬﺎﺭﺍﺕ‬
‫ﺍﻷﻛﺜﺮﺑﺴﺎﻃﺔ‪ ،‬ﺛﻢ ﺍﻧﺘﻘﻞ ﺇﻟﻰ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻷﻛﺜﺮ ﺗﻌﻘﻴﺪﺍً‪ .‬ﻗﻢ ﺑﺈﺩﺭﺍﺝ ﻭﺿﻌﻴﺔ ﺍﻟﺠﺴﻢ ﻭﺍﻹﺟﺮﺍءﺍﺕ ﺍﻷﻛﺜﺮ ﺷﻴﻮﻋﺎً ﺍﻟﻤﻄﻠﻮﺑﺔ‬
‫ﻷﺩﺍءﺗﻠﻚ ﺍﻟﻤﻬﺎﺭﺍﺕ‬

‫‪.4‬ﺍﺧﺘﺮ ﻣﻬﺎﺭﺓ ﻣﻌﻘﺪﺓ ﻣﻦ ﺭﻳﺎﺿﺘﻚ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻭﺧﻄﻂ ﻟﻜﻴﻔﻴﺔ ﺗﺪﺭﻳﺲ ﺍﻟﻤﻬﺎﺭﺓ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻃﺮﻳﻘﺔ ﺍﻟﺠﺰء ﺍﻟﻜﺎﻣﻞ‪.‬‬

‫‪.5‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﻧﻬﺞ ‪ TGFU‬ﺗﻮﻓﻴﺮ ﺍﻷﻟﻌﺎﺏ ﺃﻭ ﺍﻷﻧﺸﻄﺔ ﺍﻟﻤﻨﺎﺳﺒﺔ ﻟﺘﻄﻮﻳﺮ ﺳﺘﺔ‬

‫)‪ (6‬ﺍﻟﻤﻬﺎﺭﺍﺕ ﺃﻭ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﻤﻄﻠﻮﺑﺔ ﻟﺮﻳﺎﺿﺘﻚ ﺍﻟﺮﻳﺎﺿﻴﺔ‪.‬‬

‫‪17‬‬ ‫ﺑﺮﻧﺎﻣﺞﺗﻌﻠﻴﻢ ﺍﻟﻤﺪﺭﺏ ‪ -‬ﺗﺤﻠﻴﻞ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺘﺪﺭﻳﺐ‬

‫ﺟﻌﻞﺍﻟﺤﺮﻛﺔ ﻣﻬﻤﺔ ‪GymSports New Zealand -‬‬
 ‫ﺧﻄﺔﻣﺮﺍﻗﺒﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ‬
‫ﻣﻬﺎﺭﺓﻣﺤﺪﺩﺓ‪:‬‬ ‫ﺭﻳﺎﺿﺔ‪:‬‬

‫ﻣﻼﺣﻈﺔ‬ ‫ﺍﻟﻐﺮﺽﺍﻟﺮﺉﻴﺴﻲ ﻣﻦ‬ ‫ﺫﻭﻣﻌﻨﻰ‬

‫ﺍﻟﻌﻨﺎﺻﺮﺍﻟﺮﺉﻴﺴﻴﺔ‬
‫ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ‬ ‫ﺍﻟﻤﺮﺣﻠﺔﺃﻭ ﺍﻟﻌﻤﻞ‬ ‫ﺍﻟﻤﺮﺣﻠﺔ‪/‬ﺍﻟﻌﻤﻞ‬

‫• ﻋﺮﺽ ﻣﻦ ﺍﻟﺠﺎﻧﺐ )ﻋﻤﻮﺩﻱ‬ ‫‪.1‬ﺗﻢ ﺗﻤﺪﻳﺪ ﺍﻟﺴﺎﻗﻴﻦ‬ ‫• ﻟﻠﺤﺪ ﻣﻦ ﺩﻭﺭﺍﻥ ﺍﻟﺠﺴﻢ ﺇﻟﻰ‬ ‫ﻋﻠﻰﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ ﺍﻟﺮﺣﻠﺔ‬

‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﺬﺭﺍﻋﻴﻦﻣﺴﺒﻘﺎً‬ ‫ﺍﻷﻣﺎﻡ‬ ‫ﺍﻟﻤﺮﺣﻠﺔ)ﻃﻮﻳﻠﺔ‬

‫ﻣﻨﺘﺼﻒ( ﻭ‬ ‫ﻟﻠﻬﺒﻮﻁ‪.‬‬ ‫ﻣﻦﺧﻼﻝ ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﺍﻟﻘﻔﺰ(‬
‫ﻣﻦﺍﻷﻣﺎﻡ‪.‬‬ ‫"ﺍﻹﺑﺤﺎﺭ" ﺃﻭ "ﺍﻟﻮﺻﻞ"‬
‫‪.2‬ﺛﻨﻲ ﺍﻟﺮﻛﺒﺘﻴﻦ ﻋﻨﺪ‬
‫ﺗﻘﻨﻴﺔ‪.‬‬
‫ﺍﻻﺻﻄﺪﺍﻡ‪.‬‬
‫• ﺍﻟﻮﺻﻮﻝ ﺑﺎﻟﺠﺴﻢ ﺇﻟﻰ‬
‫‪.3‬ﺭﺍﻓﻌﺎﺕ ﺍﻟﺠﺴﻢ ﻓﻮﻕ‬
‫ﺍﻟﺤﺎﻟﺔﺍﻷﻣﺜﻞ‬
‫ﺍﻟﻜﺎﺣﻠﻴﻦﻟﻠﻬﺒﻮﻁ‬
‫ﻣﻮﻗﻒﻝ‬
‫ﺇﻟﻰﺍﻷﻣﺎﻡ ﻣﻦ ﺍﻟﻘﺪﻣﻴﻦ‪.‬‬
‫ﻫﺒﻮﻁ‪.‬‬

‫‪18‬‬ ‫ﺑﺮﻧﺎﻣﺞﺗﻌﻠﻴﻢ ﺍﻟﻤﺪﺭﺏ ‪ -‬ﺗﺤﻠﻴﻞ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺘﺪﺭﻳﺐ‬

‫ﺟﻌﻞﺍﻟﺤﺮﻛﺔ ﻣﻬﻤﺔ ‪GymSports New Zealand -‬‬
 ‫ﻧﻤﻮﺫﺝﻟﺨﻄﺔ ﺍﻟﻤﺮﺍﻗﺒﺔ – ﺍﻟﻜﺮﺓ ﺍﻟﻄﺎﺉﺮﺓ‬
‫ﺗﻮﻡﻫﺎﺭﻳﺴﻮﻥ‬ ‫ﺍﻟﻤﺪﺭﺏ‪/‬ﺍﻟﻤﺮﺍﻗﺐ‪:‬‬
‫‪2‬ﻳﻮﻟﻴﻮ ‪2002‬‬ ‫ﺗﺎﺭﻳﺦ‪:‬‬
‫ﻣﻤﺮﺍﻟﺴﺎﻋﺪ‬ ‫ﻣﻬﺎﺭﺓﻣﺤﺪﺩﺓ ﻳﺠﺐ ﻣﺮﺍﻋﺎﺗﻬﺎ‪:‬‬
‫ﺳﺎﻧﺪﺭﺍﺳﻤﻴﺚ‬ ‫ﺭﻳﺎﺿﻲ‪:‬‬

‫ﺗﻌﻠﻴﻘﺎﺕ‬ ‫ﺍﻟﻌﻨﺎﺻﺮﺍﻟﺮﺉﻴﺴﻴﺔ‬ ‫ﺍﻟﻤﺮﺣﻠﺔ‪/‬ﺍﻟﻌﻤﻞ‬

‫ﺗﺤﺘﺎﺝﺍﻟﺮﻛﺒﺘﻴﻦ ﺇﻟﻰ ﺫﻟﻚ‬ ‫‪.1‬ﺍﻟﻘﺪﻣﻴﻦ ﻓﻲ ﻭﺿﻌﻴﺔ ﻭﺍﺳﻌﺔ ﺃﻭ ﻣﺘﻮﺍﺯﻳﺔ‬ ‫ﺗﺤﻀﻴﺮﻱ‬

‫ﺗﻜﻮﻥﻋﺎﺯﻣﺔ ﺃﻛﺜﺮ ﻣﻦ‬
‫‪.2‬ﺍﻟﻘﺪﻣﺎﻥ ﻣﺘﺒﺎﻋﺪﺗﺎﻥ ﺑﻤﻘﺪﺍﺭ ﻋﺮﺽ ﺍﻟﻜﺘﻔﻴﻦ‬ ‫ﻣﺮﺣﻠﺔ‬
‫ﺫﻟﻚﺑﻘﻠﻴﻞ‬
‫‪.3‬ﺛﻨﻲ ﺍﻟﺮﻛﺒﺘﻴﻦ‪ ،‬ﻭﺍﻟﻮﺭﻛﻴﻦ ﻣﻨﺨﻔﻀﻴﻦ‪ ،‬ﻭﺍﻟﻈﻬﺮ ﻣﺴﺘﻘﻴﻢ‬

‫‪.4‬ﻭﺿﻊ ﺍﻟﻴﺪﻳﻦ ﺃﻣﺎﻡ ﺍﻟﺠﺴﻢ‬

‫‪.1‬ﻳﺘﺤﺮﻙ ﺗﺤﺖ ﺍﻟﻜﺮﺓ‬ ‫ﻣﺮﺣﻠﺔﺍﻟﺘﻨﻔﻴﺬ‬

‫ﺑﺤﺎﺟﺔﺇﻟﻰ ﺍﻻﺗﺼﺎﻝ‬ ‫‪.2‬ﺗﻤﺪﻳﺪ ﺍﻟﺬﺭﺍﻋﻴﻦ ﻣﻌﺎً ﻣﻦ ﺍﻟﻜﺘﻒ‬
‫ﺍﻟﻜﺮﺓﻋﻠﻰ‬
‫‪.3‬ﻳﺸﻜﻞ "ﻣﻨﺼﺔ" ﺛﺎﺑﺘﺔ )ﺳﻄﺢ ﻣﺴﺘﻮ(ٍ‬
‫ﺍﻟﺴﺎﻋﺪﻭ‬
‫ﻟﻴﺲﻋﻠﻰ ﺍﻟﻤﻌﺼﻢ‬

‫‪.1‬ﻳﻨﺘﻘﻞ ﺍﻟﻮﺯﻥ ﺇﻟﻰ ﺍﻷﻣﺎﻡ ﻧﺤﻮ ﺍﻟﻬﺪﻑ‬ ‫ﺍﻟﻤﺘﺎﺑﻌﺔ‬

‫‪.2‬ﺗﺒﻘﻰ ﺍﻷﻳﺪﻱ ﺗﺤﺖ ﺍﻟﻜﺘﻔﻴﻦ‬

‫‪.3‬ﺗﻤﺪﻳﺪ ﺍﻟﺴﺎﻗﻴﻦ ﺑﺎﻟﻜﺎﻣﻞ ﺑﻌﺪ ﻣﻼﻣﺴﺔ ﺍﻟﻜﺮﺓ‬

‫‪.4‬ﻳﺘﺤﺮﻙ ﻓﻲ ﺍﺗﺠﺎﻩ ﺍﻟﻜﺮﺓ‬

‫‪19‬‬ ‫ﺑﺮﻧﺎﻣﺞﺗﻌﻠﻴﻢ ﺍﻟﻤﺪﺭﺏ ‪ -‬ﺗﺤﻠﻴﻞ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺘﺪﺭﻳﺐ‬

‫ﺟﻌﻞﺍﻟﺤﺮﻛﺔ ﻣﻬﻤﺔ ‪GymSports New Zealand -‬‬
 ‫ﺗﺤﻠﻴﻞﺍﻟﻤﻬﺎﺭﺍﺕ ‪ -‬ﺃﻣﺜﻠﺔ‬

‫‪20‬‬ ‫ﺑﺮﻧﺎﻣﺞﺗﻌﻠﻴﻢ ﺍﻟﻤﺪﺭﺏ ‪ -‬ﺗﺤﻠﻴﻞ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺘﺪﺭﻳﺐ‬

‫ﺟﻌﻞﺍﻟﺤﺮﻛﺔ ﻣﻬﻤﺔ ‪GymSports New Zealand -‬‬
‫‪21‬‬ ‫ﺑﺮﻧﺎﻣﺞﺗﻌﻠﻴﻢ ﺍﻟﻤﺪﺭﺏ ‪ -‬ﺗﺤﻠﻴﻞ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺘﺪﺭﻳﺐ‬
‫ﺟﻌﻞﺍﻟﺤﺮﻛﺔ ﻣﻬﻤﺔ ‪GymSports New Zealand -‬‬