‫‪Kingdom of Saudi Arabia Ministry of Education‬‬ ‫ا ﻟ ﻤ ﻤ ﻠ ﻜ ﺔ ا ﻟ ﻌ ﺮ ﺑ ﯿ ﺔ ا ﻟ ﺴ ﻌ ﻮ د ﯾ ﺔ و ز ار ة ا ﻟ ﺘ ﻌ ﻠ ﯿ ﻢ ‪.

‬‬
‫‪Hail University-Faculty of Education (Girls Comp‬‬ ‫ﺟ ﺎﻣ ﻌ ﺔ ﺣ ﺎ ﺋ ﻞ ‪ -‬ﻛ ﻠ ﯿ ﺔ ا ﻟ ﺘ ﺮ ﺑ ﯿ ﺔ ) ط ﺎ ﻟ ﺒ ﺎ ت (‬
‫‪Sport Science and Physical activity Dept.‬‬ ‫ﻗ ﺴ ﻢ ﻋ ﻠﻮ م اﻟﺮ ﯾ ﺎ ﺿ ﺔ و اﻟﻨ ﺸ ﺎط اﻟﺒﺪ ﻧﻲ‬
‫!!‬

‫!‬
‫!!‬ ‫!‬

‫مشروع تخرج لنيل شهادة البكالوريوس لعلوم الرياضة والنشاط البدني‬

‫العنوان‪:‬‬

‫اﻟﺬﻛﺎء وﻋﻼﻗﺘﮫ ﺑﺪﻗﺔ ﺑﻌﺾ اﻟﻤﮭﺎرات اﻷﺳﺎﺳﯿﺔ ﺑﺎﻟﻨﺸﺎط اﻟﺒﺪﻧﻲ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻄﺎﻟﺒﺎت ﻋﻠﻮم اﻟﺮﯾﺎﺿﺔ واﻟﻨﺸﺎط‬
‫اﻟﺒﺪﻧﻲ‬

‫إﻋداد اﻟطﺎﻟﺑﺎت ‪:‬‬

‫*!‬
‫اﻟﺮﻗﻢ اﻟﺠﺎﻣ ‪+‬‬ ‫!‬ ‫!‬ ‫اﻻﺳﻢ‪:‬‬
‫‪٢٠١٩٠٤٢٩٥‬‬ ‫و د ا د و ﺳ ﻤ ﻲ اﻟﺸ ﻤ ﺮ ي‬
‫‪٢٠١٩٠٧٧٣٥‬‬ ‫ﻓ ﺎط ﻤ ﺔ ﻋ ﻮ اد ﻋ ﻮ ض اﻟﮭ ﺪ ﺑ ﺎﻧ ﻲ‬
‫‪٢٠١٩٠٤٥٠٣‬‬
‫ﻟﯿ ﺎن ﻣ ﺴ ﻨ ﺪ اﻟﻌ ﺪ ھ ﻲ‬
‫‪٢٠١٩٠١٠٤٣‬‬ ‫اﺑﺘﺴ ﺎم اﻟﺠ ﺰ اع اﻻ ﺳ ﻠﻤ ﻲ‬
‫‪٢٠١٩٠٣٠١٦‬‬ ‫ﻣ ﻨﺎر ﻋ ﯿﺴ ﻰ اﻟﻌ ﻤ ﺮ ان‬
‫‪٢٠١٨٠٨١٧٣‬‬
‫و ﻓ ﺎ ء د ﻋ ﺴ ﺎن ا ﻟ ﻌ ﻨ ﺰ ي‬
‫‪٢٠١٩٠٤٠٨٦‬‬ ‫ﻣ ﯿ ﻼ ف ﻧ ﺎ ﯾﻒ ا ﻟ ﺸ ﻤ ﺮ ي‬
‫‪٢٠١٩٠١٠٠٤‬‬ ‫ﻟﻤ ﯿ ﺎء ﻣ ﻨﺼ ﻮ ر اﻟﺸ ﻤ ﺮ ي‬
‫‪٢٠١٩٠٢٠٨٩‬‬
‫ﻧﻮ ف ﻋ ﻠ ﻲ اﻟﺸ ﻤ ﺮ ي‬
‫أﺳﺘﺎذ ﻣﺴﺎﻋﺪ ﺟﺎﻣﻌﺔ ﺣﺎﺋﻞ !‬ ‫د‪ .‬ﺳﻠ‪ 0‬ﻋ‪2‬ﺪاﻟﻤﻠﻚ !‬ ‫إ)(اف‪! :‬‬

‫اﻟﻌﺎم اﻟﺠﺎﻣ*)‪:‬‬
‫‪2024-2023‬م‬
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2
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‫!‬
‫!‬
‫!‬

‫اﻹھﺪاء‬
‫إﻟﻰ ﻛﻞ ﻣﻦ أﺿﺎء ﺑﻌﻤﻠﮫ ﻋﻘﻞ ﻏﯿﺮه ‪ ،‬وأھﺪى ﺑﺎﻟﺠﻮاب اﻟﺼﺤﯿﺢ ﻋﻘﻞ ﺳﺎﺋﻠﯿﮫ ‪،‬‬
‫ﻓﺄظﮭﺮ ﺑﺴﻤﺎﺣﺘﮫ ﻋﻘﻞ اﻟﻌﻠﻤﺎء ‪ ،‬وﺑﺮﺣﺎﺑﺘﮫ ﺳﻤﺎﺣﺔ اﻟﻌﺎرﻓﯿﻦ ‪.‬‬

‫ﻧﮭﺪي ھﺬا اﻟﻌﻤﻞ اﻟﻤﺘﻮاﺿﻊ إﻟﻰ أوﻟﯿﺎء أﻣﻮرﻧﺎ اﻟﺬﯾﻦ ﻟﻢ ﯾﺒﺨﻠﻮا ﻋﻠﯿﻨﺎ ﺑﺸﻲء‬

‫إﻟﻰ ﻣﻦ ﻋﻠﻤﻨﺎ ﺳﺮ اﻟﻨﺠﺎح واﻟﺼﺒﺮ وﻣﻮاﺟﮭﺔ اﻟﺼﻌﺎب‬

‫إﻟﻰ ﻣﻦ ﻛﺎن ﺳﻨﺪ ﻟﻨﺎ وﺑﻔﻀﻠﮭﻢ ﺑﻌﺪ ﷲ ﻧﻘﻒ ﻓﻲ ھﺬا اﻟﻤﻮﻗﻒ‬

‫إﻟﻰ ﻛﻞ ﻗﻠﺐ ﯾﻨﺒﺾ ﺑﺈﺧﻼص ﻟﯿﻨﯿﺮ ﻟﻸﺧﻮة اﻟﺮﯾﺎﺿﯿﯿﻦ اﻟﻄﺮﯾﻖ ‪.‬‬

‫إﻟﻰ ﺟﻤﯿﻊ أﺻﺪﻗﺎﺋﻨﺎ اﻟﺬﯾﻦ وﻗﻔﻮا ﻣﻌﻨﺎ وﺳﺎﻧﺪوﻧﺎ ﺑﻜﻞ ﻣﺎ ﯾﻤﻠﻜﻮﻧﮫ ﻧﻘﺪم ﻟﻜﻢ ھﺬا اﻟﺒﺤﺚ‬
‫وﻧﺘﻤﻨﻰ أن ﯾﺤﻮز ﻋﻠﻰ رﺿﺎﻛﻢ‪.‬‬

‫‪3‬‬
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 ‫اﻟﻤﻠﺨﺺ‪:‬‬
‫ﯾ ﮭ ﺪ ف ا ﻟ ﺒ ﺤ ﺚ إ ﻟ ﻰ ﻣ ﻌ ﺮ ﻓ ﺔ ﺗ ﺄ ﺛ ﯿﺮ ا ﻟ ﺘ ﻤ ﺮ ﯾ ﻨ ﺎ ت ا ﻟ ﺨ ﺎ ﺻ ﺔ ا ﻟ ﺘ ﻲ و ﺿ ﻌ ﮭ ﺎ ا ﻟ ﺒ ﺎ ﺣ ﺜ ﻮ ن و ﻓ ﺎﻋ ﻠﯿﺘﮭ ﺎ ﻋ ﻠ ﻰ ﺗﻄ ﻮ ﯾﺮ ا ﻟ ﺬ ﻛ ﺎ ء‬
‫اﻟﻤ ﯿ ﺪ اﻧ ﻲ ﻟ ﺪ ى ﻻ ﻋ ﺒ ﻲ ﻛ ﺮ ة اﻟﻘ ﺪ م ﻟﻠﻤ ﺘﻘ ﺪ ﻣ ﯿﻦ ا ذ اﺳ ﺘﺨ ﺪ م اﻟﻤ ﻨﮭ ﺞ اﻟﺘﺠ ﺮ ﯾﺒ ﻲ ذ ا ﺗ ﺼ ﻤ ﯿ ﻢ اﻟﻤ ﺠ ﻤ ﻮ ﻋ ﺘﯿﻦ اﻟﻤ ﺘﻜ ﺎﻓ ﺌﺘﯿﻦ‬
‫ا ﻟ ﺘ ﺠ ﺮ ﯾ ﺒ ﯿ ﺔ و ا ﻟ ﻀ ﺎ ﺑﻄ ﺔ ا ﺳ ﺎ ﺳ ﺎ ﻟ ﺘ ﻨ ﻔ ﯿ ﺬ ا ﻟ ﺒ ﺤ ﺚ ؛ و ذ ﻟ ﻚ ﻟ ﻤ ﻼ ﺋ ﻤ ﺘ ﮫ و ط ﺒ ﯿ ﻌ ﺔ ا ﻟ ﻤ ﺸ ﻜ ﻠ ﺔ ا ﻟ ﻤ ﺮ ا د ﺑ ﺤ ﺜ ﮭ ﺎ ﺗ ﻜ ﻮ ن ﻣ ﺠ ﺘ ﻤ ﻊ‬
‫اﻟﺒﺤ ﺚ ﻣ ﻦ ﻻ ﻋ ﺒ ﻲ ا ﻧ ﺪ ﯾ ﺔ ﻣ ﺤ ﺎﻓﻈ ﺔ د ﯾ ﺎﻟ ﻰ اﻟﻤ ﺸ ﺎر ﻛ ﺔ ﻓ ﻲ د و ر ي اﻟﺪ ر ﺟ ﺔ اﻷ و ﻟ ﻰ ﺑ ﻜ ﺮ ة اﻟﻘ ﺪ م ‪ ,‬ﻟﻠﻤ ﻮ ﺳ ﻢ اﻟﺮ ﯾ ﺎﺿ ﻲ‬
‫‪2013-2012‬واﻟﺒﺎﻟﻎ ﻋﺪدھﺎ )‪ (8‬ﻓﺮق ﺑﺤﯿﺚ ﺗﻢ اﺧﺘﯿﺎر اﻟﻌﯿﻨﺔ ﺑﺼﻮرة ﻋﻤﺪﯾﺔ وھﻢ‪ ,‬ﻻﻋﺒﻮا ﻧﺎدي‬
‫)اﻟﺨﺎﻟﺺ( واﻟﺒﺎﻟﻎ ﻋﺪدھﻢ )‪ (26‬ﻻﻋﺒﺎ ً وﺗﻢ اﺳﺘﺒﻌﺎد )‪ (8‬ﻻﻋﺒﯿﻦ )‪ (7‬ﻻﻋﺒﯿﻦ وﺣﺎرس ﻣﺮﻣﻰ ﻛﻮﻧﮭﻢ ﻟﻢ‬
‫ﯾﺸﺎرﻛﻮا ﻓﻲ اﻻﺧﺘﺒﺎرات ﻟﯿﻜﻮن اﻟﻌﺪد )‪ (18‬ﻻﻋﺒﺎ ً وﺗﻢ ﺗﻘﺴﯿﻤﮭﻢ اﻟﻰ ﻣﺠﻤﻮﻋﺘﯿﻦ ﺿﺎﺑﻄﺔ وﺗﺠﺮﯾﺒﯿﺔ ﻋﻦ‬
‫ط ﺮ ﯾ ﻖ ا ﻟ ﻘ ﺮ ﻋ ﺔ و ﺑ ﺎ ﻟ ﻄ ﺮ ﯾ ﻘ ﺔ ا ﻟ ﻌ ﺸ ﻮ ا ﺋ ﯿ ﺔ ﺑ ﺤ ﯿ ﺚ ﺗ ﺘ ﻜ ﻮ ن ا ﻟ ﻤ ﺠ ﻤ ﻮ ﻋ ﺔ ا ﻟ ﻀ ﺎ ﺑ ﻄ ﺔ ﻣ ﻦ ) ‪ (9‬ﻻ ﻋ ﺒ ﯿ ﻦ و ا ﻟ ﻤ ﺠ ﻤ ﻮ ﻋ ﺔ‬
‫اﻟﺘﺠﺮﯾﺒﯿﺔ ﻣﻦ )‪ (9‬ﻻﻋﺒﯿﻦ ﻣﺠﺘﻤﻊ وﻋﯿﻨﺔ اﻟﺒﺤﺚ‬
‫ﺗ ﻜ ﻮ ن ﻣ ﺠ ﺘﻤ ﻊ اﻟﺒﺤ ﺚ ﻣ ﻦ ا ﻧ ﺪ ﯾ ﺔ ﻣ ﺤ ﺎﻓﻈ ﺔ د ﯾ ﺎﻟ ﻰ اﻟﻤ ﺸ ﺎر ﻛ ﺔ ﻓ ﻲ د و ر ي اﻟﺪ ر ﺟ ﺔ اﻷ و ﻟ ﻰ ﺑ ﻜ ﺮ ة اﻟﻘ ﺪ م ‪ ،‬ﻟﻠﻤ ﻮ ﺳ ﻢ‬
‫اﻟﺮﯾﺎﺿﻲ ) ‪ (2013) 2012‬واﻟﺒﺎﻟﻎ ﻋﺪدھﺎ )‪ (8‬ﻓﺮق ﺗﻜﻮﻧﺖ ﻣﻦ )‪ (204‬ﻻﻋﺐ اذ ﺗﺸﻜﻞ ﻧﺴﺒﺔ ﻋﯿﻨﺔ‬
‫اﻟﺒﺤﺚ )‪ (%12 (5‬ﻣﻦ ﻣﺠﺘﻤﻊ اﻟﺒﺤﺚ اﻻﺻﻠﻲ ﺑﺤﯿﺚ ﺗﻢ اﺧﺘﯿﺎر اﻟﻌﯿﻨﺔ ﺑﺼﻮرة ﻋﻤﺪﯾﺔ وھﻢ ﻻﻋﺒﻮا ﻧﺎدي‬
‫) اﻟﺨﺎﻟﺺ ( واﻟﺒﺎﻟﻎ ﻋﺪدھﻢ )‪ (26‬ﻻﻋﺒﺎ ً وﺗﻢ اﺳﺘﺒﻌﺎد )‪ (8‬ﻻﻋﺒﯿﻦ؛ )‪ (7‬ﻻﻋﺒﯿﻦ وﺣﺎرس ﻣﺮﻣﻰ ﻛﻮﻧﮭﻢ ﻟﻢ‬
‫ﯾﺸﺎرﻛﻮا ﻓﻲ اﻻﺧﺘﺒﺎرات ﻟﯿﻜﻮن اﻟﻌﺪد )‪ (18‬ﻻﻋﺒﺎ ً‬

‫و ﺗ ﻢ ﺗ ﻘ ﺴ ﯿ ﻤ ﮭ ﻢ ا ﻟ ﻰ ﻣ ﺠ ﻤ ﻮ ﻋ ﺘ ﯿ ﻦ ﺿ ﺎ ﺑﻄ ﺔ و ﺗ ﺠ ﺮ ﯾ ﺒ ﯿ ﺔ و ﺑ ﺎ ﻟ ﻄ ﺮ ﯾ ﻘ ﺔ ا ﻟ ﻌ ﺸ ﻮ ا ﺋ ﯿ ﺔ ﺑ ﺤ ﯿ ﺚ ﺗ ﺘ ﻜ ﻮ ن ا ﻟ ﻤ ﺠ ﻤ ﻮ ﻋ ﺔ ا ﻟ ﻀ ﺎ ﺑ ﻄ ﺔ‬
‫ﻣﻦ )‪ (9‬ﻻﻋﺒﯿﻦ و اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﯾﺒﯿﺔ ﻣﻦ )‪ (9‬ﻻﻋﺒﯿﻦ وذﻟﻚ ﺑﻌﺪ اﺟﺮاء اﻻﺧﺘﺒﺎرات اﻟﻘﺒﻠﯿﺔ ؛ ﻣﺮاﻋﯿﺎ‬
‫ﺑ ﺬ ﻟ ﻚ ﺗ ﺠ ﺎ ﻧ ﺲ و ﺗ ﻜ ﺎﻓ ﺆ ا ﻟ ﻤ ﺠ ﻤ ﻮ ﻋ ﺘ ﯿ ﻦ ‪.‬‬
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‫" ) ‪!!d < E a L ^ . 9 ) " ! V L 9 @ +‬‬

‫")‪!V#Lh.M#", !gEEA`#, !<EM%A)"!<EX,^)"!NM%A)"!&Lfe‬‬ ‫"‬

‫‪Abstract:‬‬
‫‪The research aims to know the effect of the special exercises developed by the‬‬
‫‪researchers and their effectiveness on developing field intelligence among‬‬
‫‪advanced football players, as the experimental method with the design of two‬‬
‫‪equal experimental and control groups was used as a basis for carrying out the‬‬
‫‪research. Due to its suitability and the nature of the problem to be researched,‬‬
‫‪the research population consists of players from Diyala Governorate clubs‬‬
‫‪participating in the first division football league, for the 2012-2013 sports‬‬
‫‪season, numbering (8) teams, so that the sample was chosen intentionally, and‬‬
‫)‪they are (Al-Khalis) club players, numbering (26). Players, (8) players (7‬‬
‫‪players and a goalkeeper were excluded because they did not participate in‬‬
‫‪the tests, making the number (18) players, and they were divided into two‬‬
‫‪control and experimental groups by drawing lots and randomly, so that the‬‬
‫‪control group consisted of (9) players and the experimental group consisted of‬‬
‫‪(9). ) Community players and research sample‬‬

‫‪6‬‬
The research community consisted of the clubs of Diyala Governorate
participating in the first division football league, for the sports season (2012
(2013), which numbered (8) teams consisting of (204) players, as the
percentage of the research sample constituted (5) 12%) of the original
research community, so that The sample was deliberately selected, including
(26) players from Al-Khalis Club, and (8) players were excluded. (7) players
and a goalkeeper, since they did not participate in the tests, making the
number (18) players

They were divided into two groups, control and experimental, in a random
manner, so that the control group consisted of (9) players and the
experimental group consisted of (9) players, after conducting the pre-tests.
.Taking into account the homogeneity and equality of the two groups

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Keywords:.!
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‫!!‬
 ‫‪ ١ – ١‬اﻟﻤﻘﺪﻣﺔ‬
‫ﺗﻌﻜﻒ اﻟﺘﻲ ﻣﺸﻜﻼﺗﮭﺎ واﻻﺟﺘﻤﺎﻋﯿﺔ اﻟﻨﻔﺴﯿﺔ اﻟﻌﻠﻮم ﻣﻨﮫ ﺗﺴﺘﻤﺪ اﻟﺬي اﻟﺮﺋﯿﺲ اﻟﻤﺼﺪر اﻟﯿﻮﻣﯿﺔ اﻟﺤﯿﺎة ﺗﻌﺪ‬
‫اﻟﻌﻠﻮم أﺷﻌﺔ اﻟﻈﺎھﺮة ھﺬه ﻋﻠﻰ ﺗﻠﻘﻰ أن ﺗﺴﺘﻄﯿﻊ ﺣﺘﻰ اﻟﻌﻠﻤﻲ اﻟﺒﺤﺚ طﺮاﺋﻖ ﻣﻦ ﻣﺎ ﺑﻄﺮﯾﻘﺔ دراﺳﺘﮭﺎ ﻋﻠﻰ‬
‫ﻣﻤﻜﻨﺎ ً اﻟﺘﻨﺒﺆ ﺗﺠﻌﻞ ﺑﻞ ‪,‬ﻓﺤﺴﺐ اﻟﻔﮭﻢ ﺗﯿﺴﺮ ﻻ اﻟﺘﻲ اﻟﻤﻀﯿﺌﺔ‪.‬‬

‫وﯾﺘﺼﻮر وﯾﺪرك ‪,‬اﻟﺒﯿﺌﺔ ﻣﻊ وﺗﻔﺎﻋﻠﮫ ﺗﻌﺎﻣﻠﮫ ﻏﻀﻮن ﻓﻲ اﻷﻧﺸﻄﺔ ﻣﻦ ﺑﺎﻟﻌﺪﯾﺪ ﯾﻘﻮم ﺣﻲ ﻛﺎﺋﻦ ھﻮ واﻹﻧﺴﺎن‬
‫‪,‬أﺣﯿﺎﻧﺎ ً اﻟﺴﻠﻮك أو اﻟﻠﻌﺐ أو اﻟﺤﺮﻛﺔ أو ﺑﺎﻟﻠﻐﺔ وأﻓﻜﺎره ﻣﺸﺎﻋﺮه ﻋﻦ وﯾﻌﺒﺮ وﯾﻨﻔﻌﻞ وﯾﻠﻌﺐ وﯾﻔﻜﺮ وﯾﺘﺬﻛﺮ‬
‫ﻣﻊ ﺗﻔﺎﻋﻠﮫ أﺛﻨﺎء ﻓﻲ اﻹﻧﺴﺎن ﺑﮭﺎ ﯾﻘﻮم اﻟﺘﻲ اﻟﻤﺨﺘﻠﻔﺔ واﻟﺤﺴﯿﺔ واﻟﺤﺮﻛﯿﺔ واﻻﻧﻔﻌﺎﻟﯿﺔ اﻟﻌﻘﻠﯿﺔ اﻷﻧﺸﻄﺔ وھﺬه‬
‫‪.‬اﻟﺒﺤﺚ ﺣﻮﻟﮭﺎ ﯾﺪور اﻟﺘﻲ اﻟﻤﻮﺿﻮﻋﺎت ھﻲ ﻓﯿﮭﺎ وﯾﺆﺛﺮ ﺑﮭﺎ ﯾﺘﺄﺛﺮ اﻟﺘﻲ اﻟﺒﯿﺌﺔ‬
‫ﻓﺮدا ً ﻓﻨﻨﻌﺖ ‪,‬ذاك او اﻟﺸﺨﺺ ھﺬا ﻋﻦ ﺣﻘﯿﻘﯿﺔ ﺻﻮرة ﻧﻜﻮن ان ﻧﺤﺎول ﺑﺎﻵﺧﺮ اﻟﻮاﺣﺪ اﺣﺘﻜﺎﻛﻨﺎ ﻓﻲ ﻓﻨﺤﻦ‬
‫إن ﻧﺴﺘﻄﯿﻊ ﻻ ﻓﻨﺤﻦ ‪,‬اﻟﯿﻮﻣﯿﺔ ﺣﯿﺎﺗﻨﺎ ﻓﻲ ﻣﺄﻟﻮف اﻟﺘﻘﺴﯿﻢ وھﺬا ﻏﺒﻲ ﺑﺄﻧﮫ آﺧﺮ وﻧﻨﻌﺖ ذﻛﻲ ﺑﺄﻧﮫ اﻟﻨﺎس ﻣﻦ‬
‫وھﺬا أداﺋﮭﺎ ﻓﻲ ﯾﺨﺘﻠﻔﻮن واﻧﻤﺎ واﻟﺪﻗﺔ اﻟﻔﺎﻋﻠﯿﺔ ﺑﻨﻔﺲ واﻷداء اﻟﻠﻌﺐ ﯾﺆدون اﻷﻓﺮاد ﺟﻤﯿﻊ إن ﻧﻘﻮل‬
‫رﯾﺎﺿﯿﺔ ﻟﻌﺒﺔ ﺑﯿﻦ ﯾﺨﺘﻠﻒ واﻟﺬي اﻟﻠﻌﺐ واﻟﺬﻛﺎء اﻟﻌﻘﻠﯿﺔ اﻟﻘﺪرات أھﻤﮭﺎ أﺳﺒﺎﺑﮫ ﻟﮫ اﻷداء ﻓﻲ اﻻﺧﺘﻼف‬
‫‪ .‬ﻣﮭﺎرة ﺑﻜﻞ اﻷداء وﻣﺴﺘﻮى اﻟﻨﻮع ﻓﻲ اﻟﻔﺎرق ﯾﻈﮭﺮ ﺑﻞ ‪,‬وأﺧﺮى‬
‫ﻟﻤﮭﻨﺔ اﻻ ﺟﻤﯿﻌﺎ ً ﺗﺼﻠﺢ ﻻ وﻋﻨﺪﻣﺎ ‪،‬أﻓﺮادھﺎ وظﺎﺋﻒ وﺗﺤﺪد ‪،‬ﻣﻌﻨﻰ ﻟﻠﺤﯿﺎة ﺗﻌﻄﻲ اﻟﺘﻲ ھﻲ اﻟﻔﺮوق ھﺬه‬
‫ﻻ ﻷﻧﮫ ﻧﻔﺴﮫ اﻟﺬﻛﺎء ﻣﻔﮭﻮم ﯾﺨﺘﻔﻲ واﺣﺪة ذﻛﺎء ﺑﻨﺴﺒﺔ ﻧﻮﻟﺪ وﻋﻨﺪﻣﺎ ‪ .‬واﻟﺘﻜﻨﻮﻟﻮﺟﯿﺎ اﻟﻨﮭﻀﺔ ﺗﻨﮭﺎر ‪,‬واﺣﺪة‬
‫ﻟﺮﯾﺎﺿﺔ ﯾﺼﻠﺢ ﻣﻦ وﻛﺬﻟﻚ ‪,‬ﻧﺸﺎطﮫ وﻣﯿﺪان ‪,‬اﻧﺘﺎﺟﮫ أﻓﺎق ﻟﮫ وﺗﺤﺪد آﺧﺮ ﻋﻦ ﻓﺮدا ً ﺗﻤﯿﺰ ﺻﻔﺔ ﺑﻌﺪ ﺗﻮﺟﺪ‬
‫أﺧﺮى رﯾﺎﺿﺎت ﻓﻲ ﯾﻔﺸﻞ أن ﯾﺘﺤﺘﻢ ﻻ ﻣﻌﯿﻨﺔ رﯾﺎﺿﯿﺔ ﻟﻌﺒﺔ ﻓﻲ ﯾﻔﺸﻞ وﻣﻦ ﻟﻐﯿﺮھﺎ ﯾﺼﻠﺢ ﻻ ﻗﺪ ﻣﻌﯿﻨﺔ‬
‫دورا ً ھﻨﺎك أن ﯾﺘﻀﺢ ھﻨﺎ وﻣﻦ ‪,‬اﻟﺮﯾﺎﺿﻲ اﻹﺧﺘﯿﺎر ﻋﻤﻠﯿﺔ ﻓﻲ اﻻﻋﺘﺒﺎر ﺑﻌﯿﻦ ﺗﺆﺧﺬ أن ﯾﺠﺐ ﺣﻘﯿﻘﺔ وھﺬه‬
‫ﻓﻲ اﻟﻤﺨﺘﻠﻔﺔ اﻟﺼﻌﻮﺑﺎت وﺗﺠﺎوز اﻟﻤﻠﻌﺐ ﻓﻲ اﻟﺘﺼﺮف ﻛﯿﻔﯿﺔ ﻓﻲ اﻟﺮﯾﺎﺿﻲ اﻟﻼﻋﺐ وذﻛﺎء اﻟﻌﺎم ﻟﻠﺬﻛﺎء‬
‫‪ .‬اﻟﺮﯾﺎﺿﯿﺔ اﻟﻤﺒﺎرﯾﺎت ﻓﻲ اﻟﻠﻌﺐ ﻣﻮاﻗﻒ ﻟﻜﻞ اﻟﻤﻼﺋﻤﺔ اﻟﺨﻄﻂ وﺗﻨﻔﯿﺬ اﻟﻠﻌﺐ ادوار‬

‫‪ ٢ – ١‬ﻣﺸﻜﻠﺔ اﻟﺒﺤﺚ‬
‫ﺗﺤﺪﯾﺪ ﻓﻲ ﻛﺜﯿﺮا اﻟﻤﺪرﺑﯿﻦ ﺗﺴﺎﻋﺪ اﻟﺨﻄﻄﻲ ﺗﻔﻜﯿﺮھﻢ وﻣﺴﺘﻮﯾﺎت اﻟﻘﺪم ﻛﺮة ﻻﻋﺒﻲ ﻗﺪرات ﻣﻌﺮﻓﺔ ان‬
‫وﺑﻤﺎ ‪ ،‬اﻟﻘﺪرات ﻟﮭﺬه وإﺗﻘﺎﻧﮭﻢ اﻣﺘﻼﻛﮭﻢ درﺟﺔ ﻓﻲ ﺗﻔﺎوﺗﮭﻢ وﻛﺬﻟﻚ ‪ ،‬ﻟﻼﻋﺒﯿﮭﻢ اﻟﺨﻄﻄﻲ اﻟﺘﺼﺮف ﻣﺴﺘﻮى‬
‫ﻓﺎن ﻟﺬﻟﻚ ‪ ،‬اﻟﺬﻛﺎء درﺟﺔ ﻓﻲ ﯾﺨﺘﻠﻔﻮن اﻟﻼﻋﺒﯿﻦ ﻓﺎن ﻟﺬﻟﻚ اﻟﻌﻘﻠﯿﺔ اﻟﻘﺪرات ﻣﻦ ﺟﺰءا ﯾﻌﺪ اﻟﺬﻛﺎء ان‬
‫وﺟﻤﻊ ﻟﻠﻌﯿﻨﺔ اﻟﻤﺘﺎﺑﻌﺔ ﺿﻮء وﻓﻲ ‪ ،‬واﻟﺪراﺳﺔ ﺑﺎﻻھﺘﻤﺎم ﺟﺪﯾﺮ اﻟﻤﯿﺪاﻧﻲ اﻟﺬﻛﺎء ﻣﺴﺘﻮى ﻋﻠﻰ اﻟﺘﻌﺮف‬
‫ﺗﺄﺛﯿﺮ ﺗﻨﺎوﻟﺖ اﻟﺘﻲ اﻟﺪراﺳﺎت ﻗﻠﺔ ﻻﺣﻈﻮا اﻟﺴﺎﺑﻘﺔ ﻟﻠﺪراﺳﺎت اﻟﺒﺎﺣﺜﯿﻦ ﻣﺘﺎﺑﻌﺔ ﺧﻼل وﻣﻦ اﻟﻤﻌﻠﻮﻣﺎت‬
‫أﻧﺪﯾﺔ ﻻﻋﺒﻲ ان ﻻﺣﻈﻮا وﻛﺬﻟﻚ ﻟﻠﻤﺘﻘﺪﻣﯿﻦ اﻟﻘﺪم ﻛﺮة ﻟﻼﻋﺒﻲ اﻟﻤﯿﺪاﻧﻲ اﻟﺬﻛﺎء ﻟﺘﻄﻮﯾﺮ ﺧﺎﺻﺔ ﺗﻤﺮﯾﻨﺎت‬
‫اﺣﺪھﺎ ﻋﺪة أﺳﺒﺎب إﻟﻰ ذﻟﻚ اﻟﺒﺎﺣﺜﻮن وﯾﻌﺰو اﻷداء ﻓﻲ ﻋﺎل ﻣﺴﺘﻮى ﯾﺤﻘﻘﻮا ﻟﻢ اﻟﻘﺪم ﺑﻜﺮة اﻷوﻟﻰ اﻟﺪرﺟﺔ‬
‫ھﺬه دراﺳﺔ اﻟﺒﺎﺣﺜﻮن ارﺗﺄى ﻟﺬا اﻟﺘﺪرﯾﺒﯿﺔ اﻟﻮﺣﺪة إﺛﻨﺎء اﻟﻤﯿﺪاﻧﻲ اﻟﺬﻛﺎء ﻟﺘﻄﻮﯾﺮ ﺗﻤﺮﯾﻨﺎت اﺳﺘﺨﺪام ﻗﻠﺔ ھﻮ‬
‫ﺗﻄﻮﯾﺮ ﻓﻲ ﺗﺴﮭﻢ ﻛﻲ اﻟﺘﺪرﯾﺒﯿﺔ اﻟﻮﺣﺪات إﺛﻨﺎء وﺗﻄﺒﯿﻘﮭﺎ ﺧﺎﺻﺔ ﺗﻤﺮﯾﻨﺎت اﻋﺪاد ﺧﻼل ﻣﻦ اﻟﻤﺸﻜﻠﺔ‬
‫‪.‬اﻟﻘﺪم ﻛﺮة ﻟﻌﺒﺔ ﻓﻲ اﻟﻤﺘﻘﺪﻣﯿﻦ ﻟﻼﻋﺒﯿﻦ اﻟﺴﻠﯿﻤﺔ اﻟﺨﻄﻄﯿﺔ اﻟﺘﺤﺮﻛﺎت‬

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 ‫‪ ٣ – ١‬أھﻤﯿﺔ اﻟﺒﺤﺚ‬

‫إﺛﻨﺎء اﻟﻼﻋﺒﯿﻦ ﻗﺪرة ﺗﻄﻮر ﻓﻲ ﺗﺴﺎﻋﺪ وﻣﺘﻨﻮﻋﺔ ﺧﺎﺻﺔ ﺗﻤﺮﯾﻨﺎت اﻋﺪاد ﺧﻼل ﻣﻦ اﻟﺒﺤﺚ أھﻤﯿﺔ ﺟﺎءت‬
‫ﻷداء ﻣﻘﺎرﺑﺔ ﺗﻤﺮﯾﻨﺎت أﺳﺎس ﻋﻠﻰ ﺗﻘﻮم اﻟﺘﻲ ﺧﺎﺻﺔ ﺗﻤﺮﯾﻨﺎت اﺳﺘﺨﺪام ھﻮ اﻟﺘﻤﺮﯾﻨﺎت ھﺬه وﻣﻦ اﻟﻠﻌﺐ‬
‫ﺧﻄﻄﯿﺔ ﻣﻮاﻗﻒ وﺗﺤﻮي اﻟﻼﻋﺒﯿﻦ ﻣﻦ ﻋﺪد ﺑﮭﺎ ﯾﺸﺘﺮك ﺗﻤﺮﯾﻨﺎت ﺧﻼل ﻣﻦ وﺗﻜﻮن اﻟﻤﺒﺎراة إﺛﻨﺎء اﻟﻼﻋﺐ‬
‫اﻟﺬﻛﺎء ﻟﺘﻄﻮﯾﺮ ﻣﺤﺎوﻟﺔ ﻓﻲ اﻟﺨﺎﺻﺔ اﻟﺘﻤﺮﯾﻨﺎت ھﺬه اﺳﺘﺨﺪام وﺟﺎء اﻟﺘﺪرﯾﺒﯿﺔ اﻟﻮﺣﺪة إﺛﻨﺎء ﺗﻨﻔﯿﺬھﺎ وﯾﺘﻢ‬
‫‪.‬اﻟﻤﺴﺘﻮﯾﺎت أﺣﺴﻦ إﻟﻰ ﻟﻠﻮﺻﻮل وذﻟﻚ اﻟﻤﯿﺪاﻧﻲ‬

‫‪ ٤ – ١‬أھﺪاف اﻟﺒﺤﺚ‬
‫ﯾﮭﺪف اﻟﺒﺤﺚ إﻟﻰ‪:‬‬
‫اﻋﺪاد ﺗﻤﺮﯾﻨﺎت ﺧﺎﺻﺔ ﻟﺘﻄﻮﯾﺮ اﻟﺬﻛﺎء اﻟﻤﯿﺪاﻧﻲ ﻟﻼﻋﺒﻲ ﻛﺮة اﻟﻘﺪم ﻟﻠﻤﺘﻘﺪﻣﯿﻦ‬ ‫‪-１‬‬
‫ﺗﻌﺮف ﺗﺄﺛﯿﺮ اﻟﺘﻤﺮﯾﻨﺎت اﻟﺨﺎﺻﺔ ﻓﻲ ﺗﻄﻮﯾﺮ اﻟﺬﻛﺎء اﻟﻤﯿﺪاﻧﻲ ﻟﻼﻋﺒﻲ ﻧﺎدي اﻟﺨﺎﻟﺺ‬ ‫‪-２‬‬
‫اﻟﺮﯾﺎﺿﻲ ﻓﻲ ﻣﺤﺎﻓﻈﺔ دﯾﺎﻟﻲ ‪.‬‬

‫‪ ٥ – ١‬أﺳﺌﻠﺔ اﻟﺒﺤﺚ ‪:‬‬

‫ﻻﺣﻆ اﻟﺒﺎﺣﺚ اﺧﺘﻼف اﻟﻤﺴﺘﻮﯾﺎت اﻟﺬﻛﺎء ﻟﺪى طﺎﻟﺒﺎت ﻋﻠﻮم اﻟﺮﯾﺎﺿﺔ واﻟﻨﺸﺎط اﻟﺒﺪﻧﻲ وﻣﻤﺎ ﻻﺣﻈﮫ اﻟﺒﺎﺣﺚ‬
‫أﯾﻀﺎ أن اﺧﺘﻼف اﻟﺬﻛﺎء ﻟﻢ ﯾﻜﻦ ﻣﺮﺗﺒﻂ ﺑﺎﻟﻤﻨﮭﺞ اﻟﺘﺪرﯾﺒﻲ ﺣﯿﺚ أن اﻟﻤﻨﮭﺞ ﻛﺎن ﻣﻌﺪ ﻣﻦ ﻗﺒﻞ اﻟﻤﻌﻨﯿﯿﻦ‬
‫ﺑﺎﻟﻌﻤﻠﯿﺔ اﻟﺘﺪرﯾﺒﯿﺔ ﺑﺸﻜﻞ ﻋﺎدل وﻣﺘﺴﺎوي ﻟﺠﻤﯿﻊ أﻋﻀﺎء اﻟﻌﯿﻨﺔ‪ ،‬وھﺬا ﻣﺎ دﻓﻊ اﻟﺒﺎﺣﺚ إﻟﻰ اﻻﻋﺘﻘﺎد أن اﻟﺴﺒﺐ‬
‫ﻗﺪ ﯾﻌﻮد إﻟﻰ أﻣﺮ ﺧﺎرج ﻋﻦ ﻧﻄﺎق اﻟﻤﻨﮭﺞ اﻟﺘﺪرﯾﺒﻲ إﻻ وھﻮ اﺧﺘﻼف ﻣﺴﺘﻮى اﻟﺬﻛﺎء اﻟﻤﯿﺪاﻧﻲ ﺑﯿﻦ أﻋﻀﺎء‬
‫اﻟﻌﯿﻨﺔ ‪.‬‬
‫وﻋﻠﻰ ھﺬا ﺗﻤﺖ ﺻﯿﺎﻏﺔ ﻣﺸﻜﻠﺔ اﻟﺒﺤﺚ ﻓﻲ اﻟﺴﺆال اﻟﺮﺋﯿﺴﻲ وھﻮ ‪ :‬ﻣﺪى ﺗﺄﺛﯿﺮ اﻟﺬﻛﺎء وﻋﻼﻗﺘﮫ ﺑﺒﻌﺾ‬
‫اﻟﻤﮭﺎرات اﻷﺳﺎﺳﯿﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻄﺎﻟﺒﺎت ﻋﻠﻮم اﻟﺮﯾﺎﺿﺔ واﻟﻨﺸﺎط اﻟﺒﺪﻧﻲ ‪.‬‬

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‫أوﻻ‪ :‬اﻹﻃﺎر اﻟﻨﻈﺮي‪.‬‬
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‫ﺛﺎﻧ‪6‬ﺎ‪ :‬اﻟﺪراﺳﺎت اﻟﺴﺎ‪M‬ﻘﺔ‪.‬‬

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‫اﻟﻔﺼﻞ اﻟﺜﺎ ‪! .0‬‬
‫اﻹﻃﺎر اﻟﻨﻈﺮي واﻟﺪراﺳﺎت اﻟﺴﺎ=ﻘﺔ‬

‫ً‬
‫أوﻻ‪ :‬اﻹﻃﺎر اﻟﻨﻈﺮي‬
‫‪ -١‬ﻣﻔﮭﻮم اﻟﺬﻛﺎء‬

‫ﯾﻌ ﻨﻲ اﻟﺬ ﻛ ﺎء ﻟﻐ ﺔ ‪ ،‬اﻟﻔﻄ ﻨﺔ و ﺳ ﺮ ﻋ ﺔ اﻟﻔﮭ ﻢ ‪ ،‬و اﻟﻔﻌ ﻞ ﻣ ﻨﮫ ذ ﻛ ﻲ و ﯾ ﺬ ﻛ ﻮ ن و ﯾﻘ ﺎ ل ذ ﻛ ﺎ ﻗ ﻠ ﺒ ﮫ ‪ ،‬و أ ﺻ ﻠ ﮫ اﻟﺘﻮ ﻗ ﺪ و‬

‫اﻻ ﻟﺘﮭ ﺎ ب ‪.‬‬

‫ﻟﻘ ﺪ ﺣ ﺎ و ل ا ﻟ ﺒ ﺎ ﺣ ﺜ ﻮ ن ﻣ ﻦ ﺧ ﻼ ل د ار ﺳ ﺘﮭ ﻢ ﻟ ﻤ ﻔ ﮭ ﻮ م ا ﻟ ﺬ ﻛ ﺎ ء ﺗﻔﺴ ﯿﺮ ظ ﻮ ا ھ ﺮ ﻋ ﻘ ﻠ ﯿ ﺔ ﻣ ﺨ ﺘﻠﻔﺔ ‪:‬‬

‫ﻛ ﺎ ﻟﻘ ﺪ ر ة ﻋ ﻠ ﻰ ﻓ ﮭ ﻢ ا ﻷ ﻓ ﻜ ﺎ ر ا ﻟ ﻤ ﻌ ﻘ ﺪ ة ‪ ،‬ا ﻟ ﻘ ﺪ ر ة ﻋ ﻠ ﻰ ا ﻟ ﺘ ﻜ ﯿ ﻒ ﻣ ﻊ ا ﻟ ﻤ ﺤ ﯿ ﻂ ‪ ،‬ا ﻟ ﻘ ﺪ ر ة ﻋ ﻠ ﻰ ا ﻟ ﺘ ﻌ ﻠ ﻢ ﻣ ﻦ ا ﻟ ﺘ ﺠ ﺎ ر ب و‬
‫‪.‬ا ﻟ ﺨ ﺒ ﺮ ا ت ‪ ،‬و ا ﻟ ﻘ ﺪ ر ة ﻋ ﻠ ﻰ ا ﻟ ﺘ ﻔ ﻜ ﯿ ﺮ و ا ﻟ ﻘ ﺪ ر ة ﻋ ﻠ ﻰ ا ﻟ ﺘ ﻐ ﻠ ﺐ ﻣ ﻦ ا ﻟ ﻌ ﺮ ا ﻗ ﯿ ﻞ و ا ﻟ ﺘ ﻌ ﺎ ﻣ ﻞ ﻣ ﻌ ﮭ ﺎ ‪.‬‬
‫و ﻋ ﻤ ﻮ ﻣ ﺎ ﯾ ﻌ ﺘ ﺒ ﺮ ا ﻟ ﺬ ﻛ ﺎ ء ﻣ ﻈ ﮭ ﺮ ﻣ ﻦ ﻣ ﻈ ﺎ ھ ﺮ ا ﻟ ﻨ ﺸ ﺎ ط ا ﻟ ﺒ ﺸ ﺮ ي ‪ ،‬و ﯾ ﻌ ﺮ ف ﺑ ﺄ ﻧ ﮫ ) ﻧ ﺸ ﺎ ط ﻋ ﻘ ﻠ ﻲ ﯾ ﺘ ﻤ ﯿ ﺰ ﺑ ﺎﻟ ﺼ ﻌ ﻮ ﺑ ﺔ‬
‫و اﻟﺘﻌ ﻘﯿ ﺪ ‪ ،‬و اﻟﺘﺠ ﺪ ﯾ ﺪ ‪ ،‬و اﻻ ﻗ ﺘﺼ ﺎ د ﻓ ﻲ اﻟﻮ ﻗ ﺖ و اﻟﺠ ﮭ ﺪ ‪ ،‬و اﻟﺘﻜ ﯿﻒ اﻟﮭ ﺎ دف ‪ ،‬و اﻟﻘ ﯿﻤ ﺔ اﻻ ﺟ ﺘﻤ ﺎﻋ ﯿﺔ و‬
‫اﻻ ﺑﺘﻜ ﺎر ‪ ،‬و ﺗﺮ ﻛ ﯿﺰ اﻟﻄ ﺎﻗﺔ ‪ ،‬و ﻣ ﻘ ﺎو ﻣ ﺔ اﻻ ﻧ ﺪﻓ ﺎع اﻟﻌ ﺎط ﻔ ﻲ ‪.‬‬

‫‪-٢‬ﺗﻌﺮﯾﻒ اﻟﻨﺸﺎط ‪:‬‬

‫ھ ﻮ و ﺳ ﯿ ﻠ ﺔ ﺗ ﺮ ﺑ ﻮ ﯾ ﺔ ﺗ ﺘ ﻀ ﻤ ﻦ ﻣ ﻤ ﺎ ر ﺳ ﺎ ت ﻣ ﻮ ﺟ ﮭ ﺔ ﯾ ﺘ ﻢ ﻣ ﻦ ﺧ ﻼ ﻟ ﮭ ﺎ إﺷ ﺒ ﺎع ﺣ ﺎ ﺟ ﺎ ت ا ﻟ ﻔ ﺮ د و د و اﻓﻌ ﮫ و ذ ﻟﻚ‬
‫ﻣ ﻦ ﺧ ﻼ ل ﺗﮭ ﯿﺌﺔ اﻟﻤ ﻮ اﻗﻒ اﻟﺘ ﻲ ﯾﻘ ﺎﺑﻠﮭ ﺎ اﻟﻔﺮ د ﻓ ﻲ ﺣ ﯿ ﺎﺗﮫ اﻟﯿﻮ ﻣ ﯿﺔ ‪.‬‬

‫‪-٣‬ﺗﻌﺮﯾﻒ اﻟﻨﺸﺎط اﻟﺒﺪﻧﻲ ‪:‬‬

‫ﯾﻘ ﺼ ﺪ ﺑ ﮫ اﻟﻤ ﺠ ﺎ ل اﻟﻜ ﻠﻲ ﻟﺤ ﺮ ﻛ ﺔ اﻹ ﻧﺴ ﺎن و ﻛ ﺬ ﻟ ﻚ ﻋ ﻤ ﻠﯿﺔ اﻟﺘ ﺪ ر ﯾ ﺐ و اﻟﺘﻨﺸ ﯿﻂ و اﻟﺘﺮ ﺑﺺ ﻓ ﻲ ﻣ ﻘ ﺎﺑ ﻞ‬
‫اﻟﻜ ﺴ ﻞ و اﻟﻮ ھ ﻦ و اﻟﺨ ﻤ ﻮ ل ‪،‬‬

‫ﻓ ﻲ اﻟﻮ اﻗ ﻊ ﻓ ﺈن اﻟﻨﺸ ﺎط اﻟﺒ ﺪ ﻧ ﻲ ﻓ ﻲ ﻣ ﻔ ﮭ ﻮ ﻣ ﮫ اﻟﻌ ﺮ ﯾﺾ ھ ﻮ ﺗ ﻌ ﺒ ﯿ ﺮ ﺷ ﺎ ﻣ ﻞ ﻟﻜ ﻞ اﻟﻨﺸ ﺎط ﺎ ت اﻟﺒ ﺪ ﻧﯿﺔ اﻟﺘ ﻲ ﯾﻘ ﻮ م ﺑ ﮭ ﺎ‬

‫اﻹ ﻧﺴ ﺎن ‪ ،‬و ا ﻟ ﺘ ﻲ ﯾ ﺴ ﺘ ﺨ ﺪ م ﻓ ﯿ ﮭ ﺎ ﺑ ﺪ ﻧ ﮫ ﺑ ﺸ ﻜ ﻞ ﻋ ﺎ م و ﻟﻘ ﺪ أﺳ ﺘﺨ ﺪ م ﺑ ﻌ ﺾ ا ﻟ ﻌ ﻠ ﻤ ﺎ ء ﺗ ﻌ ﺒ ﯿ ﺮ ا ﻟ ﻨ ﺸ ﺎ ط ا ﻟ ﺒ ﺪ ﻧ ﻲ‬

‫ﻋ ﻠ ﻰ ا ﻋ ﺘ ﺒ ﺎ ر أ ﻧ ﮫ ا ﻟ ﻤ ﺠ ﺎ ل ا ﻟ ﺮ ﺋ ﯿ ﺴ ﻲ ا ﻟ ﻤ ﺸ ﺘ ﻤ ﻞ ﻋ ﻠ ﻰ أ ﻟ ﻮ ا ن و أ ﺷ ﻜ ﺎ ل و أط ﻮ ار ا ﻟ ﺜ ﻘ ﺎ ﻓ ﺔ ا ﻟ ﺒ ﺪ ﻧ ﯿ ﺔ ﻟﻺ ﻧﺴ ﺎن و ﻣ ﻦ‬
‫اﻟﺬي اﻋﺘﺒﺮ اﻟﻨﺸﺎط اﻟﺒﺪﻧﻲ ﺑﻤﻨﺰﻟﺔ ﻧﻈﺎم رﺋﯿﺴﻲ ﺗﺘﺪرج ﺿﻤﻨﮫ ﻛﻞ اﻷﻧﻈﻤﺔ اﻟﻔﺮﻋﯿﺔ ‪ larsen‬ھﺆﻻء ﯾﺒﺮز‬
‫اﻷ ﺧ ﺮ ى ‪.‬‬

‫أ ﺑ ﻌ ﺎد ا ﻟ ﺬ ﻛ ﺎ ء ا ﻻ ﻧ ﻔ ﻌ ﺎ ﻟ ﻲ‬

‫ﯾ ﺬ ﻛ ﺮ اﻟﺒ ﺎﺣ ﺜﻮ ن أﺑﻌ ﺎد ﻣ ﺘ ﻌ ﺪ د ة ﻟﻠﺬ ﻛ ﺎء اﻻ ﻧﻔﻌ ﺎﻟ ﻲ ﺗ ﺘ ﻤ ﺤ ﻮ ر ﻋ ﻤ ﻮ ﻣ ﺎ ﺣ ﻮ ل ﺛﻼ ث ﻗ ﺪ ر ا ت ھ ﻲ ‪:‬‬

‫ا ﻟ ﻘ ﺪ ر ة ﻋ ﻠ ﻰ إ د ار ة ا ﻻ ﻧ ﻔ ﻌ ﺎ ﻻ ت و ا ﻟ ﺘ ﻌ ﺒ ﯿ ﺮ ﻋ ﻨ ﮭ ﺎ ‪ ،‬ا ﻟ ﻘ ﺪ ر ة ﻋ ﻠ ﻰ ا ﻟ ﺘ ﺤ ﻜ ﻢ ﻓ ﻲ ا ﻻ ﻧ ﻔ ﻌ ﺎ ﻻ ت ‪ ،‬و ا ﻟ ﻘ ﺪ ر ة ﻋ ﻠ ﻰ ﺗ ﻮ ظ ﯿ ﻒ‬
‫اﻻ ﻧﻔﻌ ﺎﻻ ت ﻓ ﻲ اﻟﺘﻔﻜ ﯿﺮ ‪،‬‬

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 ‫ذ ﻛ ﺮ ﻣ ﺎ ﯾﺮ و ﺳ ﺎ ﻟ ﻮ ﻓ ﻲ أ ن ا ﻟ ﺬ ﻛ ﺎ ء ا ﻻ ﻧ ﻔ ﻌ ﺎ ﻟ ﻲ ﯾ ﺘ ﻜ ﻮ ن ﻣ ﻦ أر ﺑﻌ ﺔ أ ﺑ ﻌ ﺎ د ھ ﻲ ‪:‬‬

‫إ د ار ة ا ﻻ ﻧ ﻔ ﻌ ﺎ ﻻ ت ‪ :‬و ﯾ ﻌ ﻨ ﻲ ﻗ ﺪ ر ة ا ﻟ ﻔ ﺮ د ﻋ ﻠ ﻰ ا ﻟ ﺘ ﻌ ﺮ ف ﻋ ﻠ ﻰ ا ﻟ ﻤ ﺤ ﺘ ﻮ ى ا ﻻ ﻧ ﻔ ﻌ ﺎ ﻟ ﻲ ﻟ ﻠ ﻤ ﻼ ﻣ ﺢ و ا ﻟ ﺴ ﻠ ﻮ ﻛ ﺎ ت ‪،‬‬
‫و ﯾ ﺸ ﻤ ﻞ ذ ﻟ ﻚ إ د ر ا ك و ﺗ ﻘ ﯿ ﯿ ﻢ ا ﻻ ﻧ ﻔ ﻌ ﺎ ﻻ ت و ا ﻟ ﺘ ﻌ ﺒ ﯿ ﺮ ﻋ ﻨ ﮭ ﺎ ‪ ،‬أ ي و ﻋ ﻲ ا ﻟ ﻔ ﺮ د ﺑ ﺎ ﻧ ﻔ ﻌ ﺎ ﻻ ﺗ ﮫ و ﺑ ﺄﻓ ﻜ ﺎ ر ه ا ﻟ ﻤ ﺘ ﻌ ﻠ ﻘ ﺔ ﺑ ﮭ ﺎ ‪،‬‬
‫‪.‬و ﻗ ﺪ ر ﺗ ﮫ ﻋ ﻠ ﻰ ا ﻟ ﺘ ﻤ ﯿ ﯿ ﺰ ﺑ ﯿ ﻨ ﮭ ﺎ و ا ﻟ ﺘ ﻌ ﺒ ﯿ ﺮ ﻋ ﻨ ﮭ ﺎ ﺑ ﺸ ﻜ ﻞ ﻣ ﻨ ﺎ ﺳ ﺐ‬

‫ا ﻟ ﻔ ﮭ ﻢ ا ﻻ ﻧ ﻔ ﻌ ﺎ ﻟ ﻲ ‪ :‬و ﯾ ﻌ ﻨ ﻲ إ د ا ر ة ﻣ ﺪ ى ا ﻟ ﺼ ﺪ ق أ و ا ﻟ ﺼ ﻌ ﻮ ﺑ ﺔ ا ﻟ ﺘ ﻲ ﺗ ﻘ ﻒ و ر اء ا ﻧ ﻔ ﻌ ﺎ ل ﻣ ﻌ ﯿ ﻦ ‪ ،‬و ا ﻟ ﺘ ﻤ ﯿ ﯿ ﺰ ﺑ ﯿ ﻦ‬
‫‪.‬ا ﻻ ﻧ ﻔ ﻌ ﺎ ﻻ ت ا ﻟ ﻤ ﺘ ﺸ ﺎ ﺑ ﮭ ﺔ و ا ﻟ ﻤ ﺘ ﺰ ا ﻣ ﻨ ﺔ ‪.‬‬

‫ا د ار ة ا ﻻ ﻧ ﻔ ﻌ ﺎ ﻻ ت ‪ :‬و ﯾ ﻌ ﻨ ﻲ ھ ﺬ ا ا ﻟ ﺒ ﻌ ﺪ ‪ ،‬ا ﻟ ﻘ ﺪ ر ة ﻋ ﻠ ﻰ ﺗ ﮭ ﺪ ﺋ ﺔ ا ﻟ ﺬ ا ت و ا ﻟ ﺘ ﺨ ﻔ ﯿ ﻒ ﻣ ﻦ ﺣ ﺪ ة ا ﻻ ﻧ ﻔ ﻌ ﺎ ل ﻟ ﺪ ى ا ﻵ ﺧ ﺮ ﯾ ﻦ‬
‫‪.‬ﺑ ﻌ ﺪ ﻣ ﻮ ا ﺟ ﮭ ﺔ ﺷ ﺤ ﻨ ﺎ ت ﻗ ﻮ ﯾ ﺔ ﻣ ﻦ ا ﻻ ﻧ ﻔ ﻌ ﺎ ﻻ ت ‪.‬‬

‫ا ﻟ ﺘ ﯿ ﺴ ﯿ ﺮ اﻻ ﻧﻔﻌ ﺎﻟ ﻲ ﻟ ﻠ ﺘ ﻔ ﻜ ﯿ ﺮ ‪ :‬ﺑ ﻤ ﻌ ﻨ ﻰ ﺗ ﻮ ظ ﯿ ﻒ اﻻ ﻧﻔﻌ ﺎﻻ ت ﻓ ﻲ ﻋ ﻤ ﻠﯿﺔ ا ﻟ ﺘ ﻔ ﻜ ﯿ ﺮ ﺑ ﮭ ﺪ ف ﺗ ﺤ ﺴ ﯿ ﻨ ﮫ ‪ ،‬و ذ ﻟﻚ ﺑ ﺎﻓﺴ ﺎح‬

‫اﻟﻤ ﺠ ﺎ ل أﻣ ﺎم اﻻ ﻧﻔﻌ ﺎﻻ ت ﻟﻜ ﻲ ﺗ ﻮ ﺟ ﮫ اﻧﺘﺒ ﺎھ ﻨ ﺎ‪ ،‬ﻓ ﻲ ﺗ ﻮ ظ ﯿ ﻒ اﻻ ﻧﻔﻌ ﺎﻻ ت ﻓ ﻲ ﺧ ﺪ ﻣ ﺔ ھ ﺪ ف ﻣ ﻌ ﯿﻦ ﺿ ﺮ و ر ي‬
‫‪.‬ﻟ ﻼ ﻧ ﺘ ﺒ ﺎ ه ا ﻻ ﻧ ﺘ ﻘ ﺎ ﺋ ﻲ و ﻟ ﺪ ا ﻓ ﻌ ﯿ ﺔ ا ﻟ ﺬ ا ت‬

‫أﻣ ﺎ ﻏ ﻮ ﻟﻤ ﺎن ﻓﻘ ﺪ ﻗﺴ ﻢ اﻟﺬ ﻛ ﺎء اﻻ ﻧﻔﻌ ﺎﻟ ﻲ اﻟﻰ ﺧ ﻤ ﺴ ﺔ أﺑﻌ ﺎد ھ ﻲ ‪:‬‬

‫‪.‬ا ﻟ ﻮ ﻋ ﻲ ﺑ ﺎ ﻟ ﺬ ا ت ‪ :‬و ﯾ ﻌ ﻨ ﻲ ﻣ ﻌ ﺮ ﻓ ﺔ ا ﻟ ﻔ ﺮ د ﺑ ﺤ ﺎ ﻟ ﺘ ﮫ ا ﻟ ﻤ ﺰ ا ﺟ ﯿ ﺔ و ﺑ ﺎ ﻧ ﻔ ﻌ ﺎ ﻻ ﺗ ﮫ ﻋ ﻨ ﺪ ﺣ ﺪ و ﺛ ﮭ ﺎ‬

‫إ د ار ة ا ﻻ ﻧ ﻔ ﻌ ﺎ ﻻ ت ‪ :‬و ﺗ ﻌ ﻨ ﻲ ﻗ ﺪ ر ة ا ﻟ ﻔ ﺮ د ﻋ ﻠ ﻰ ﺗ ﺤ ﻤ ﻞ ا ﻻ ﻧ ﻔ ﻌ ﺎ ﻻ ت ا ﻟ ﻘ ﻮ ﯾ ﺔ و أ ن ﻻ ﯾ ﻜ ﻮ ن ﻋ ﺒ ﺪ ا ﻟ ﮭ ﺎ ‪ ،‬ﻛ ﻤ ﺎ ﺗ ﺘ ﻀ ﻤ ﻦ )‬
‫‪.‬ا ﻟ ﺤ ﻔ ﺰ ا ﻟ ﺬ ا ﺗ ﻲ ( و ھ ﻲ ا ﻟ ﻘ ﺪ ر ة ﻋ ﻠ ﻰ ﺗ ﻮ ظ ﯿ ﻒ ا ﻻ ﻧ ﻔ ﻌ ﺎ ﻻ ت ﻓ ﻲ ز ﯾ ﺎ د ة ا ﻟ ﺪ ا ﻓ ﻌ ﯿ ﺔ‬

‫ا ﻟ ﻮ ﻋ ﻲ ا ﻻ ﺟ ﺘ ﻤ ﺎ ﻋ ﻲ ‪ :‬و ﯾﻘ ﺼ ﺪ ﺑ ﮫ ﻣ ﻌ ﺮ ﻓ ﺔ و إ د ار ة ﻣ ﺸ ﺎ ﻋ ﺮ ا ﻵ ﺧ ﺮ ﯾ ﻦ ﻣ ﻤ ﺎ ﯾ ﺆ د ي ا ﻟ ﻰ ا ﻟ ﻘ ﺪ ر ة ﻋ ﻠ ﻰ ا ﻟ ﻤ ﺸ ﺎ ر ﻛ ﺔ‬
‫‪.‬ا ﻟ ﻮ ﺟ ﺪ ا ﻧ ﯿ ﺔ ﻣ ﻌ ﮭ ﻢ و ﺗ ﺤ ﻘ ﯿ ﻖ ا ﻟ ﺘ ﻨ ﺎ ﻏ ﻢ ا ﻟ ﻮ ﺟ ﺪ ا ﻧ ﻲ ﻣ ﻌ ﮭ ﻢ‬

‫ا ﻟ ﻤ ﮭ ﺎ ر ا ت ا ﻻ ﺟ ﺘ ﻤ ﺎ ﻋ ﯿ ﺔ ‪ :‬و ﯾ ﻘ ﺼ ﺪ ﺑ ﮭ ﺎ ا ﻟ ﺘ ﻌ ﺎ ﻣ ﻞ ﻣ ﻊ ا ﻵ ﺧ ﺮ ﯾ ﻦ ﺑ ﻨ ﺎء ﻋ ﻠ ﻰ ﻓ ﮭ ﻢ و ﻣ ﻌ ﺮ ﻓ ﺔ ﻣ ﺸ ﺎ ﻋ ﺮ ھ ﻢ ‪ ،‬و إ د ار ة‬
‫‪.‬ا ﻟ ﺘ ﻔ ﺎ ﻋ ﻞ ﻣ ﻌ ﮭ ﻢ ﺑ ﺸ ﻜ ﻞ ﻓ ﻌ ﺎ ل ﯾ ﺴ ﻤ ﺢ ﺑ ﺘ ﺤ ﻘ ﯿ ﻖ أ ﻓ ﻀ ﻞ ا ﻟ ﻨ ﺘ ﺎ ﺋ ﺞ‬

‫!ﺛﺎﻧﯿﺎ ً‪ :‬اﻟﺪراﺳﺎت اﻟﺴﺎﺑﻘﺔ‬

‫اﻟﻘﺪم ﺑﻜﺮة اﻟﻤﺘﻘﺪﻣﯿﻦ ﻟﻼﻋﺒﯿﻦ اﻟﻤﯿﺪاﻧﻲ اﻟﺬﻛﺎء ﻟﺘﻄﻮﯾﺮ ﺧﺎﺻﺔ ﺗﻤﺮﯾﻨﺎت ﺗﺄﺛﯿﺮ دراﺳﺔ‬

‫‪.‬ﻓﺎﺿﻞ ﻋﻠﻲ أﺣﻤﺪ ‪,‬ﻣﻄﺮ ﻋﺒﺪ ﺷﯿﻤﺎء د ‪.‬م ‪.‬أ ‪,‬ﻋﻮدة ﻋﺮﯾﺒﻲ أﺣﻤﺪ ‪.‬د ‪.‬أ‬
‫‪ 6 (1), 30-51, 2014‬اﻟﺮﯾﺎﺿﺔ ﻋﻠﻮم ﻣﺠﻠﺔ‬

‫اﻟﺬﻛﺎء ﺗﻄﻮﯾﺮ ﻋﻠﻰ وﻓﺎﻋﻠﯿﺘﮭﺎ اﻟﺒﺎﺣﺜﻮن وﺿﻌﮭﺎ اﻟﺘﻲ اﻟﺨﺎﺻﺔ اﻟﺘﻤﺮﯾﻨﺎت ﺗﺄﺛﯿﺮ ﻣﻌﺮﻓﺔ إﻟﻰ اﻟﺒﺤﺚ ﯾﮭﺪف‬
‫اﻟﻤﺘﻜﺎﻓﺌﺘﯿﻦ اﻟﻤﺠﻤﻮﻋﺘﯿﻦ ﺗﺼﻤﯿﻢ ذا اﻟﺘﺠﺮﯾﺒﻲ اﻟﻤﻨﮭﺞ اﺳﺘﺨﺪم اذ ﻟﻠﻤﺘﻘﺪﻣﯿﻦ اﻟﻘﺪم ﻛﺮة ﻻﻋﺒﻲ ﻟﺪى اﻟﻤﯿﺪاﻧﻲ‬
‫ﻣﺠﺘﻤﻊ ﺗﻜﻮن ﺑﺤﺜﮭﺎ اﻟﻤﺮاد اﻟﻤﺸﻜﻠﺔ وطﺒﯿﻌﺔ ﻟﻤﻼﺋﻤﺘﮫ وذﻟﻚ اﻟﺒﺤﺚ؛ ﻟﺘﻨﻔﯿﺬ اﺳﺎﺳﺎ واﻟﻀﺎﺑﻄﺔ اﻟﺘﺠﺮﯾﺒﯿﺔ‬
‫اﻟﺮﯾﺎﺿﻲ ﻟﻠﻤﻮﺳﻢ ‪,‬اﻟﻘﺪم ﺑﻜﺮة اﻷوﻟﻰ اﻟﺪرﺟﺔ دوري ﻓﻲ اﻟﻤﺸﺎرﻛﺔ دﯾﺎﻟﻰ ﻣﺤﺎﻓﻈﺔ اﻧﺪﯾﺔ ﻻﻋﺒﻲ ﻣﻦ اﻟﺒﺤﺚ‬
‫ﻧﺎدي ﻻﻋﺒﻮا ‪,‬وھﻢ ﻋﻤﺪﯾﺔ ﺑﺼﻮرة اﻟﻌﯿﻨﺔ اﺧﺘﯿﺎر ﺗﻢ ﺑﺤﯿﺚ ﻓﺮق )‪ (8‬ﻋﺪدھﺎ واﻟﺒﺎﻟﻎ‪2012-2013‬‬

‫‪6‬‬
 ‫ﻟﻢ ﻛﻮﻧﮭﻢ ﻣﺮﻣﻰ وﺣﺎرس ﻻﻋﺒﯿﻦ )‪ (7‬ﻻﻋﺒﯿﻦ )‪ (8‬اﺳﺘﺒﻌﺎد وﺗﻢ ﻻﻋﺒﺎ ً )‪ (26‬ﻋﺪدھﻢ واﻟﺒﺎﻟﻎ )اﻟﺨﺎﻟﺺ (‬
‫ﻋﻦ وﺗﺠﺮﯾﺒﯿﺔ ﺿﺎﺑﻄﺔ ﻣﺠﻤﻮﻋﺘﯿﻦ اﻟﻰ ﺗﻘﺴﯿﻤﮭﻢ وﺗﻢ ﻻﻋﺒﺎ ً )‪ (18‬اﻟﻌﺪد ﻟﯿﻜﻮن اﻻﺧﺘﺒﺎرات ﻓﻲ ﯾﺸﺎرﻛﻮا‬
‫اﻟﻤﺠﻤﻮﻋﺔ و ﻻﻋﺒﯿﻦ )‪ (9‬ﻣﻦ اﻟﻀﺎﺑﻄﺔ اﻟﻤﺠﻤﻮﻋﺔ ﺗﺘﻜﻮن ﺑﺤﯿﺚ اﻟﻌﺸﻮاﺋﯿﺔ وﺑﺎﻟﻄﺮﯾﻘﺔ اﻟﻘﺮﻋﺔ طﺮﯾﻖ‬
‫ﻋﻦ اﻟﺘﺠﺮﯾﺒﯿﺔ اﻟﻤﺠﻤﻮﻋﺔ ﻟﺪى اﻟﻤﯿﺪاﻧﻲ اﻟﺬﻛﺎء ﻓﻲ ﺗﻄﻮرا ً اﻟﻨﺘﺎﺋﺞ اظﮭﺮت وﻗﺪ ‪.‬ﻻﻋﺒﯿﻦ )‪ (9‬ﻣﻦ اﻟﺘﺠﺮﯾﺒﯿﺔ‬
‫واﻻﻧﺤﺮاف )‪ (94.78‬ﻛﺎن اﻟﻘﺒﻠﻲ اﻟﺘﺠﺮﯾﺒﯿﺔ ﻟﻠﻤﺠﻤﻮﻋﺔ اﻟﺤﺴﺎﺑﻲ اﻟﻮﺳﻂ وأن اﻟﻀﺎﺑﻄﺔ اﻟﻤﺠﻤﻮﻋﺔ‬
‫اﻟﻤﻌﯿﺎري واﻻﻧﺤﺮاف )‪ (121.56‬اﻟﺤﺴﺎﺑﻲ اﻟﻮﺳﻂ أﺻﺒﺢ اﻟﺒﻌﺪي اﻻﺧﺘﺒﺎر وﻓﻲ ‪ (10.883)،‬اﻟﻤﻌﯿﺎري‬
‫اﻟﻤﻌﯿﺎري واﻻﻧﺤﺮاف )‪ (95.33‬ﻛﺎن ﻓﻘﺪ اﻟﻀﺎﺑﻄﺔ ﻟﻠﻤﺠﻤﻮﻋﺔ اﻟﺤﺴﺎﺑﻲ اﻟﻮﺳﻂ أﻣﺎ ‪(2.833)،‬‬
‫‪ (11.555).‬اﻟﻤﻌﯿﺎري واﻻﻧﺤﺮاف )‪ (97.44‬اﻟﺤﺴﺎﺑﻲ اﻟﻮﺳﻂ أﺻﺒﺢ اﻟﺒﻌﺪي اﻻﺧﺘﺒﺎر وﻓﻲ ‪(8.155)،‬‬
‫ﻓﻲ اﻟﺘﻮاﺟﺪ ﺣﯿﺚ ﻣﻦ اﻟﻤﺘﻘﺪﻣﯿﻦ ﻟﻼﻋﺒﯿﻦ اﻟﻤﯿﺪاﻧﻲ اﻟﺬﻛﺎء ﺗﻄﻮﯾﺮ ﻓﻲ ﻓﺎﻋﻠﯿﺔ اﻟﺨﺎﺻﺔ ﻟﻠﺘﻤﺮﯾﻨﺎت ان اذ‬
‫ﻟﻠﻤﺠﻤﻮﻋﺔ اﻟﺒﻌﺪﯾﺔ اﻻﺧﺘﺒﺎرات ﻓﻲ ﻣﻠﻤﻮﺳﺎ ً ﺗﺤﺴﻨﺎ ً اﻟﻨﺘﺎﺋﺞ اظﮭﺮت اذ اﻟﻤﻨﺎﺳﺒﯿﻦ واﻟﺰﻣﺎن اﻟﻤﻜﺎن‬
‫ﻓﻲ اﻟﺘﺠﺮﯾﺒﯿﺔ ﻟﻠﻤﺠﻤﻮﻋﺔ ﺣﺼﻞ ﻟﻤﺎ ﻣﻤﺎﺛﻞ ﺑﺸﻜﻞ اﻟﻀﺎﺑﻄﺔ ﻟﻠﻤﺠﻤﻮﻋﺔ ﺗﻄﻮر ﯾﺤﺼﻞ وﻟﻢ ‪.‬اﻟﺘﺠﺮﯾﺒﯿﺔ‬
‫اﻟﺘﻤﺮﯾﻨﺎت ﺑﺎﺳﺘﺨﺪام ﯾﻮﺻﻮن اﻟﺒﺎﺣﺜﻮن اﻟﯿﮭﺎ ﺗﻮﺻﻞ اﻟﺘﻲ اﻻﺳﺘﻨﺘﺎﺟﺎت ﺧﻼل وﻣﻦ اﻟﻤﯿﺪاﻧﻲ اﻟﺬﻛﺎء اﺧﺘﺒﺎر‬
‫ﺗﻤﺮﯾﻨﺎت واﻗﺘﺮاح اﻟﻘﺪم ﻛﺮة ﻻﻋﺒﻲ ﻟﺪى اﻟﻤﯿﺪاﻧﻲ اﻟﺬﻛﺎء ﻟﺘﻄﻮﯾﺮ اﻟﺒﺎﺣﺜﻮن وﺿﻌﮭﺎ واﻟﺘﻲ اﻟﺨﺎﺻﺔ‬
‫ﻋﻠﻰ واﻟﻌﻤﻞ اﻟﻘﺪم ﻛﺮة ﻟﻌﺒﺔ وطﺒﯿﻌﺔ ﯾﺘﻼءم وﺑﻤﺎ اﻟﻘﺪم ﻛﺮة ﻻﻋﺐ ﻣﻦ ذﻛﺎء ﺗﺘﻄﻠﺐ ﺧﻄﻄﯿﺔ وﻣﻮاﻗﻒ‬
‫‪.‬ﺟﺪﯾﺪة ﻣﺘﻐﯿﺮات وإدﺧﺎل ﺗﻄﻮﯾﺮھﺎ‬

‫اﻟﻤﺮﺟﻊ‬
‫ﺧﺎﺻﺔ ﺗﻤﺮﯾﻨﺎت ﺗﺄﺛﯿﺮ ‪. (2014).‬ﻓﺎﺿﻞ ﻋﻠﻲ أﺣﻤﺪ & ‪,‬ﻣﻄﺮ ﻋﺒﺪ ﺷﯿﻤﺎء د ‪.‬م‪.‬أ ‪,‬ﻋﻮدة ﻋﺮﯾﺒﻲ أﺣﻤﺪ ‪.‬د ‪.‬أ‬
‫‪, 6(1), 30–51.‬اﻟﺮﯾﺎﺿﺔ ﻋﻠﻮم ﻣﺠﻠﺔ ‪.‬اﻟﻘﺪم ﺑﻜﺮة اﻟﻤﺘﻘﺪﻣﯿﻦ ﻟﻼﻋﺒﯿﻦ اﻟﻤﯿﺪاﻧﻲ اﻟﺬﻛﺎء ﻟﺘﻄﻮﯾﺮ‬
‫‪https://doi.org/10.26400/sp/16‬‬

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 ‫! " ‪. " + * " ! &% $ #‬‬
‫!‬

‫ً‬
‫اوﻻ‪ :‬ﻣﻨﻬﺞ اﻟ‪0‬ﺤﺚ‪.‬‬
‫‪J‬‬
‫ﺛﺎﻧ‪6‬ﺎ‪ :‬ﻣﺠﺘﻤﻊ اﻟ‪0‬ﺤﺚ‪.‬‬
‫‪J‬‬
‫ﺛﺎﻟﺜﺎ‪ :‬ﻋﻴﻨﺔ اﻟ‪0‬ﺤﺚ‪.‬‬

‫را‪M‬ﻌﺎ‪ :‬أدوات ﺟﻤﻊ اﻟﺒ‪6‬ﺎﻧﺎت‪.‬‬

‫‪J‬‬
‫ﺧﺎﻣﺴﺎ‪ :‬اﺟﺮاءات اﻟ‪0‬ﺤﺚ‪.‬‬
‫‪J‬‬
‫ﺳﺎدﺳﺎ‪ :‬اﻟﻤﻌﺎﻟﺠﺎت اﻹﺣﺼﺎﺋ‪6‬ﺔ‪.‬‬

‫!‬

‫‪8‬‬
 ‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ !‬

‫‪ ١ - ٣‬ﻣﻨﻬﺞ اﻟ‪2‬ﺤﺚ‪:‬‬
‫اﻋﺘﻤﺪ اﻟﺒﺎﺣﺜﻮن اﻟﻤﻨﮭﺞ اﻟﺘﺠﺮﯾﺒﻲ ذا ﺗﺼﻤﯿﻢ اﻟﻤﺠﻤﻮﻋﺘﯿﻦ اﻟﻤﺘﻜﺎﻓﺌﺘﯿﻦ اﻟﺘﺠﺮﯾﺒﯿﺔ واﻟﻀﺎﺑﻄﺔ آﺳﺎﺳﺎ ﻟﺘﻨﻔﯿﺬ‬
‫ﺑﺤﺜﮫ ‪ ،‬وذﻟﻚ ﻟﻤﻼﺋﻤﺘﮫ وطﺒﯿﻌﺔ اﻟﻤﺸﻜﻠﺔ اﻟﻤﺮاد ﺑﺤﺜﮭﺎ ‪.‬‬

‫‪ ٢ - ٣‬ﻣﺠﺘﻤﻊ اﻟ‪2‬ﺤﺚ و ﻋﻴﻨﺔ اﻟ‪2‬ﺤﺚ‬

‫ﺗ ﻜ ﻮ ن ﻣ ﺠ ﺘﻤ ﻊ اﻟﺒﺤ ﺚ ﻣ ﻦ ا ﻧ ﺪ ﯾ ﺔ ﻣ ﺤ ﺎﻓﻈ ﺔ د ﯾ ﺎﻟ ﻰ اﻟﻤ ﺸ ﺎر ﻛ ﺔ ﻓ ﻲ د و ر ي اﻟﺪ ر ﺟ ﺔ اﻷ و ﻟ ﻰ ﺑ ﻜ ﺮ ة اﻟﻘ ﺪ م ‪ ،‬ﻟﻠﻤ ﻮ ﺳ ﻢ‬
‫اﻟﺮﯾﺎﺿﻲ ) ‪ (2013) 2012‬واﻟﺒﺎﻟﻎ ﻋﺪدھﺎ )‪ (8‬ﻓﺮق ﺗﻜﻮﻧﺖ ﻣﻦ )‪ (204‬ﻻﻋﺐ اذ ﺗﺸﻜﻞ ﻧﺴﺒﺔ ﻋﯿﻨﺔ‬
‫اﻟﺒﺤﺚ )‪ (%12 (5‬ﻣﻦ ﻣﺠﺘﻤﻊ اﻟﺒﺤﺚ اﻻﺻﻠﻲ ﺑﺤﯿﺚ ﺗﻢ اﺧﺘﯿﺎر اﻟﻌﯿﻨﺔ ﺑﺼﻮرة ﻋﻤﺪﯾﺔ وھﻢ ﻻﻋﺒﻮا ﻧﺎدي‬
‫) اﻟﺨﺎﻟﺺ ( واﻟﺒﺎﻟﻎ ﻋﺪدھﻢ )‪ (26‬ﻻﻋﺒﺎ ً وﺗﻢ اﺳﺘﺒﻌﺎد )‪ (8‬ﻻﻋﺒﯿﻦ؛ )‪ (7‬ﻻﻋﺒﯿﻦ وﺣﺎرس ﻣﺮﻣﻰ ﻛﻮﻧﮭﻢ ﻟﻢ‬
‫ﯾﺸﺎرﻛﻮا ﻓﻲ اﻻﺧﺘﺒﺎرات ﻟﯿﻜﻮن اﻟﻌﺪد )‪ (18‬ﻻﻋﺒﺎ ً‬

‫وﺗﻢ ﺗﻘﺴﯿﻤﮭﻢ اﻟﻰ ﻣﺠﻤﻮﻋﺘﯿﻦ ﺿﺎﺑﻄﺔ وﺗﺠﺮﯾﺒﯿﺔ وﺑﺎﻟﻄﺮﯾﻘﺔ اﻟﻌﺸﻮاﺋﯿﺔ ﺑﺤﯿﺚ ﺗﺘﻜﻮن اﻟﻤﺠﻤﻮﻋﺔ اﻟﻀﺎﺑﻄﺔ‬
‫ﻣﻦ )‪ (9‬ﻻﻋﺒﯿﻦ و اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﯾﺒﯿﺔ ﻣﻦ )‪ (9‬ﻻﻋﺒﯿﻦ وذﻟﻚ ﺑﻌﺪ اﺟﺮاء اﻻﺧﺘﺒﺎرات اﻟﻘﺒﻠﯿﺔ ؛ ﻣﺮاﻋﯿﺎ‬
‫ﺑﺬﻟﻚ ﺗﺠﺎﻧﺲ وﺗﻜﺎﻓﺆ اﻟﻤﺠﻤﻮﻋﺘﯿﻦ‪.‬‬

‫!‬‫‪ ٣ – ٣‬أدوات ﺟﻤﻊ اﻟﺒ‪W‬ﺎﻧﺎت‬

‫اﻟﻮ ﺳ ﺎﺋ ﻞ و ا ﻻ د و ا ت و ا ﻻ ﺟ ﮭ ﺰ ة اﻟﻤ ﺴ ﺘﺨ ﺪ ﻣ ﺔ ﻟﺠ ﻤ ﻊ اﻟﺒﯿ ﺎﻧ ﺎ ت ‪:‬‬

‫‪ .‬اﻟﻮ ﺳ ﺎﺋ ﻞ اﻟﻤ ﺴ ﺎﻋ ﺪ ة ‪:‬‬

‫‪ -‬اﻟﻤ ﺼ ﺎ د ر و ا ﻟ ﻤ ﺮ ا ﺟ ﻊ اﻟﻌ ﺮ ﺑﯿﺔ و ا ﻻ ﺟ ﻨ ﺒ ﯿ ﺔ و ا ﻟ ﻤ ﻜ ﺘ ﺒ ﺔ اﻻ ﻓ ﺘﺮ اﺿ ﯿﺔ ‪.‬‬
‫‪ -‬اﻟﻤ ﻘ ﺎﺑﻼ ت اﻟﺸ ﺨ ﺼ ﯿﺔ ‪.‬‬
‫‪ -‬اﺳ ﺘﻤ ﺎر ة ﺗﻔﺮ ﯾ ﻎ اﻟﺒﯿ ﺎﻧ ﺎ ت ‪.‬‬
‫‪ -‬اﺳ ﺘﻤ ﺎر ة اﺳ ﺘﺒ ﺎﻧﺔ‬
‫‪ .‬اﻻ د و ا ت و ا ﻻ ﺟ ﮭ ﺰ ة اﻟﻤ ﺴ ﺘﺨ ﺪ ﻣ ﺔ ‪:‬‬
‫‪ -‬ﻛﻮﻣﺒﯿﻮﺗﺮ ) ﺣﺎﺳﺒﺔ إﻟﻜﺘﺮوﻧﯿﺔ( ﻧﻮع ‪. Lenovo‬‬
‫‪ -‬ﻣﯿﺰان طﺒﻲ ﻣﻦ ﻧﻮع ‪Unicef‬‬
‫‪ -‬ﺷ ﺮ ﯾﻂ ﻣ ﺘ ﺮ ي ﻟﻘ ﯿ ﺎ س ا ﻟ ﻄ ﻮ ل ‪.‬‬
‫‪ -‬ﺳ ﺎﻋ ﺔ ﺗﻮ ﻗﯿﺖ اﻟﻜ ﺘﺮ و ﻧﯿﺔ ‪.‬‬
‫‪ -‬ﻛﺎﻣﯿﺮة ﻓﯿﺪﯾﻮ دﺟﯿﺘﺎل ﻧﻮع )‪. (Sony (8‬‬
‫‪ -‬ﻣ ﻠﻌ ﺐ ﻛ ﺮ ة ﻗ ﺪ م ﻗ ﺎﻧ ﻮ ﻧ ﻲ ‪.‬‬
‫‪ -‬ﻛ ﺮ ا ت ﻗ ﺪ م ﻗ ﺎ ﻧ ﻮ ﻧ ﯿ ﺔ ﻋ ﺪ د ) ‪. (8‬‬
‫‪ -‬ﺻ ﺎﻓ ﺮ ة ‪.‬‬

‫!‬

‫‪9‬‬
 ‫‪ ٤ – ٣‬اﺟﺮاءات اﻟ‪2‬ﺤﺚ‬

‫‪ .‬اﺟ ﺮ اء ا ت اﻟﺒﺤ ﺚ اﻟﻤ ﯿ ﺪ اﻧﯿﺔ ‪:‬‬

‫‪ -‬ﻣ ﻘ ﯿ ﺎ س اﻟﺬ ﻛ ﺎء اﻟﻤ ﯿ ﺪ اﻧ ﻲ ‪ :‬اﻋ ﺘﻤ ﺪ اﻟﺒ ﺎﺣ ﺜﻮ ن ﻋ ﻠ ﻰ ﻣ ﻘ ﯿ ﺎ س اﻟﺬ ﻛ ﺎء اﻟﻤ ﯿ ﺪ اﻧ ﻲ ﻟﻠﺮ ﯾ ﺎﺿ ﯿﯿﻦ و ا ﻟ ﺬ ي ﻗ ﺎم ﺑ ﺘ ﺼ ﻤ ﯿ ﻤ ﮫ‬
‫ﺳﻠﻤﺎن ﻋﻜﺎب ﺳﺮﺣﺎن )‪ (2001‬واﻟﻤﻄﺒﻖ ﻋﻠﻰ اﻟﺒﯿﺌﺔ اﻟﻌﺮاﻗﯿﺔ‪.‬‬

‫‪ -‬ا ﻟ ﺘ ﺠ ﺮ ﺑ ﺔ اﻻ ﺳ ﺘﻄ ﻼ ﻋ ﯿﺔ ‪ :‬ﻗ ﺎم ا ﻟ ﺒ ﺎ ﺣ ﺜ ﻮ ن ﺑ ﺄﺟ ﺮ اء ا ﻟ ﺘ ﺠ ﺮ ﺑ ﺔ اﻻ ﺳ ﺘﻄ ﻼ ﻋ ﯿﺔ ﻓ ﻲ ﯾ ﻮ م اﻷ ﺣ ﺪ ا ﻟ ﻤ ﺼ ﺎ د ف‬
‫‪ 31/3/2013‬وذﻟﻚ ﻓﻲ ﺗﻤﺎم اﻟﺴﺎﻋﺔ )‪ (4:30‬ﻋﺼﺮا ً ﻋﻠﻰ ﺟﺰء ﻣﻦ ﻏﯿﺮ ﻋﯿﻨﺔ اﻟﺒﺤﺚ و ھﻢ ﻣﻦ ﻣﺠﺘﻤﻊ‬
‫اﻟﺒﺤﺚ وھﻢ ﻻﻋﺒﻮ ﻧﺎدي واﻟﻤﻜﻮﻧﺔ ﻣﻦ )‪ (15‬ﻻﻋﺒﺎ ً‪ ،‬وذﻟﻚ ﻟﻠﺘﻌﺮف ﻋﻠﻰ ‪ :‬ﻣﺪى ﻣﻼﺋﻤﺔ ﻣﻘﯿﺎس اﻟﺬﻛﺎء‬
‫اﻟﻤ ﯿ ﺪ اﻧ ﻲ ﻟﻤ ﺴ ﺘﻮ ى اﻟﻌ ﯿﻨﺔ ‪.‬‬

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 ‫! " ‪! &2 1 ! 0 /‬‬

‫اﻟﻤﺮاﺟﻊ اﻟﻌ_`‪6‬ﺔ‪.‬‬

‫‪،2011‬اﻟﻌﺮﺑﻲ اﻟﻜﺘﺎب اﻟﻌﺎﻟﻤﯿﺔ‪،‬ﺑﯿﺮوت‪،‬دار ﯾﺪ ﻛﺮة ﻣﻮﺳﻮﻋﺔ ‪ ،‬ﺧﻤﯿﺲ اﺣﻤﺪ‪ ،‬ﻗﺎﺳﻢ‪-‬‬

‫‪- salema,abdullah,2014‬‬
‫‪, 2016‬واﻟﺘﻮزﯾﻊ ﻟﻠﻨﺸﺮ زھﺮان دار ‪,‬ﻋﻤﺎن ‪,‬اﻟﺮﯾﺎﺿﻲ اﻟﺬﻛﺎء ‪ ,‬اﻟﺴﺘﺎر ﻋﺒﺪ اﻟﺪﻛﺘﻮر ‪ ,‬ﺟﺒﺎر‬
‫اﻟﻠﻐﺔ‪،‬دار ﻓﻘﮫ ﻓﻲ اﻟﺼﻌﯿﺪي‪،‬اﻻﻓﺼﺎح اﻟﻔﺘﺎح ﻣﻮﺳﻰ‪،‬ﻋﺒﺪ ﻋﻠﻲ ﺣﺴﯿﻦ‪-‬‬
‫‪148.‬واﻟﺨﻠﻘﯿﺔ‪،‬ص اﻟﺨﻠﻘﯿﺔ اﻟﻨﺎس أوﺻﺎف اﻟﺠﺰءاﻻول‪،‬ﺑﺎب‪2،‬اﻟﻔﻜﺮاﻟﻌﺮﺑﻲ‪،‬ط‬
‫اﻟﻌﻠﻢ اﻟﻌﯿﺎدي‪،‬دار اﻟﻨﻔﺲ ﻋﻠﻢ ‪،‬ﯾﺎﺳﯿﻦ ﻣﺤﻤﺪ ﻋﻄﻮف‪-‬‬
‫‪ ،‬اﻟﻌﺮﺑﻲ اﻟﻔﻜﺮ دار ‪ ،‬اﻟﺮﯾﺎﺿﯿﺔ و اﻟﺒﺪﻧﯿﺔ اﻟﺘﺮﺑﯿﺔ ﺑﺮاﻣﺞ ﺑﻨﺎء أﺳﺲ ‪ :‬اﻟﺨﻮﻟﻲ أﻧﻮر ‪ ،‬اﻟﺤﻤﺎﻣﻲ ﻣﺤﻤﺪ‪-‬‬
‫‪29.‬ص ‪ ،1990،‬اﻟﻘﺎھﺮة‬
‫‪، 2001،‬اﻟﻘﺎھﺮة ‪،‬اﻟﻌﺮﺑﻲ اﻟﻔﻜﺮ دار ‪3،‬ط ‪ ،‬اﻟﺮﯾﺎﺿﯿﺔ و اﻟﺒﺪﻧﯿﺔ اﻟﺘﺮﺑﯿﺔ أﺻﻮل ‪ :‬اﻟﺨﻮﻟﻲ أﻧﻮر أﻣﯿﻦ ‪-‬‬
‫‪120‬ص‬
‫‪48‬ﺳﺎﺑﻖ‪،‬ص ﻣﺮﺟﻊ ‪،‬ﻋﺠﺎج اﻟﻤﻐﺎزي ﺧﯿﺮي‪-‬‬
‫ﺧﺎﺻﺔ ﺗﻤﺮﯾﻨﺎت ﺗﺄﺛﯿﺮ ‪. (2014).‬ﻓﺎﺿﻞ ﻋﻠﻲ أﺣﻤﺪ & ‪,‬ﻣﻄﺮ ﻋﺒﺪ ﺷﯿﻤﺎء د‪.‬م‪.‬أ ‪,‬ﻋﻮدة ﻋﺮﯾﺒﻲ أﺣﻤﺪ ‪.‬د‪.‬أ‬
‫‪, 6(1), 30–51.‬اﻟﺮﯾﺎﺿﺔ ﻋﻠﻮم ﻣﺠﻠﺔ ‪.‬اﻟﻘﺪم ﺑﻜﺮة اﻟﻤﺘﻘﺪﻣﯿﻦ ﻟﻼﻋﺒﯿﻦ اﻟﻤﯿﺪاﻧﻲ اﻟﺬﻛﺎء ﻟﺘﻄﻮﯾﺮ‬
‫‪https://doi.org/10.26400/sp/16/2‬‬
‫‪ ، 2010.‬ﻋﻤﺎن ‪1 ،‬ط ‪ ،‬واﻷﺑﺪاع اﻟﺬﻛﺎء ﺑﯿﻦ اﻟﻌﻘﻠﯿﺔ اﻟﻘﺪرات ؛ اﺑﻮﺷﻌﯿﺮة وﺧﺎﻟﺪ ﻏﺒﺎري ﺛﺎﺋﺮ ‪-‬‬
‫اﻟﻄﺎﺑﻊ ﺷﺮﻛﺔ ‪ ،‬ﻋﻤﺎن ‪ ،‬وأﺳﺎﻟﯿﺒﮫ أدواﺗﮫ ﻣﺎ ‪ ،‬وﻣﻔﮭﻮﻣﮫ اﻟﻌﻠﻤﻲ اﻟﺒﺤﺚ ؛ وآﺧﺮون اﻟﻌﺒﯿﺪات ذوﻗﺎن ‪-‬‬
‫‪ ، 1982.‬اﻟﻨﻤﻮذﺟﯿﺔ‬
‫‪ ، 1971.‬اﻟﻤﺼﺮﯾﺔ اﻻﻧﺠﻠﻮ ﻣﻜﺘﺒﺔ ‪ ،‬اﻟﻘﺎھﺮة ‪ ،‬واﻟﺘﺮﺑﻮي اﻟﻨﻔﺴﻲ واﻟﻘﯿﺎس اﻟﺘﻘﻮﯾﻢ ؛ اﻟﻐﺮﯾﺐ رﻣﺰﯾﺔ ‪-‬‬
‫‪ ، 1998.‬اﻟﻜﺘﺐ دار ﻣﻄﺒﻌﺔ ‪ ،‬اﻟﻤﻮﺻﻞ ‪ ،‬اﻟﺒﺪﻧﯿﺔ اﻟﺘﺮﺑﯿﺔ ﻓﻲ اﻟﺒﺤﺚ ﻣﻨﺎھﺞ ؛ ﻣﺠﯿﺪ ﺧﺮﯾﺒﻂ رﯾﺴﺎن ‪-‬‬
‫‪ ،‬اﻟﻘﺪم ﺑﻜﺮة اﻟﻤﺘﻘﺪﻣﯿﻦ اﻟﻸﻋﺒﯿﻦ ﻻﻧﺘﻘﺎء اﻟﻤﯿﺪاﻧﻲ اﻟﺬﻛﺎء ﻣﻘﯿﺎس وﺗﻘﻨﯿﻦ ﺑﻨﺎء ؛ ﺳﺮﺣﺎن ﻋﻜﺎب ﺳﻠﻤﺎن ‪-‬‬
‫‪، 2001.‬اﻟﻘﺎدﺳﯿﺔ ﺟﺎﻣﻌﺔ ‪،‬اﻟﺮﯾﺎﺿﯿﺔ اﻟﺘﺮﺑﯿﺔ ﻛﻠﯿﺔ ‪ ،‬ﻣﻨﺸﻮرة ﻏﯿﺮ ﻣﺎﺟﺴﺘﯿﺮ رﺳﺎﻟﺔ‬
‫‪ 6 (1), 30-‬اﻟﺮﯾﺎﺿﺔ ﻋﻠﻮم ﻣﺠﻠﺔ ‪.‬ﻓﺎﺿﻞ ﻋﻠﻲ أﺣﻤﺪ ‪,‬ﻣﻄﺮ ﻋﺒﺪ ﺷﯿﻤﺎء د ‪.‬م ‪.‬أ ‪,‬ﻋﻮدة ﻋﺮﯾﺒﻲ أﺣﻤﺪ ‪.‬د ‪.‬أ‬
‫‪51, 2014‬‬
‫‪ ، 2010.‬ﻋﻤﺎن ‪1 ،‬ط ‪ ،‬واﻷﺑﺪاع اﻟﺬﻛﺎء ﺑﯿﻦ اﻟﻌﻘﻠﯿﺔ اﻟﻘﺪرات ؛ اﺑﻮﺷﻌﯿﺮة وﺧﺎﻟﺪ ﻏﺒﺎري ﺛﺎﺋﺮ ‪-‬‬
‫اﻟﻄﺎﺑﻊ ﺷﺮﻛﺔ ‪ ،‬ﻋﻤﺎن ‪ ،‬وأﺳﺎﻟﯿﺒﮫ أدواﺗﮫ ﻣﺎ ‪ ،‬وﻣﻔﮭﻮﻣﮫ اﻟﻌﻠﻤﻲ اﻟﺒﺤﺚ ؛ وآﺧﺮون اﻟﻌﺒﯿﺪات ذوﻗﺎن ‪-‬‬
‫‪ ، 1982.‬اﻟﻨﻤﻮذﺟﯿﺔ‬
‫‪ ، 1971.‬اﻟﻤﺼﺮﯾﺔ اﻻﻧﺠﻠﻮ ﻣﻜﺘﺒﺔ ‪ ،‬اﻟﻘﺎھﺮة ‪ ،‬واﻟﺘﺮﺑﻮي اﻟﻨﻔﺴﻲ واﻟﻘﯿﺎس اﻟﺘﻘﻮﯾﻢ ؛ اﻟﻐﺮﯾﺐ رﻣﺰﯾﺔ ‪-‬‬
‫‪ ، 1998.‬اﻟﻜﺘﺐ دار ﻣﻄﺒﻌﺔ ‪ ،‬اﻟﻤﻮﺻﻞ ‪ ،‬اﻟﺒﺪﻧﯿﺔ اﻟﺘﺮﺑﯿﺔ ﻓﻲ اﻟﺒﺤﺚ ﻣﻨﺎھﺞ ؛ ﻣﺠﯿﺪ ﺧﺮﯾﺒﻂ رﯾﺴﺎن ‪-‬‬
‫‪ ،‬اﻟﻘﺪم ﺑﻜﺮة اﻟﻤﺘﻘﺪﻣﯿﻦ اﻟﻸﻋﺒﯿﻦ ﻻﻧﺘﻘﺎء اﻟﻤﯿﺪاﻧﻲ اﻟﺬﻛﺎء ﻣﻘﯿﺎس وﺗﻘﻨﯿﻦ ﺑﻨﺎء ؛ ﺳﺮﺣﺎن ﻋﻜﺎب ﺳﻠﻤﺎن ‪-‬‬
‫‪، 2001.‬اﻟﻘﺎدﺳﯿﺔ ﺟﺎﻣﻌﺔ ‪،‬اﻟﺮﯾﺎﺿﯿﺔ اﻟﺘﺮﺑﯿﺔ ﻛﻠﯿﺔ ‪ ،‬ﻣﻨﺸﻮرة ﻏﯿﺮ ﻣﺎﺟﺴﺘﯿﺮ رﺳﺎﻟﺔ‬

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‫م ‪ ٢٠٠٣‬اﻟﻘﺎھﺮة ‪ ،‬اﻟﻌﺮﺑﻲ اﻟﻔﻜﺮ دار ‪ ،‬وﺗﻌﻤﯿﻖ ﺗﻨﻤﯿﺔ‪ ،‬واﻟﻔﮭﻢ اﻟﻤﺘﻌﺪده اﻟﺬﻛﺎءات ؛ ﺟﺎﺑﺮ ﻋﺒﺪاﻟﺤﻤﯿﺪ ﺟﺎﺑﺮ‬
‫‪.‬‬
‫‪،‬اﻟﻤﻌﺎرف ط‪،١٢‬ﻣﻨﺸﺄة ‪)،‬ﺗﻄﺒﯿﻘﺎت ‪-‬ﻧﻈﺮﯾﺎت( اﻟﺮﯾﺎﺿﻲ اﻟﺘﺪرﯾﺐ ؛ ﻣﺼﻄﻔﻰ ﻋﺒﺪاﻟﺨﺎﻟﻖ اﻟﺪﯾﻦ ﻋﺼﺎم‬
‫‪٢٠٠٥.‬م اﻻﺳﻜﻨﺪرﯾﮫ‬
‫اﻻردن ‪ ،‬ﻋﻤﺎن ‪ ،‬اﻟﻮراق ﻣﺆﺳﺴﺔ اﻟﻄﺎﺋﺮه ﻟﻠﻜﺮة اﻟﻌﻠﻤﯿﮫ اﻟﻤﻮﺳﻮﻋﮫ ‪.(2001) ،‬ﻣﺮوان ‪،‬اﻻﺑﺮھﯿﻢ‬
‫اﻟﺴﻤﺎت وﺑﻌﺾ اﻟﻄﺎﺋﺮه ﻛﺮة ﻻﻋﺒﻲ ﻟﺪى اﻟﺬات ﻣﻔﮭﻮم ﻓﻲ اﻟﻔﺮوق ‪ ، (2006)،‬راﻏﺐ ﺗﯿﻤﻮر اﺣﻤﺪ‬
‫ﻣﺺ ‪ (٣) ،‬اﻟﻌﺪد )‪ (١٣‬اﻟﻤﺠﻠﺪ ‪ ،‬ﺷﻤﺲ ﻋﯿﻦ ﺟﺎﻣﻌﺔ ﻣﺠﻠﺔ ‪ ،‬اﻟﺸﺨﺼﯿﮫ‬

‫ﺣﺴﯿﻦ ﻋﻠﻲ ﻣﻮﺳﻰ‪،‬ﻋﺒﺪ اﻟﻔﺘﺎح اﻟﺼﻌﯿﺪي‪،‬اﻻﻓﺼﺎح ﻓﻲ ﻓﻘﮫ اﻟﻠﻐﺔ‪،‬دار اﻟﻔﻜﺮاﻟﻌﺮﺑﻲ‪،‬ط‪،2‬اﻟﺠﺰءاﻻول‪،‬ﺑﺎب‬

‫‪.‬أوﺻﺎف اﻟﻨﺎس اﻟﺨﻠﻘﯿﺔ واﻟﺨﻠﻘﯿﺔ‪،‬ص‪148‬‬

‫ﻋ ﻄ ﻮ ف ﻣ ﺤ ﻤ ﺪ ﯾ ﺎﺳ ﯿﻦ ‪ ،‬ﻋ ﻠﻢ ا ﻟ ﻨ ﻔ ﺲ ا ﻟ ﻌ ﯿ ﺎ د ي ‪ ،‬د ا ر ا ﻟ ﻌ ﻠ ﻢ‬

‫ﻣ ﺤ ﻤ ﺪ ا ﻟ ﺤ ﻤ ﺎ ﻣ ﻲ ‪ ،‬أ ﻧ ﻮ ر ا ﻟ ﺨ ﻮ ﻟ ﻲ ‪ :‬أ ﺳ ﺲ ﺑ ﻨ ﺎء ﺑ ﺮ ا ﻣ ﺞ ا ﻟ ﺘ ﺮ ﺑ ﯿ ﺔ ا ﻟ ﺒ ﺪ ﻧ ﯿ ﺔ و ا ﻟ ﺮ ﯾ ﺎ ﺿ ﯿ ﺔ ‪ ،‬د ا ر ا ﻟ ﻔ ﻜ ﺮ ا ﻟ ﻌ ﺮ ﺑ ﻲ ‪،‬‬

‫‪.‬اﻟﻘﺎھﺮة ‪ ،1990،‬ص‪29‬‬

‫أﻣﯿﻦ أﻧﻮر اﻟﺨﻮﻟﻲ ‪ :‬أﺻﻮل اﻟﺘﺮﺑﯿﺔ اﻟﺒﺪﻧﯿﺔ و اﻟﺮﯾﺎﺿﯿﺔ ‪ ،‬ط‪ ،3‬دار اﻟﻔﻜﺮ اﻟﻌﺮﺑﻲ‪ ،‬اﻟﻘﺎھﺮة‪،2001 ،‬‬
‫ص‪120‬‬
‫ﺧﯿﺮي اﻟﻤﻐﺎزي ﻋﺠﺎج‪ ،‬ﻣﺮﺟﻊ ﺳﺎﺑﻖ‪،‬ص‪48‬‬

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