The Impact of Differential Learning Model on Motor Skills and Handball-Specific Coordination Performance in 11-13-Year-Old Beginners in Handball

Year 2022, Volume: 8 Issue: 4, 152 - 160, 15.12.2022

İsmail Çakıt , Filiz Çamlıgüney , Güven Erdil

https://doi.org/10.18826/useeabd.1152610

Cited By: 1

Abstract

Aim: Improvement of skills in handball means an increase in performance. There are two main learning methods in sport: traditional (classical) and differential learning. The aim of our study was to determine the effect of plyometric training with differential learning method on agility and handball-specific coordination skills in 11-13-year-old handball athletes who are new to the sport.

Methods: In this study, 44 male secondary school students aged 11-13 years from Istanbul and Adana provinces, who were new to sports, volunteered to take part in this study. Two groups of 22 students each were randomly selected as classical training group and differential learning group. All groups were given handball training for adaptation training for 4 weeks. The training sessions were conducted four days a week for 1.5 hours for 12 weeks. Pre-tests were applied before the training period started, and post-tests were applied at the end of 12 weeks. In the study, T-test, zigzag running, obstacle tests as motor skill agility tests; For handball coordination skills, handball slalom dribbling, wall quick pass, hand wall toss pass tests were applied.

Results: Differential learning group (T-test, zig-zag running, obstacle, handball slalom dribbling, wall quick pass, hand wall toss pass tests) were statistically significant compared to the results of the classical training group (p<0.05). The fact that there were significant improvements in the control group can be characterized as the natural effect of the sport depending on the age period.

Conclusions: Compared to the classical training group, the group of differential learning showed more improvement.

Keywords

Differential Learning, Motor Skills, Agility, Handball Specific Coordination, Farklılıkla Öğrenme, Motor Beceri, Çeviklik, Hentbola Özgü Koordinasyon

Farklılıkla Öğrenme Modelinin 11-13 Yaş Arası Hentbola Yeni Başlayanlarda Motor Beceriler ve Hentbola Özgü Koordinasyon Performansı Üzerindeki Etkisi

Abstract

Amaç: Hentbolda becerinin gelişimi performansın artması demektir. Sporda geleneksel (klasik) ve farklılıkla öğrenme olarak iki öğrenme yöntemi bulunmaktadır. Çalışmamızın amacı 11-13 yaş aralığındaki spora yeni başlayan hentbol sporcularında farklılıkla öğrenme yöntemiyle yapılan pliometrik antrenmanların, çeviklik ve hentbola özgü koordinasyon becerilerine etkisini belirlemektir.

Materyal ve Metot: Bu çalışmaya İstanbul ve Adana illerinden 11-13 yaş aralığında, spora yeni başlayan 44 erkek ortaokul öğrencisi gönüllü olarak katılmıştır. Her biri 22 öğrenciden oluşan iki grup, klasik eğitim grubu ve farklılıkla öğrenme grubu olarak rastgele seçilmiştir. Tüm gruplara 4 hafta boyunca adaptasyon eğitimi olarak hentbol eğitimi uygulanmıştır. Antrenmanlar 12 hafta boyunca haftada dört gün 1.5 saat olarak gerçekleştirilmiştir. Antrenmanlar başlamadan önce ön testler, 12 hafta sonunda ise son testler uygulanmıştır. Çalışmada motor beceri çeviklik testleri olarak T-test, zikzak koşu, engel testleri; hentbol koordinasyon becerileri için ise hentbol slalom top sürme, duvara hızlı pas, el topu fırlatma pas testleri uygulanmıştır.

Bulgular: Farklılıkla öğrenme grubu (T-testi, zig-zag koşu, engel, hentbol slalom top sürme, duvara hızlı pas, eltopu pas atma testleri) klasik eğitim grubu sonuçlarına göre istatistiksel olarak anlamlı fark vardır (p<0.05). Kontrol grubunda da anlamlı gelişmelerin olması yaş dönemine bağlı spor yapmanın etkisi olarak nitelendirilebilir.

Sonuç: Klasik antrenman grubu ile karşılaştırıldığında, farklılıkla öğrenme grubu daha fazla gelişim göstermiştir.

Keywords

Farklılıkla Öğrenme, Motor Beceri, Çeviklik, Hentbola Özgü Koordinasyon

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