Lab

Belal Aldmor's Lab

Institution: Mu’tah University

Featured research (14)

4.00-4. 5 ‫اﻟﺗﺻوﻳب،‬ ‫ﻟﻣوﻗﻊ‬ ‫وﻓﻘﺎ‬ ‫ﻋﻠﻰ‬ ‫اﺷﺗﻣﻠت‬ ‫و‬ ، ‫اﻟوﺻﻔﻲ‬ ‫اﻟﻣﻧﻬﺞ‬ ‫اﻟﺑﺎﺣﺛون‬ ‫اﺳﺗﺧدم‬ ‫ﺣﻳث‬) ‫ﻣن‬ ‫ﺗﻛوﻧت‬ ‫ﻋﻳﻧﺔ‬ 8 ‫اﻷﻧدﻳﺔ‬ ‫ﻓﻲ‬ ‫اﻟﻣﺗﺣرﻛﺔ‬ ‫اﺳﻲ‬ ‫اﻟﻛر‬ ‫ﻋﻠﻰ‬ ‫اﻟﺳﻠﺔ‬ ‫ة‬ ‫ﻛر‬ ‫ﻻﻋﺑﻲ‬ ‫ﻣن‬ ‫ﻻﻋﺑﻳن‬ () ‫اﻟﺗﺻﻧﻳف‬ ‫ذوي‬ ‫ﻣن‬ ‫اﻷردﻧﻳﺔ‬ 4-4. 5 (‫وﺟود‬ ‫اﻟﻧﺗﺎﺋﺞ‬ ‫أظﻬرت‬ ، ً ‫اﺋﻳﺎ‬ ‫ﻋﺷو‬ ‫اﺧﺗﻳﺎرﻫم‬ ‫ﺗم‬ ‫أ‬ ‫ا‬ ‫ة‬ ‫ﻛر‬ ‫ﻻﻋﺑﻲ‬ ‫ﻟدى‬ ‫اﻟﺗﺻوﻳب‬ ‫ﺑدﻗﺔ‬ ‫ﺑﺎﻟﻣﺳﺎﻫﻣﺔ‬ ‫اﻟﻛﻳﻧﻣﺎﺗﻳﻛﻳﺔ‬ ‫ﻟﻠﻘﻳم‬ ‫ﺛر‬ ‫ﺑﺎ‬ ‫ﻟﺳﻠﺔ‬ ‫اﺳﻲ‬ ‫ﻟﻛر‬) ‫اﻟﺗﺻﻧﻳف‬ ‫ذوي‬ ‫ﻣن‬ ‫اﻟﻣﺗﺣرﻛﺔ‬ 4-4.5 ‫ﻛﺎﻧ‬ ‫ﺣﻳث‬ (‫اﻻﻧط‬ ‫اوﻳﺔ‬ ‫ز‬ ‫ﺗﻔﺎع‬ ‫ار‬ ‫و‬ ‫اﻟرﻣﻲ‬ ‫اوﻳﺔ‬ ‫وز‬ ‫ﻓق‬ ‫ﻟﻠﻣر‬ ‫اوﻳﺔ‬ ‫اﻟز‬ ‫اﻟﺳرﻋﺔ‬ ‫ات‬ ‫ﻣﺗﻐﻳر‬ ‫ﻗﻳم‬ ‫ت‬ ‫ﻼق‬ ‫اوﻳﺔ‬ ‫ز‬ ‫ﺗﻔﺎع‬ ‫ار‬ ‫و‬ ‫ﻟﻠرﺳﻎ‬ ‫اوﻳﺔ‬ ‫اﻟز‬ ‫اﻟﺳرﻋﺔ‬ ‫ﻗﻳم‬ ‫ﺗﻠﻌب‬ ‫ﺑﻳﻧﻣﺎ‬ ‫ﻟﻠﺳﻠﺔ،‬ ‫ﻳﺑﺔ‬ ‫اﻟﻘر‬ ‫اﻗﻊ‬ ‫اﻟﻣو‬ ‫ﻣن‬ ‫اﻟﺗﺻوﻳب‬ ‫ﻧﺟﺎح‬ ‫ﻓﻲ‬ ‫ا‬ ‫ﻛﺑﻳر‬ ‫ا‬ ‫دور‬ ‫ا‬ ‫ﻻﻧطﻼ‬ ‫وﺳرﻋﺔ‬ ‫ق‬ ‫اﻟﺑﻌﻳدة‬ ‫اﻗﻊ‬ ‫اﻟﻣو‬ ‫ﻣن‬ ‫اﻟﺗﺻوﻳب‬ ‫ﻧﺟﺎح‬ ‫ﻓﻲ‬ ‫ا‬ ‫ﻛﺑﻳر‬ ‫ا‬ ‫دور‬ ‫ة‬ ‫اﻟﻛر‬. ‫اﻟﺑﺎﺣﺛو‬ ‫أوﺻﻰ‬ ‫إﻟﻳﻬﺎ‬ ‫اﻟﺗوﺻﻝ‬ ‫ﺗم‬ ‫اﻟﺗﻲ‬ ‫اﻟﻧﺗﺎﺋﺞ‬ ‫ﺧﻼﻝ‬ ‫وﻣن‬ ‫اﺧذ‬ ‫ن‬ ‫ا‬ ‫ﻟﻘﻳم‬ ‫ﺗ‬ ‫اﻟﺗﻲ‬ ‫اﻟﻛﻳﻧﻣﺎﺗﻳﻛﻳﺔ‬ ‫ﻟﻌ‬ ‫ﻓﻲ‬ ‫اﻟﺗﺻوﻳب‬ ‫ة‬ ‫ﺑﻣﻬﺎر‬ ‫اﻟﺧﺎﺻﺔ‬ ‫ﻳﺑﻳﺔ‬ ‫اﻟﺗدر‬ ‫اﻣﺞ‬ ‫اﻟﺑر‬ ‫ﺑﻧﺎء‬ ‫ﻋﻧد‬ ‫اﻻﻋﺗﺑﺎر‬ ‫ﺑﻌﻳن‬ ‫اﺳﺔ‬ ‫اﻟدر‬ ‫ﻧﺎوﻟﺗﻬﺎ‬ ‫ة‬ ‫ﻛر‬ ‫ﺑﺔ‬ ‫ﻋﻠﻰ‬ ‫اﻟﺳﻠﺔ‬ ‫اﻟﺗﺻوﻳب.‬ ‫اﻗﻊ‬ ‫ﻟﻣو‬ ‫ووﻓﻘﺎ‬ ‫اﻟﻣﺗﺣرﻛﺔ‬ ‫اﺳﻲ‬ ‫اﻟﻛر‬ ‫اﻟﻛﻠﻣﺎت‬ ‫اﻟداﻟﺔ‬ : ‫اﻟﻛﻳﻧﻣﺎﺗﻳﻛﻳﺔ‬ ‫اﻟﻘﻳم‬ ، ‫اﻟﺗﺻوﻳب‬ ‫دﻗﺔ‬ ، ‫اﻟﺳﻠﺔ‬ ‫ة‬ ‫ﻛر‬ ‫ﻋﻠﻰ‬ ‫اﻟﻣﺗﺣرﻛﺔ‬ ‫اﺳﻲ‬ ‫اﻟﻛر‬. ‫اﻟﻣﻘدﻣﺔ‬ ‫ا‬ ‫ﻓﺋﺎت‬ ‫ﻣن‬ ‫اﻟﻣﻌﺎﻗﻳن‬ ‫ﻓﺋﺔ‬ ‫ﺗﻌد‬ ‫اﻋد‬ ‫ﻳﺎدة‬ ‫ز‬ ‫ﻓﺎن‬ ‫وﺑﺎﻟﺗﺎﻟﻲ‬ ‫ﺑﺳﻳط‬ ‫اﻟﻐﻳر‬ ‫ﻋددﻫم‬ ‫ﺑﺳﺑب‬ ‫وذﻟك‬ ‫ﺗﻬﻣﻝ‬ ‫ان‬ ‫ﻳﻣﻛن‬ ‫ﻻ‬ ‫اﻟﺗﻲ‬ ‫ﻟﻣﺟﺗﻣﻊ‬ ‫ﻫذﻩ‬ ‫اد‬ ‫ا‬ ‫ﻟﻔﺋﺔ‬ ‫اﻟﻌﻘﻠﻳ‬ ‫و‬ ‫اﻟﺑدﻧﻳﺔ‬ ‫اﺗﻬم‬ ‫وﻗدر‬ ‫اﻓق‬ ‫ﺗﺗو‬ ‫اﻧﻳن‬ ‫وﻗو‬ ‫اﻋد‬ ‫ﻗو‬ ‫ﺿﻣن‬ ‫ﺑﻬم‬ ‫ﺧﺎﺻﺔ‬ ‫ﻳﺎﺿﺎت‬ ‫ر‬ ‫ﻟدﻳﻬم‬ ‫ﻳﻛون‬ ‫ان‬ ‫اﻟﺿروري‬ ‫ﻣن‬ ‫ﺟﻌﻠت‬ ‫اﻟﻣﺟﺗﻣﻊ‬ ‫ﻣن‬ ‫اﻻﻣ‬ ‫ﺔ‬ ‫ر‬ ‫ﻳﺎﺿﺔ‬ ‫ﺑر‬ ‫ﺗﻌﻧﻰ‬ ‫ﺧﺎﺻﺔ‬ ‫ﻣﻧظﻣﺎت‬ ‫اﻳﺟﺎد‬ ‫اﻟﻰ‬ ‫اﻟدوﻝ‬ ‫اﺳﺗدﻋﻰ‬ ‫اﻟذي‬ ‫اﻟﻠﺟﻧﺔ‬ ‫وﻫﻲ‬ ‫اﻟﻣﻌﺎﻗﻳن‬ ‫اﻟﻣﺑﻳﺔ‬ ‫اﻟﺑﺎر‬ ‫اﻟ‬ ‫ﻳﺎﺿﺎت‬ ‫ر‬ ‫ﻓﻲ‬ ‫ﺗﺧﺗص‬ ‫اﻟﺗﻲ‬ ‫ﻣﻌﺎﻗﻳن‬ ‫ﻓﺋﺎﺗﻬم.‬ ‫ﺑﻣﺧﺗﻠف‬ ‫و‬ ‫ﻫذا‬ ‫ﺗﻌﺗﺑر‬ ‫وﺑﺷﻛ‬ ‫ﺗﺳﻌﻰ‬ ‫،اﻟﺗﻲ‬ ‫وﻣﺗﺎﺑﻌﺔ‬ ‫ﺗﺷوﻳﻘﺎ‬ ‫اﻟﻣﺑﻳﺔ‬ ‫اﻟﺑﺎر‬ ‫اﻻﻟﻌﺎب‬ ‫أﻛﺛر‬ ‫ﻣن‬ ‫اﻟﻣﺗﺣرﻛﺔ‬ ‫اﺳﻲ‬ ‫ﺑﺎﻟﻛر‬ ‫اﻟﺳﻠﺔ‬ ‫ة‬ ‫ﻛر‬ ‫ﻳﺎﺿﺔ‬ ‫ر‬ ‫ﻣﺳﺗﻣر‬ ‫ﻝ‬ ‫ا‬ ‫ـب‬ ‫ﻏﻠ‬ ‫ﻋﻠ‬ ‫ﺗﻌود‬ ‫اﻟﺗﻲ‬ ‫اﻟﻠﻌﺑﺔ‬ ‫ﻫذﻩ‬ ‫ﻓﻲ‬ ‫ﻋﻠﻳﺎ‬ ‫ﻣﺳﺗوﻳﺎت‬ ‫اﻟﻰ‬ ‫ﻟﻠوﺻوﻝ‬ ‫اﻟﻌﺎﻟم‬ ‫دوﻝ‬ ‫اﻟوظﻳﻔﻳ‬ ‫ـدة‬ ‫اﻟﻔﺎﺋ‬ ‫ـن‬ ‫ﻣ‬ ‫ـر‬ ‫ﻛﺑﻳ‬ ‫ﺑﻘدر‬ ‫ﻣﻣﺎرﺳﻳﻬﻣﺎ‬ ‫ﻰ‬ ‫اﻟﻧ‬ ‫و‬ ‫ﺔ‬ ‫ﻟﻣن‬ ‫ﻔﺳﻳﺔ‬ ‫ﻳﻣﺎرﺳﻬﺎ‬ ‫اﻟﺣرﻛﻳﺔ‬ ‫اﻻﻋﺎﻗﺎت‬ ‫ذوي‬ ‫ﻣن‬ ، ‫ﺑﻳدي‬ ‫)اﻟز‬. 2004 () ‫ﻳﺎض‬ ‫ر‬ ‫أﻛد‬ ‫وﻗد‬ 2005 ‫ﺗط‬ ‫و‬ ‫اﻟﻼﻋب‬ ‫ﺑﺄداء‬ ‫ﺗﻘﺎء‬ ‫اﻻر‬ ‫ﻋﻠﻰ‬ ‫ﻳﻌﻣﻝ‬ ‫ﺣﻳث‬ ‫اﻟﺧﺎﺻﺔ‬ ‫اﻻﺣﺗﻳﺎﺟﺎت‬ ‫ﻟذوي‬ ‫اﻟﺑدﻧﻲ‬ ‫ﻳب‬ ‫اﻟﺗدر‬ ‫أﻫﻣﻳﺔ‬ (‫وﻳر‬ ‫اﻻﻧﺗﻘﺎ‬ ‫اﻟﺣرﻛﻳﺔ‬ ‫ات‬ ‫اﻟﻣﻬﺎر‬ ‫أداء‬ ‫ﻋﻠﻰ‬ ‫اﺗﻪ‬ ‫ﻗدر‬ ‫اﻟﺣﺎﻻ‬ ‫ﻋﻠﻰ‬ ‫اﻹﻳﺟﺎﺑﻲ‬ ‫اﻟﺗﺄﺛﻳر‬ ‫و‬ ‫ة‬ ‫اﻷﺟﻬز‬ ‫و‬ ‫ات‬ ‫ﺑﺎﻷدو‬ ‫اﻟﺗﺣﻛم‬ ‫ات‬ ‫ﻣﻬﺎر‬ ‫أو‬ ‫ﻟﻳﺔ‬ ‫اﻟﻧ‬ ‫ت‬ ‫ﻋن‬ ‫ﺎﺗﺟﺔ‬ ‫اﻟﻌﺻﺑﻲ‬ ‫اﻟﻌﺿﻠﻲ‬ ‫اﻓق‬ ‫اﻟﺗو‬ ‫ﻣﺳﺗوى‬ ‫ورﻓﻊ‬ ‫اﻟﻌﺿﻠﻳﺔ‬ ‫اﻹﺻﺎﺑﺎت‬ ‫و‬ ‫اﻟﻔﻘري‬ ‫اﻟﻌﻣود‬ ‫إﺻﺎﺑﺎت‬. ‫ﻳ‬ ‫اﻟر‬ ‫ﻷﻧﻬﺎ‬ ‫اﻟﻣﺗﺣرﻛﺔ‬ ‫اﺳﻲ‬ ‫اﻟﻛر‬ ‫ﻳﺎﺿﺎت‬ ‫ر‬ ‫اع‬ ‫أﻧو‬ ‫ﺳﺎﺋر‬ ‫ﺑﻳن‬ ‫ﻣن‬ ‫ة‬ ‫ﻣﻣﻳز‬ ‫أﻫﻣﻳﺔ‬ ‫اﻟﻣﺗﺣرﻛﺔ‬ ‫اﺳﻲ‬ ‫ﻟﻠﻛر‬ ‫اﻟﺳﻠﺔ‬ ‫ة‬ ‫ﻛر‬ ‫ﻳﺎﺿﺔ‬ ‫ر‬ ‫وﺗﺣﺗﻝ‬ ‫اﻷ‬ ‫ﺎﺿﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻋﺎم‬ ‫ﺑداﻳﺗﻬﺎ‬ ‫ﻣﻧذ‬ ‫ﻣﺎﻧدﻳﻔﻝ‬ ‫ﺳﺗوك‬ ‫ﺑطوﻻت‬ ‫ﻓﻲ‬ ‫ة‬ ‫ﺑﺎرز‬ ‫ﻣﻛﺎﻧﺔ‬ ‫وﺗﺣﺗﻝ‬ ‫اﻟدوﻟﻲ‬ ‫اﻟﻣﺳﺗوى‬ ‫ﻋﻠﻰ‬ ‫ﺗﻣﺛﻳﻼ‬ 1948 ‫اﻟر‬ ‫ﻫذﻩ‬ ‫وﺗﻌد‬ ‫ﻛﻣﺎ‬ ، ‫اﻷﻛﺛر‬ ‫ﻳﺎﺿﺔ‬ ‫اﻟﻌﺎم‬ ‫ﻣﻧذ‬ ‫ﻟﻣﺑﻳﺔ‬ ‫اﻟﺑﺎر‬ ‫ات‬ ‫اﻟدور‬ ‫ﻣﺳﺗوى‬ ‫ﻋﻠﻰ‬ ‫ا‬ ‫ﺑروز‬ 1960 ‫ﻣﺎﻧدﻳﻔﻝ.‬ ‫ﺳﺗوك‬ ‫ﻟﻣﻔﻬوم‬ ‫اﻣﺗداد‬ ‫ﻛﺎﻧت‬ ‫اﻟﺗﻲ‬ (Goosey et, al.,2002)) ‫اﻟﺣﺳﻳن‬ ‫ﻋﺑد‬ ‫ﻳرى‬ 2005 ‫ﻣﺎ‬ ‫وﻛﻝ‬ ‫اﻋﻳن،‬ ‫ذر‬ ‫أو‬ ‫اﺣدة‬ ‫و‬ ‫اع‬ ‫ذر‬ ‫ﺑﺎﺳﺗﺧدام‬ ‫اﻟﺳﻠﺔ‬ ‫ﺑﺎﺗﺟﺎﻩ‬ ‫ة‬ ‫اﻟﻛر‬ ‫رﻣﻲ‬ ‫ﻋﻣﻠﻳﺔ‬ ‫ﻫو‬ ‫اﻟﺗﺻوﻳب‬ ‫أن‬ (‫ﻳ‬ ‫ؤدﻳﻪ‬ ‫،ﻟذا‬ ‫اﻟﺳﻠﺔ‬ ‫ﺻﺎﺑﺔ‬ ٕ ‫ا‬ ‫و‬ ‫اﻟﺗﺻوﻳب‬ ‫ﻟﻌﻣﻠﻳﺔ‬ ‫إﻋداد‬ ‫إﻻ‬ ‫ﻫو‬ ‫ﻣﺎ‬ ‫ﺟﻣﺎﻋﻳﺔ‬ ‫ات‬ ‫وﻣﻬﺎر‬ ‫وﺗﻧطﻳط‬ ‫وﺿﺑط‬ ‫ﺧداع‬ ‫ﻋﻣﻠﻳﺎت‬ ‫ﻣن‬ ‫اﻟﻣﻬﺎﺟم‬ ‫اﻟﻼﻋب‬ ‫ﻋ‬ ‫ﻠﻰ‬ ‫اﻟﻼ‬ ‫ﻳب‬ ‫ﻟﺗدر‬ ‫ﻳﺑﻳﺔ‬ ‫اﻟﺗدر‬ ‫اﻟوﺣدة‬ ‫ﻣن‬ ‫ﻛﺎف‬ ‫وﻗت‬ ‫إﻋطﺎء‬ ‫ﺑﻳن‬ ‫اﻟﻣدر‬ ‫ﻟذ‬ ‫اﻟﻣﻧﺎﻓﺳﺔ‬ ‫ظروف‬ ‫وﺗﺣت‬ ‫اﻋﻪ‬ ‫ﺑﺄﻧو‬ ‫اﻟﺗﺻوﻳب‬ ‫ة‬ ‫ﻣﻬﺎر‬ ‫ﻋﻠﻰ‬ ‫ﻋﺑﻳن‬ ‫ﻳﺟب‬ ‫ا‬ ‫ﻣﻧﻬﺎ.‬ ‫اد‬ ‫ﻟﻠﻣر‬ ‫ﻣﺣﻘﻘﻪ‬ ‫ﺗﻛون‬ ‫ﺣﺗﻰ‬ ‫ﺳﻠﻳﻣﺔ‬ ‫وﻣﻳﻛﺎﻧﻳﻛﻳﺔ‬ ‫ﻋﻠﻣﻳﺔ‬ ‫أﺳس‬ ‫وﻓق‬ ‫اﻟﻌﻣﻠﻳﺔ‬ ‫ﻫذﻩ‬ ‫ﺗﺗم‬ ‫أن‬ ‫إن‬ ‫ﻟﻛﻝ‬ ‫ة‬ ‫ﻣﻬﺎر‬ ‫ﻳﺎﺿﻳﺔ‬ ‫ر‬ ‫ﻫدف‬ ‫ﻣﻳﻛﺎﻧﻳﻛﻲ‬ ‫ﻳﺧﺗﻠف‬ ‫ﻧوﻋﻬﺎ‬ ‫ﺑﺎﺧﺗﻼف‬ ‫ﺗﺑط‬ ‫وﻳر‬ ‫ﺑﻧوع‬ ‫اﻟﻧﺷﺎط‬ ‫اﻟﻣﻣﺎرس‬ ‫اﻧﻳن‬ ‫اﻟﻘو‬ ‫و‬ ‫اﻟﻣﺣددة‬ ‫ﻟﻪ‬ ‫ﻳﻬدف‬ ‫،ﺣﻳث
This study aims at identifying the differences between the pre and post measurement with regard to the extent to which the students of advanced football have the ability to practice training football from their perspective due to the variables of (academic courses, academic year, estimation, the student's classification, and the training courses in football). The researchers used the qusai approach. The study sample consisted of (38) students from the students of the faculty of sport sciences who are enrolled in the course of advanced football. The researchers developed a questionnaire, and the validity of arbitrators was used in developing them. The researchers used several statistical methods in order to find out the results using the statistical package (SPSS). The study results showed that there are statistically significant differences at the level (α≤0.05) in favor of the post measurement for the student's classification variable (Student student’s category), while the results revealed that there are no statistically significant differences for the other variables (academic year, estimation, and the training courses in the domain of football). Based on the results, the researcher recommended the necessity of enhancing the content of the course of advanced football regarding the theoretical domains (psychological preparation, and tactical preparation). Keywords: Football; professional efficacy; advanced football course.

Lab head

Belal Aldmor

Members (3)

Abdelhafez Alnawayseh
  • Mu’tah University
بكر الذنيبات
  • Mu’tah University
Mqdad Al Tarawneh
  • Mu’tah University