تبیین نقش واسطه کارکردهای اجرایی در رابطه هماهنگی حرکتی و عملکرد تحصیلی

عظیمی راد, جواد; ملانوروزی, کیوان; قاسمی, عبداله; عرب‌عامری, الهه

doi:10.22034/jei.2026.552484.3341

تبیین نقش واسطه کارکردهای اجرایی در رابطه هماهنگی حرکتی و عملکرد تحصیلی

مقالات آماده انتشار

نوع مقاله : مقاله پژوهشی

نویسندگان

جواد عظیمی راد ¹

کیوان ملانوروزی ²

عبداله قاسمی ³

الهه عرب‌عامری ⁴

¹ دانشجوی دکتری، گروه علوم ورزشی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران

² استادیار، گروه علوم ورزشی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران.

³ استادیار، گروه علوم ورزشی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران

⁴ استاد، گروه رفتار حرکتی، دانشکده علوم ورزشی و تندرستی، دانشگاه تهران، تهران، ایران

10.22034/jei.2026.552484.3341

چکیده

هماهنگی حرکتی درشت، نه صرفاً یک ویژگی فیزیکی، بلکه به طور فزاینده ای به عنوان یک مؤلفه مهم رشد شناختی و یادگیری شناخته شده است. نقص در هماهنگی حرکتی درشت با طیفی از مشکلات رشدی و یادگیری مرتبط است، که نشان می‌دهد این مهارت‌ها احتمالا، با نتایج تحصیلی در هم تنیده هستند. مکانیسم‌هایی که توسط آن هماهنگی حرکتی درشت بر عملکرد تحصیلی تأثیر می‌گذارد نامشخص است. هدف تحقیق حاضر بررسی نقش میانجی کارکردهای اجرایی در رابطه بین هماهنگی حرکتی درشت و عملکرد تحصیلی است. تعداد 180 نفر از دانشآموزان پسر 10-12 ساله مدارس ابتدایی شهرستان سرپل ذهاب در تحقیق مشارکت کردند. جهت سنجش هماهنگی حرکتی از آزمون KTK؛ اندازه گیری کارکردهای اجرایی از نسخه الکترونیکی دو آزمون دسته بندی کارت های ویسکانسین و آزمون استروپ استفاده شد. عملکرد تحصیلی براساس عملکرد دانش آموزان در نیمسال تحصیلی قبل از اجرای آزمون در نظر گرفته شد. از مدل معادلات ساختاری جهت تحلیل دادههای تحقیق استفاده گردید. نتایج تحقیق حاضر نشان داد کارکردهای اجرایی(بازداری پاسخ) با توجه به آماره t (14/764) و انعطافپذیری شناختی با توجه به آماره t (15/45) ارتباط بین هماهنگی حرکتی و عملکرد تحصیلی دانش آموزان دبستانی را تعدیل میکند. کارکردهای اجرایی فقط بعد از مهارت‌های حرکتی اتفاق نمی‌افتند؛ بلکه به صورت پویا بر میزان کمک تجربیات حرکتی به یادگیری تحصیلی تأثیر می‌گذارند. براین اساس با پرورش هماهنگی حرکتی و کارکردهای اجرایی، مربیان و والدین می‌توانند یک محیط یادگیری حمایتی‌تر و مؤثرتر برای همه دانش‌آموزان ایجاد کنند.

کلیدواژه‌ها

هماهنگی حرکتی

کارکردهای اجرایی

عملکرد تحصیلی

موضوعات

مبانی نظری و اصول علمی و یافته‌های دانش روان‌شناسی تربیتی به‌منظور تهیه و تدوین محتوای آموزشی، روش های تدریس و تربیت و ارزشیابی از طرح‌ها، برنامه‌ها، روش‌ها و آموخته‌های دانش‌آموزان

عنوان مقاله English

Explaining the mediating role of executive functions in the relationship between motor coordination and academic performance

نویسندگان English

Javad Azimirad ¹

Keyvan Molanorouzi ²

Abdollah Ghasemi ³

Elaheh Arab-Ameri ⁴

¹ ph.d student, Department of sport science, SR.C., Islamic Azad University, Tehran, Iran

² Department of sport science, SR.C., Islamic Azad University, Tehran, Iran

³ Department of sport science, SR.C., Islamic Azad University, Tehran, Iran

⁴ Department of motor behaviour, Faculty of Sports and Health sciences, university of Tehran, Tehran Iran

چکیده English

Introduction and Objective: Gross motor coordination is increasingly recognized not only as a physical attribute but also as a crucial component of cognitive development and learning. Deficits in gross motor coordination are associated with a range of developmental and learning problems, suggesting that these skills are likely intertwined with academic outcomes. The mechanisms by which gross motor coordination affects academic performance remain unclear. The present study aims to investigate the mediating role of executive functions in the relationship between gross motor coordination and academic performance.
Methodology: A total of 180 male students aged 10-12 from elementary schools in Sarpol-e Zahab participated in the study. The KTK test was used to assess gross motor coordination, while executive functions were measured using the electronic versions of the Wisconsin Card Sorting Test and the Stroop test. Academic performance was evaluated based on students' performance in the semester prior to the administration of the tests. Structural equation modeling was employed to analyze the research data.
Results: The results of the present study indicated that inhibition, with a t-value of 14.764, and cognitive flexibility, with a t-value of 15.45, significantly mediate the relationship between gross motor coordination and academic performance among elementary school students.
Conclusion: Executive functions do not merely occur after motor skills; rather, they dynamically influence the extent to which motor experiences contribute to academic learning. Therefore, by fostering gross motor coordination and executive functions, educators and parents can create a more supportive and effective learning environment for all students.

کلیدواژه‌ها English

Motor coordination

executive functions

academic performance

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