أهمية التحضير النفسي للاعبي كرة القدم خلال المنافسة الرياضية صنف 14-17 سنة

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(1)‫ﺟﺎﻣﻌﺔ ﺁﻛﻠﻲ ﻣﺤﻨﺪ ﺃﻭﻟﺤﺎﺝ ‪.‬ﺍﻟﺒﻮﻳﺮﺓ‪.‬‬ ‫ﻣﻌﻬﺪ ﻋﻠﻮﻡ ﻭﺗﻘﻨﻴﺎﺕ ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﻟﺮﻳﺎﺿﻴﺔ‬ ‫ﻣﺬﻛﺮﺓ ﺗﺨﺮﺝ ﺿﻤﻦ ﻣﺘﻄﻠﺒﺎﺕ ﻧﻴـﻞ ﺷﻬـﺎﺩﺓ ﺍﻟﻠﻴﺴـﺎﻧـﺲ ﻓﻲ ﻣﻴﺪﺍﻥ ﻋﻠﻮﻡ ﻭﺗﻘﻨﻴﺎﺕ ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﻟﺒﺪﻧﻴﺔ‬ ‫ﻭﺍﻟﺮﻳﺎﺿﻴﺔ‬. ‫ﺍﻟﺘﺨﺼﺺ‪ :‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺮﻳﺎﺿﻲ‬ ‫ﺍﻟﻤﻮﺿﻮﻉ‪:‬‬. ‫ﺃﻫﻤﻴﺔ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﻝﻼﻋﺒﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ‬ ‫ﺨﻼل ﺍﻝﻤﻨﺎﻓﺴﺔ ﺍﻝﺭﻴﺎﻀﻴﺔ ﺼﻨﻑ ‪ 17-14‬ﺴﻨﺔ‬. ‫ﺩﺭﺍﺳﺔ ﻣﻴﺪﺍﻧﻴﺔ ﻟﺒﻌﺾ ﺃﻧﺪﻳﺔ ﺍﻟﻘﺴﻢ ﺍﻟﺠﻬﻮﻱ ﺍﻷﻭﻝ ﻭ ﺍﻟﺜﺎﻧﻲ ‪ -‬ﺍﻟﺒﻮﻳﺮﺓ‪-‬‬. ‫ﺇﺷﺮﺍﻑ ﺍﻟﺪﻛﺘﻮﺭ‪:‬‬. ‫ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ‪:‬‬. ‫* ﺯﺍﻭﻱ ﻋﺒﺪ ﺍﻟﺴﻼﻡ‬. ‫* ﺑﺮﺍﻫﻴﻤﻲ ﻳﻮﻧﺲ‬. ‫ﺍﻟﺴﻨﺔ ﺍﻟﺠﺎﻣﻌﻴﺔ‪2013/2012 :‬‬.

(2)

(3) ‫"ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﺣﻤﻦ ﺍﻟﺮﺣﻴﻢ"‬ ‫" ﻭﻗﺎﻝ ﺭﺏ‪ ‬ﺃﻭﺯﻋﻨﻲ ﺃﻥ ﺃﺷﻜﺮ ﻧﻌﻤﺘﻚ ﺍﻟﺘﻲ ﺃﻧﻌﻤﺖ ﻋ‪‬ﻠـَﻲ‪ ‬ﻭﻋﻠـﻰ ﻭﺍﻟﺪﻱ ﻭﺃﻥ ﺃﻋﻤﻞ ﺻﺎﻟﺤﺎ‬ ‫ﺗﺮﺿﺎﻩ ﻭﺃﺩﺧﻠﻨﻲ ﺑﺮﺣﻤﺘﻚ ﻓـﻲ ﻋﺒﺎﺩﻙ ﺍﻟﺼ‪‬ﺎﻟﺤﻴﻦ " ﺳﻮﺭﺓ ﺍﻟﻨﻤﻞ )ﺍﻵﻳﺔ ‪.(19‬‬ ‫"ﻟﺌﻦ ﺷﻜﺮﺗﻢ ﻷﺯﻳﺪﻧﻜﻢ " ﺳﻮﺭﺓ ﺇﺑﺮﺍﻫﻴﻢ )ﺍﻵﻳﺔ ‪.(07‬‬ ‫ﺍﻟﺤﻤﺪ ﻟﻠﹼﻪ ﺣﻤﺪﺍ ﻃﻴﺒﺎ ﻣﺒﺎﺭﻛﺎ ﻓﻬﻮ ﺍﻷﺣﻖ ﺑﺎﻟﺤﻖ‪ ،‬ﻭﺍﻟﺸﻜﺮ ﻋﻠﻰ ﺟﺰﻳﻞ ﻧﻌﻤﻪ ﻭ ﻭﻗﻮﻓﺎ ﻋﻨﺪ ﻗﻮﻟﻪ‬ ‫ﻋﻠﻴﻪ ﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ)ﺹ(‪ " :‬ﻣﻦ ﻟﻢ ﻳﺸﻜﺮ ﺍﻟﻨﺎﺱ ﻟﻢ ﻳﺸﻜﺮ ﺍﻟﻠﹼﻪ "‪.‬‬ ‫ﻧﺘﻘﺪﻡ ﺑﺎﻟﺸﻜﺮ ﺍﻟﺨﺎﻟﺺ ﺇﻟﻰ ﺃﺳﺘﺎﺫﻧﺎ ﺍﻟﻔﺎﺿﻞ ﺍﻟﻤﺸﺮﻑ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻤﺬﻛﺮﺓ‬ ‫ﺍﻟﺪﻛﺘﻮﺭ "ﺯﺍﻭﻱ ﻋﺒﺪ ﺍﻟﺴﻼﻡ " ﺍﻟﺬﻱ ﻟﻢ ﻳﺒﺨﻞ ﻋﻠﻴﻨﺎ ﺑﻨﺼﺎﺋﺤﻪ ﻭﺗﻮﺟﻴﻬﺎﺗﻪ ﺍﻟﻘﻴ‪‬ﻤﺔ ﻓﻲ ﺍﻟﺒﺤﺚ‪ ،‬ﻛﻤﺎ‬ ‫ﻧﺸﻜﺮﻩ ﻋﻠﻰ ﺟﺪﻳﺘﻪ ﻭﺩﻗﺘﻪ ﻓﻲ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﻧﺘﻤﻨﻰ ﻟﻪ ﺍﻟﺘﻮﻓﻴﻖ‪.‬‬ ‫ﻭﺇﻟﻰ ﻛﻞ ﻣﻦ ﺳﺎﻋﺪﻧﺎ ﻓـﻲ ﺇﻧﺠﺎﺯ ﻫﺬﺍ ﺍﻟﻌﻤﻞ ﻣﻦ ﻗﺮﻳﺐ ﺃﻭ ﻣﻦ ﺑﻌﻴﺪ ﻭﻟﻮ ﺑﻜﻠﻤﺔ ﺃﻭ ﺩﻋﺎﺀ‬ ‫ﻭﻓـﻲ ﺍﻷﺧﻴﺮ ﻧﺘﻤﻨﻰ ﻣﻦ ﺍﻟﻠﹼﻪ ﺃﻥ ﻳﺮﺷﺪﻧﺎ ﺇﻟﻰ ﺳﻮﺍﺀ ﺍﻟﺴﺒﻴﻞ ﻭﻳﺤﻘﻖ ﻫﺪﻓﻨﺎ ﺍﻟﻨﺒﻴﻞ‬ ‫ﻓﺈﻥ ﺃﺻﺒﻨﺎ ﻓﻤﻦ ﺍﻟﻠﹼﻪ ﻭﺇﻥ ﺃﺧﻄﺄﻧﺎ ﻓﻤﻦ ﺍﻟﺸﻴﻄﺎﻥ‪.‬‬. ‫‪-‬ﺃ‪-‬‬.

(4) ‫ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﺣﻤﻦ ﺍﻟﺮﺣﻴﻢ‬ ‫ﺃﺣﻤﺪ ﺍﷲ ﻭﺃﺷﻜﺮﻩ ﻋﻠﻰ ﺇﺗﻤﺎﻡ ﺑﺤﺜﻨﺎ ﻫﺬﺍ ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﺭﺳﻮﻝ ﺍﷲ‬ ‫* ﺇﻟﻰ ﻣﻦ ﻗﺎﻝ ﺍﷲ ﻓﻴﻬﻤﺎ ﻋﺰ ﻭﺟﻞ‬ ‫"ﻭﻭﺻﻴﻨﺎ ﺍﻹﻧﺴﺎﻥ ﺑﻮﺍﻟﺪﻳﻪ ﺇﺣﺴﺎﻧﺎ ﺣﻤﻠﺘﻪ ﺃﻣﻪ ﻭﻫﻨﺎ ﻋﻠﻰ ﻭﻫﻦ ﻭﻓﺼﺎﻟﻪ ﻓﻲ ﻋﺎﻣﻴﻦ‬ ‫ﺃﻥ ﺍﺷﻜﺮ ﻟﻲ ﻭﻟﻮﺍﻟﺪﻳﻚ‪".....‬ﺳﻮﺭﺓ ﻟﻘﻤﺎﻥ )ﺍﻵﻳﺔ ‪(14‬‬ ‫* ﺇﻟﻰ ﺃﺭﻭﻉ ﺷﻲﺀ ﺃﻣﻠﻜﻪ ﻓﻲ ﺍﻟﻮﺟﻮﺩ‪ ،‬ﺇﻟﻰ ﺍﻟﻤﻨﺒﻊ ﺍﻟﺼﺎﻓﻲ ﻟﻠﺤﻨﺎﻥ ﻭﺍﻷﻣﺎﻥ‪ ،‬ﺇﻟﻰ‬ ‫ﻣﺼﺪﺭ ﺛﻘﺘﻲ ﻭﺳﻌﺎﺩﺗﻲ ﻭﺗﻔﺎﺅﻟﻲ‪ ،‬ﺇﻟﻰ‬ ‫ﺃﻣـــــــــــــــــــــــــــــــــﻲ‬ ‫ﺍﻟﻐﺎﻟﻴﺔ" ﺣــــــــــــــــــــــــــــــــــــــــــــــﻴﺎﺓ"‬ ‫* ﺇﻟﻰ ﻣﻦ ﺗﻌﺐ ﻭﺷﻘﻲ ﻭﺗﺤﻤﻞ ﻏﺮﺑﺔ ﺍﻷﻳﺎﻡ ﻭﻭﺣﺸﺘﻬﺎ‪ ،‬ﺇﻟﻰ ﻣﻦ ﺭﺍﻓﻘﻨﻲ ﺑﺪﻋﻮﺍﺗﻪ ﻭﻧﺼﺎﺋﺤﻪ‬ ‫ﻓﺄﺭﺳﻰ ﻋﻨﺪ ﻣﺒﺎﺩﺉ ﺍﻟﺤﻴﺎﺓ ﻭﻧﻬﺠﻬﺎ‪ ،‬ﻗﺪﻭﺗﻲ ﻭﺗﺎﺝ ﺭﺃﺳﻲ ﺃﺑﻲ ﺍﻟﺤﺒﻴﺐ‬ ‫" ﻣﺤﻔـــــــــــــــــــــــــــــــــﻮﻅ"‬ ‫* ﻭﺇﻟﻰ ﺇﺧﻮﺗﻲ "ﻛﺮﻳﻢ" ﻭ"ﺭﻓﻴﻖ"ﻭﺯﻭﺟﺎﺗﻬﻢ ﻭ"ﺑﺎﻫﻲ"ﻭ ﺃﺧﺘﻲ ﺍﻟﻜﺘﻜﻮﺗﺔ "ﻳﺎﺳﻤﻴﻨﺔ"‬ ‫ﻭﺍﻟﻰ ﺍﻟﺤﻠﻮﺓ ﺍﻟﺼﻐﻴﺮﺓ"ﻧـــﺴﻤﺔ" ﻭﺍﻟﻰ ﺭﻓﻴﻘﺔ ﺍﻟﻌﻤﺮ"ﺣﻨﺎﻥ" ﻭﻛﻞ ﻋﺎﺋﻠﺔ"ﺑﺮﺍﻫﻴﻤﻲ"‬ ‫* ﻭﺇﻟﻰ ﺍﻟﻤﺮﺣﻮﻡ ﺍﻟﻐﺎﻟﻲ "ﺑﺮﺍﻫﻤﻲ ﺗﻮﻓﻴﻖ" ﺻﺪﻳﻖ ﺍﻟﻄﻔﻮﻟﺔ ﺭﺣﻤﺔ ﺍﷲ ﻋﻠﻴﻪ‪.‬‬ ‫* ﺍﻟﻰ ﺻﺪﻳﻘﻲ"ﺗﻮﻓﻴﻖ ﻟﺒﻮﺥ" ﺍﻟﺬﻱ ﺳﺎﻋﺪﻧﻲ ﻛﺜﻴﺮﺍ ﻓﻲ ﺇﻧﺠﺎﺯ ﻋﻤﻠﻲ ﻫﺬﺍ‬ ‫* ﺇﻟﻰ ﺭﻓﻘﺎﺀ ﺍﻟﻌﻤﺮ ﻭﻛﻞ ﺍﻷﺣﺒﺎﺏ ﺧﺎﺻﺔ"ﻋﺒﺪ ﺍﻟﻤﺠﻴﺪ‪ -‬ﺷﻤﺲ ﺍﻟﺪﻳﻦ‪-‬ﺣﺴﺎﻡ ﺍﻟﺪﻳﻦ‪-‬‬ ‫ﺃﺣﻤﺪ ‪ -‬ﺑﻮﻋﻼﻡ – ﻋﺒﺪ ﺍﻟﺮﺣﻤﺎﻥ‪ -‬ﺑﻼﻝ‪ -‬ﻋﻤﺎﺩ‪ -‬ﻣﺤﻤﺪ – ﺭﺍﺑﺢ – ﺳﻴﻒ ﺍﻟﺪﻳﻦ "‬ ‫ﺇﻟﻲ ﻛﻞ ﺃﺳﺎﺗﺬﺓ ﻣﻌﻬﺪ ‪ staps‬ﺧﺎﺻﺔ ﺍﻟﺪﻛﺘﻮﺭ ﺍﻟﻤﺸﺮﻑ "ﺯﺍﻭﻱ ﻋﺒﺪ ﺍﻟﺴﻼﻡ"‬ ‫" ﺃﻫـــﺪﻱ ﺛـــﻤﺮﺓ ﺟــــﻬﺪﻱ"‬.

(5) ‫‪ -‬ﺏ‪-‬‬.

(6) ‫ﻤﺤﺘﻭﻯ ﺍﻝﺒﺤﺙ‬ ‫ﺍﻝﻌﻨﻭﺍﻥ‬ ‫ﺍﻝﺼﻔﺤﺔ‬ ‫ﺸﻜﺭ ﻭﺘﻘﺩﻴﺭ‪..................................................................................................‬ﺃ‬ ‫ﺇﻫﺩﺍﺀ‪.......................................................................................................‬ﺏ‬ ‫ﻤﺤﺘﻭﻯ ﺍﻝﺒﺤﺙ‪...............................................................................................‬ﺝ‬ ‫ﻗﺎﺌﻤﺔ ﺍﻝﺠﺩﺍﻭل‪................................................................................................‬ﺯ‬ ‫ﻗﺎﺌﻤﺔ ﺍﻷﺸﻜﺎل‪................................................................................................‬ﺡ‬ ‫ﻤﻠﺨﺹ ﺍﻝﺒﺤﺙ‪...............................................................................................‬ﻁ‬ ‫ﻤﻘﺩﻤﺔ‪.......................................................................................................‬ﻙ‬ ‫ﻤﺩﺨل ﻋﺎﻡ‬ ‫‪ -1‬ﺇﺸﻜﺎﻝﻴﺔ ﺍﻝﺒﺤﺙ‪2...........................................................................................‬‬ ‫‪ -2‬ﻓﺭﻀﻴﺎﺕ ﺍﻝﺒﺤﺙ‪3.........................................................................................‬‬ ‫‪-3‬‬. ‫ﺍﺨﺘﻴﺎﺭ‬. ‫ﺃﺴﺒﺎﺏ‬. ‫ﻤﻭﻀﻭﻉ‬. ‫ﺍﻝﺒﺤﺙ‪3............................................................................‬‬ ‫‪ -4‬ﺃﻫﺩﺍﻑ ﺍﻝﺒﺤﺙ‪3...........................................................................................‬‬ ‫‪ -5‬ﺃﻫﻤﻴﺔ ﺍﻝﺒﺤﺙ‪3 ...........................................................................................‬‬ ‫‪-6‬‬. ‫ﺘﺤﺩﻴﺩ‬. ‫ﻭﺍﻝﻤﺼﻁﻠﺤﺎﺕ‬. ‫ﺍﻝﻤﻔﺎﻫﻴﻡ‬. ‫ﺍﻷﺴﺎﺴﻴﺔ‬. ‫ﺒﺎﻝﺒﺤﺙ‪4............................................................‬‬ ‫‪-7‬‬. ‫ﺍﻝﺩﺭﺍﺴﺎﺕ‬. ‫ﺍﻝﻤﺭﺘﺒﻁﺔ‬. ‫ﺒﺎﻝﺒﺤﺙ‪5...............................................................................‬‬ ‫ﺍﻝﺒﺎﺏ ﺍﻷﻭل‪ :‬ﺍﻝﺨﻠﻔﻴﺔ ﺍﻝﻤﻌﺭﻓﻴﺔ ﺍﻝﻨﻅﺭﻴﺔ‬ ‫ﺍﻝﻔﺼل ﺍﻷﻭل‪ :‬ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ‬ ‫ﺘﻤﻬـــــــــﻴﺩ‪........................................................................................‬‬ ‫‪9..............‬‬ ‫‪ -1-1‬ﻤﻔﻬﻭﻡ ﻋﻠﻡ ﺍﻝﻨﻔﺱ‪10....................................................................................‬‬ ‫‪ -2-1‬ﻤﻔﻬﻭﻡ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ‪10.............................................................................‬‬ ‫‪ -3-1‬ﺘﻌﺭﻴﻑ ﺍﻝﺘﺤﻀﻴﺭ‬ ‫ﺍﻝﻨﻔﺴﻲ‪10.............................................................................‬‬ ‫‪ -4-1‬ﺩﻭﺭ ﻭﺃﻫﻤﻴﺔ ﺍﻝﺘﺤﻀﻴﺭ‬ ‫ﺍﻝﻨﻔﺴﻲ‪11........................................................................‬‬ ‫ﺝ‬.

(7) ‫‪ -5-1‬ﻤﺤﺩﺩﺍﺕ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ‪11...........................................................................‬‬ ‫‪ -6-1‬ﻗﻭﺍﻋﺩ ﺍﻝﺘﺤﻀﻴﺭ‬ ‫ﺍﻝﻨﻔﺴﻲ‪12..............................................................................‬‬ ‫‪ -7-1‬ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺭﻴﺎﻀﻲ ﺍﻝﻌﺎﻡ ﻭ‬ ‫ﺍﻝﺨﺎﺹ‪13...........................................................‬‬ ‫‪ -1-7-1‬ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺭﻴﺎﻀﻲ ﺍﻝﻌﺎﻡ‪13..................................................................‬‬ ‫‪ -2-7-1‬ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺭﻴﺎﻀﻲ ﺍﻝﺨﺎﺹ‪13...............................................................‬‬ ‫‪ -8-1‬ﻤﺒﺎﺩﺉ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ‬ ‫ﺍﻝﺭﻴﺎﻀﻲ‪14....................................................................‬‬ ‫‪ -1-8-1‬ﻤﺒﺩﺃ ﺍﻋﺘﺒﺎﺭ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﻋﻤﻠﻴﺔ ﺘﻌﻠﻴﻤﻴﺔ‪14.......................................................‬‬ ‫‪ -2-8-1‬ﻤﺒﺩﺃ ﺍﺴﺘﻌﺩﺍﺩ ﺍﻝﺭﻴﺎﻀﻲ ﻝﻠﺘﺤﻀﻴﺭ‬ ‫ﺍﻝﻨﻔﺴﻲ‪14...........................................................‬‬ ‫‪ -3-8-1‬ﻤﺒﺩﺃ ﺍﻝﺘﻘﺒل‪15.......................................................................................‬‬ ‫‪ -4-8-1‬ﻤﺒﺩﺃ ﺍﺴﺘﻤﺭﺍﺭﻴﺔ‬ ‫ﺍﻝﺘﺤﻀﻴﺭ‪15..........................................................................‬‬ ‫‪ -9-1‬ﻋﻭﺍﻤل ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ‬ ‫ﺍﻝﺭﻴﺎﻀﻲ‪15....................................................................‬‬ ‫‪ -1-9-1‬ﺍﻝﺩﺍﻓﻊ ﺇﻝﻰ ﺍﻝﺘﺩﺭﻴﺏ‬ ‫ﺍﻝﺭﻴﺎﻀﻲ‪15......................................................................‬‬ ‫‪ -2-9-1‬ﺘﻜﻭﻴﻥ ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻝﻤﻭﺍﻓﻘﺔ ﻝﻠﺘﺩﺭﻴﺏ‬ ‫ﺍﻝﺭﻴﺎﻀﻲ‪16.......................................................‬‬ ‫‪ -10-1‬ﺃﻫﻡ ﺍﻝﺘﻘﻨﻴﺎﺕ ﺍﻝﻤﺴﺘﻌﻤﻠﺔ ﻓﻲ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ‪17........................................................‬‬ ‫‪ -1-10-1‬ﺍﻝﺘﻨﻔﺱ ﺍﻝﻌﻤﻴﻕ‪17..................................................................................‬‬ ‫‪ -2-10-1‬ﺍﻝﺘﺼﻭﺭ‬ ‫ﺍﻝﺫﻫﻨﻲ‪17.................................................................................‬‬ ‫‪ -3-10-1‬ﺍﻝﺘﻔﻜﻴﺭ ﺍﻻﻴﺠﺎﺒﻲ‪17................................................................................‬‬ ‫‪ -4-10-1‬ﺍﻝﺤﻭﺍﺭ ﺍﻝﺩﺍﺨﻠﻲ‪18.................................................................................‬‬ ‫‪ -11-1‬ﻨﺘﺎﺌﺞ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ‪18.............................................................................‬‬ ‫‪ -12-1‬ﺃﺴﺒﺎﺏ ﻋﺩﻡ ﺍﺴﺘﻌﻤﺎل ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺭﻴﺎﻀﻲ‪19....................................................‬‬ ‫ﺨﻼﺼـــــﺔ‪.............................................................................................‬‬ ‫‪20......‬‬ ‫ﺩ‬.

(8) ‫ﺍﻝﻔﺼل ﺍﻝﺜﺎﻨﻲ‪ :‬ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﻭﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﻌﻤﺭﻴﺔ ‪ 17-14‬ﺴﻨﺔ‬ ‫ﺘﻤﻬﻴﺩ‪22......................................................................................................‬‬ ‫‪ -1-2‬ﺘﻌﺭﻴﻑ ﻜﺭﺓ‬ ‫ﺍﻝﻘﺩﻡ‪23....................................................................................‬‬ ‫‪ -1-1-2‬ﺍﻝﺘﻌﺭﻴﻑ‬ ‫ﺍﻝﻠﻐﻭﻱ‪23..................................................................................‬‬ ‫‪ –2-1-2‬ﺍﻝﺘﻌﺭﻴﻑ‬ ‫ﺍﻻﺼﻁﻼﺤﻲ‪23............................................................................‬‬ ‫‪ -2-2‬ﺘﺎﺭﻴﺦ ﻜﺭﺓ‬ ‫ﺍﻝﻘﺩﻡ‪23......................................................................................‬‬ ‫‪ -1-2-2‬ﻓﻲ ﺍﻝﻌﺎﻝﻡ‪23........................................................................................‬‬ ‫‪ -2-2-2‬ﻓﻲ‬ ‫ﺍﻝﺠﺯﺍﺌﺭ‪23......................................................................................‬‬ ‫‪ -3-2‬ﺍﻝﻤﺒﺎﺩﺉ ﺍﻷﺴﺎﺴﻴﺔ ﻝﻜﺭﺓ ﺍﻝﻘﺩﻡ‪24.........................................................................‬‬ ‫‪ -4-2‬ﺼﻔﺎﺕ ﻻﻋﺏ ﻜﺭﺓ ﺍﻝﻘﺩﻡ‪25 ............................................................................‬‬ ‫‪ -1-4-2‬ﺍﻝﺼﻔﺎﺕ ﺍﻝﺒﺩﻨﻴﺔ‪25.................................................................................‬‬ ‫‪ -2-4-2‬ﺍﻝﺼﻔﺎﺕ ﺍﻝﻔﻴﺯﻴﻭﻝﻭﺠﻴﺔ‪25............................................................................‬‬ ‫‪ -3-4-2‬ﺍﻝﺼﻔﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ‪25.................................................................................‬‬ ‫‪ -5-2‬ﻗﻭﺍﻨﻴﻥ ﻜﺭﺓ‬ ‫ﺍﻝﻘﺩﻡ‪26.....................................................................................‬‬ ‫‪ -6-2‬ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﻌﻤﺭﻴﺔ )‪-14‬‬ ‫‪17‬ﺴﻨﺔ(‪27......................................................................‬‬ ‫‪ -7-2‬ﺘﻌﺭﻴﻑ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﻌﻤﺭﻴﺔ )‪-14‬‬ ‫‪17‬ﺴﻨﺔ(‪27...............................................................‬‬ ‫‪ -8-2‬ﺨﺼﺎﺌﺹ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﻌﻤﺭﻴﺔ )‪-14‬‬ ‫‪17‬ﺴﻨﺔ(‪28............................................................‬‬ ‫‪ -9-2‬ﺍﺤﺘﻴﺎﺠﺎﺕ ﺍﻝﻁﻔل ﺨﻼل ﻤﺭﺤﻠﺔ )‪17-14‬ﺴﻨﺔ(‪29........................................................‬‬ ‫‪ -10-2‬ﺃﻫﻤﻴﺔ ﺍﻝﺭﻴﺎﻀﺔ ﺒﺎﻝﻨﺴﺒﺔ‬ ‫ﻝﻠﻤﺭﺍﻫﻘﻴﻥ‪31...................................................................‬‬ ‫ﺨﻼﺼﺔ‪32....................................................................................................‬‬ ‫ﺍﻝﻔﺼل ﺍﻝﺜﺎﻝﺙ‪ :‬ﺍﻝﻤﻨﺎﻓﺴﺔ ﺍﻝﺭﻴﺎﻀﻴﺔ‬ ‫ﻩ‬.

(9) ‫ﺘﻤﻬﻴﺩ‪34......................................................................................................‬‬ ‫‪ -1-3‬ﺘﻌﺭﻴﻑ‬ ‫ﺍﻝﻤﻨﺎﻓﺴﺔ‪35.....................................................................................‬‬ ‫‪ -2-3‬ﺃﻨﻭﺍﻉ ﺍﻝﻤﻨﺎﻓﺴﺔ‪35......................................................................................‬‬ ‫‪ -3-3‬ﺘﻌﺭﻴﻑ ﺍﻝﻤﻨﺎﻓﺴﺔ‬ ‫ﺍﻝﺭﻴﺎﻀﻴﺔ‪35...........................................................................‬‬ ‫‪ –4-3‬ﺃﻨﻭﺍﻉ ﺍﻝﻤﻨﺎﻓﺴﺔ‬ ‫ﺍﻝﺭﻴﺎﻀﻴﺔ‪36.............................................................................‬‬ ‫‪ -1-4-3‬ﺃﻨﻭﺍﻉ ﺍﻝﻤﻨﺎﻓﺴﺔ ﺍﻝﺭﻴﺎﻀﻴﺔ ﻤﻥ ﺤﻴﺙ‬ ‫ﺍﻝﻬﺩﻑ‪36.........................................................‬‬ ‫‪ -2-4-3‬ﺃﻨﻭﺍﻉ ﺍﻝﻤﻨﺎﻓﺴﺔ ﺍﻝﺭﻴﺎﻀﻴﺔ ﻤﻥ ﺤﻴﺙ‬ ‫ﺍﻝﻭﻅﻴﻔﺔ‪36........................................................‬‬ ‫‪ -5-3‬ﺃﺒﻌﺎﺩ ﺍﻝﻤﻨﺎﻓﺴﺔ ﺍﻝﺭﻴﺎﻀﻴﺔ‪37.............................................................................‬‬ ‫‪ -1-5-3‬ﺍﻝﻤﻨﺎﻓﺴﺔ ﻜﻤﻭﻗﻑ‪37.................................................................................‬‬ ‫‪-2-5-3‬‬ ‫ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪37.......................................................................................‬‬ ‫‪ -3-5-3‬ﺃﻨﻭﺍﻉ‬ ‫ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪38.................................................................................‬‬ ‫‪ -4-5-3‬ﺍﻷﻫﺩﺍﻑ‪38........................................................................................‬‬ ‫‪ -5-5-3‬ﺍﻷﺴﺎﻝﻴﺏ ﻭ‬ ‫ﺍﻝﻁﺭﻕ‪38...............................................................................‬‬ ‫‪-6-5-3‬‬ ‫ﺍﻝﺘﻘﻭﻴﻡ‪38...........................................................................................‬‬ ‫‪ -6-3‬ﺍﻝﻬﺩﻑ ﻤﻥ ﺍﻝﻤﻨﺎﻓﺴﺔ‪38 ................................................................................‬‬ ‫‪ -7-3‬ﻤﻜﻭﻨﺎﺕ ﻋﻤﻠﻴﺔ ﺍﻝﻤﻨﺎﻓﺴﺔ‪39.............................................................................‬‬ ‫‪ -1-7-3‬ﺍﻝﻤﻭﻗﻑ ﺍﻝﺘﻨﺎﻓﺴﻲ ﺍﻝﻭﻀﻌﻲ‪39.......................................................................‬‬ ‫‪ -2-7-3‬ﺍﻝﻤﻭﻗﻑ ﺍﻝﺘﻨﺎﻓﺴﻲ ﺍﻝﺫﺍﺘﻲ‪39..........................................................................‬‬ ‫‪ -3-7-3‬ﺍﻻﺴﺘﺠﺎﺒﺔ‪40.......................................................................................‬‬ ‫‪ -4-7-3‬ﺍﻝﻨﺘﺎﺌﺞ‪40..........................................................................................‬‬ ‫‪ -8-3‬ﻨﻅﺭﻴﺎﺕ‬ ‫ﺍﻝﻤﻨﺎﻓﺴﺔ‪40....................................................................................‬‬ ‫ﻭ‬.

(10) ‫‪ -1-8-3‬ﺍﻝﻤﻨﺎﻓﺴﺔ ﻜﺸﺭﻁ‬ ‫ﺍﻴﺠﺎﺒﻲ‪40..........................................................................‬‬ ‫‪ -2-8-3‬ﺍﻝﻤﻨﺎﻓﺴﺔ ﻜﻭﺴﻴﻠﺔ ﺍﻝﺘﺩﺭﻴﺏ ﺍﻝﻔﻌﺎل‪40..................................................................‬‬ ‫‪ -3-8-3‬ﺍﻝﻤﻨﺎﻓﺴﺔ ﻜﻭﺴﻴﻠﺔ ﻤﻘﺎﺭﻨﺔ‪40..........................................................................‬‬ ‫‪ -4-8-3‬ﺍﻝﻤﻨﺎﻓﺴﺔ ﻜﻭﺴﻴﻠﺔ‬ ‫ﺘﻘﻭﻴﻡ‪40............................................................................‬‬ ‫ﺨﻼﺼﺔ‪41....................................................................................................‬‬ ‫ﺍﻝﺒﺎﺏ ﺍﻝﺜﺎﻨﻲ‪ :‬ﺍﻝﺨﻠﻔﻴﺔ ﺍﻝﻤﻌﺭﻓﻴﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‬. ‫ﺍﻝﻔﺼل ﺍﻝﺭﺍﺒﻊ‪ :‬ق و ا

(11) ا‬ ‫ﺘﻤﻬﻴﺩ‪44......................................................................................................‬‬ ‫‪ -1-4‬ﺍﻝﺩﺭﺍﺴﺔ‬ ‫ﺍﻻﺴﺘﻁﻼﻋﻴﺔ‪45................................................................................‬‬ ‫‪ -2-4‬ﺍﻝﻤﻨﻬﺞ ﺍﻝﻤﺘﺒﻊ‪45.......................................................................................‬‬ ‫ﻤﺘﻐﻴﺭﺍﺕ‬. ‫‪-3-4‬‬ ‫ﺍﻝﺒﺤﺙ‪45.....................................................................................‬‬. ‫‪ -4-4‬ﻤﺠﺘﻤﻊ ﺍﻝﺒﺤﺙ‪46......................................................................................‬‬ ‫‪ -5-4‬ﺍﻝﻌﻴﻨﺔ‪46..............................................................................................‬‬ ‫‪ -6-4‬ﻤﺠﺎﻻﺕ ﺍﻝﺒﺤﺙ‪46.....................................................................................‬‬ ‫‪ -7-4‬ﺃﺩﻭﺍﺕ ﺍﻝﺒﺤﺙ‪46.......................................................................................‬‬ ‫‪-8-4‬‬. ‫ﺍﻷﺴﺱ‬. ‫ﺍﻝﻌﻠﻤﻴﺔ‬. ‫ﻝﻸﺩﺍﺓ‬. ‫)ﺴﻴﻜﻭﻤﺘﺭﻴﺔ‬. ‫ﺍﻷﺩﺍﺓ(‪47.............................................................‬‬ ‫‪ -9-4‬ﻋﺭﺽ ﺍﻝﻭﺴﺎﺌل ﺍﻹﺤﺼﺎﺌﻴﺔ‪47..........................................................................‬‬ ‫ﺨﻼﺼﺔ‪49....................................................................................................‬‬. ‫ﺍﻝﻔﺼل ﺍﻝﺨﺎﻤﺱ‪ :‬ض و و ا ‬ ‫ﺘﻤﻬﻴﺩ‪51......................................................................................................‬‬ ‫‪ -1-5‬ﻋﺭﺽ ﻭﺘﺤﻠﻴل‬ ‫ﺍﻝﻨﺘﺎﺌﺞ‪52...............................................................................‬‬ ‫‪ -1-1-5‬ﻋﺭﺽ ﻭﺘﺤﻠﻴل ﻨﺘﺎﺌﺞ ﺍﻝﻤﺤﻭﺭ‬ ‫ﺍﻷﻭل‪ -2-1-5 52...............................................................‬ﻋﺭﺽ ﻭﺘﺤﻠﻴل ﻨﺘﺎﺌﺞ‬ ‫ﺍﻝﻤﺤﻭﺭ ﺍﻝﺜﺎﻨﻲ‪58...............................................................‬‬ ‫ﺯ‬.

(12) ‫‪ -3-1-5‬ﻋﺭﺽ ﻭﺘﺤﻠﻴل ﻨﺘﺎﺌﺞ ﺍﻝﻤﺤﻭﺭ‬ ‫ﺍﻝﺜﺎﻝﺙ‪64...............................................................‬‬ ‫‪-2-5‬‬. ‫ﺍﻝﻨﺘﺎﺌﺞ‬. ‫ﻤﻨﺎﻗﺸﺔ ﻭﻤﻘﺎﺒﻠﺔ‬. ‫ﺒﺎﻝﻔﺭﻀﻴﺎﺕ‪70....................................................................‬‬ ‫‪-1-2-5‬‬. ‫ﻤﻨﺎﻗﺸﺔ‬. ‫ﻭﻤﻘﺎﺒﻠﺔ‬. ‫ﺍﻝﻨﺘﺎﺌﺞ‬. ‫ﺒﺎﻝﻔﺭﻀﻴﺔ‬. ‫ﺍﻷﻭﻝﻰ‪70...........................................................‬‬ ‫‪-2-2-5‬‬. ‫ﻤﻨﺎﻗﺸﺔ‬. ‫ﻭﻤﻘﺎﺒﻠﺔ‬. ‫ﺍﻝﻨﺘﺎﺌﺞ‬. ‫ﺒﺎﻝﻔﺭﻀﻴﺔ‬. ‫ﺍﻝﺜﺎﻨﻴﺔ‪70............................................................‬‬ ‫‪-3-2-5‬‬. ‫ﻤﻨﺎﻗﺸﺔ‬. ‫ﻭﻤﻘﺎﺒﻠﺔ‬. ‫ﺍﻝﻨﺘﺎﺌﺞ‬. ‫ﺒﺎﻝﻔﺭﻀﻴﺔ‬. ‫ﺍﻝﺜﺎﻝﺜﺔ‪70............................................................‬‬ ‫ﺨﻼﺼﺔ‪71....................................................................................................‬‬ ‫ﺍﺴﺘﻨﺘﺎﺝ ﻋﺎﻡ‪72................................................................................................‬‬ ‫ﺨﺎﺘﻤﺔ‪73......................................................................................................‬‬ ‫ﻭﻓﺭﻀﻴﺎﺕ‬. ‫ﺍﻗﺘﺭﺍﺤﺎﺕ‬ ‫ﻤﺴﺘﻘﺒﻠﻴﺔ‪74................................................................................‬‬. ‫ﺍﻝﻤﺼﺎﺩﺭ‬. ‫ﻗﺎﺌﻤﺔ‬ ‫ﻭﺍﻝﻤﺭﺍﺠﻊ‪75....................................................................................‬‬ ‫ﺍﻝﻤﻼﺤﻕ‬. ‫ﺡ‬.

(13) ‫ﻗﺎﺌﻤﺔ ﺍﻝﺠﺩﺍﻭل‬ ‫ﺭﻗﻡ ﺍﻝﺠﺩﻭل‬. ‫ﺍﻝﻌﻨﻭﺍﻥ‬. ‫ﺭﻗﻡ ﺍﻝﺼﻔﺤﺔ‬. ‫‪1-5‬‬. ‫ﻴﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪01‬‬. ‫‪52‬‬. ‫‪2-5‬‬. ‫ﻴﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪02‬‬. ‫‪53‬‬. ‫‪3-5‬‬. ‫ﻴﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪03‬‬. ‫‪54‬‬. ‫‪4-5‬‬. ‫ﻴﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪04‬‬. ‫‪55‬‬. ‫‪5-5‬‬. ‫ﻴﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪05‬‬. ‫‪56‬‬. ‫‪7-5‬‬. ‫ﻴﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪07‬‬. ‫‪58‬‬. ‫‪8-5‬‬. ‫ﻴﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪08‬‬. ‫‪59‬‬. ‫‪9-5‬‬. ‫ﻴﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪09‬‬. ‫‪60‬‬. ‫‪10-5‬‬. ‫ﻴﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪10‬‬. ‫‪61‬‬. ‫‪11-5‬‬. ‫ﻴﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪11‬‬. ‫‪62‬‬. ‫‪13-5‬‬. ‫ﻴﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪13‬‬. ‫‪64‬‬. ‫‪14-5‬‬. ‫ﻴﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪14‬‬. ‫‪65‬‬. ‫‪15-5‬‬. ‫ﻴﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪15‬‬. ‫‪66‬‬. ‫‪16-5‬‬. ‫ﻴﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪16‬‬. ‫‪67‬‬. ‫‪17-5‬‬. ‫ﻴﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪17‬‬. ‫‪68‬‬. ‫ﺯ‬.

(14) ‫ﻗﺎﺌﻤﺔ ﺍﻷﺸﻜﺎل‬. ‫ﺭﻗﻡ ﺍﻝﺸﻜل‬. ‫ﺍﻝﻌﻨﻭﺍﻥ‬. ‫ﺭﻗﻡ ﺍﻝﺼﻔﺤﺔ‬. ‫‪1-1‬‬. ‫ﻤﺤﺩﺩﺍﺕ ﻋﻤﻠﻴﺔ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﻝﻠﺭﻴﺎﻀﻲ‬. ‫‪12‬‬. ‫‪2-1‬‬. ‫ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﻓﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ‬. ‫‪14‬‬. ‫‪1-5‬‬. ‫ﺩﺍﺌﺭﺓ ﻨﺴﺒﻴﺔ ﺘﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪01‬‬. ‫‪52‬‬. ‫‪2-5‬‬. ‫ﺩﺍﺌﺭﺓ ﻨﺴﺒﻴﺔ ﺘﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪02‬‬. ‫‪53‬‬. ‫‪3-5‬‬. ‫ﺩﺍﺌﺭﺓ ﻨﺴﺒﻴﺔ ﺘﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪03‬‬. ‫‪54‬‬. ‫‪4-5‬‬. ‫ﺩﺍﺌﺭﺓ ﻨﺴﺒﻴﺔ ﺘﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪04‬‬. ‫‪55‬‬. ‫‪5-5‬‬. ‫ﺩﺍﺌﺭﺓ ﻨﺴﺒﻴﺔ ﺘﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪05‬‬. ‫‪56‬‬. ‫‪6-5‬‬. ‫ﺩﺍﺌﺭﺓ ﻨﺴﺒﻴﺔ ﺘﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪07‬‬. ‫‪58‬‬. ‫‪8-5‬‬. ‫ﺩﺍﺌﺭﺓ ﻨﺴﺒﻴﺔ ﺘﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪08‬‬. ‫‪59‬‬. ‫‪9-5‬‬. ‫ﺩﺍﺌﺭﺓ ﻨﺴﺒﻴﺔ ﺘﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪09‬‬. ‫‪60‬‬. ‫‪10-5‬‬. ‫ﺩﺍﺌﺭﺓ ﻨﺴﺒﻴﺔ ﺘﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪10‬‬. ‫‪61‬‬. ‫‪11-5‬‬. ‫ﺩﺍﺌﺭﺓ ﻨﺴﺒﻴﺔ ﺘﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪11‬‬. ‫‪62‬‬. ‫‪13-5‬‬. ‫ﺩﺍﺌﺭﺓ ﻨﺴﺒﻴﺔ ﺘﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪13‬‬. ‫‪64‬‬. ‫‪14-5‬‬. ‫ﺩﺍﺌﺭﺓ ﻨﺴﺒﻴﺔ ﺘﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪14‬‬. ‫‪65‬‬. ‫‪15-5‬‬. ‫ﺩﺍﺌﺭﺓ ﻨﺴﺒﻴﺔ ﺘﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪15‬‬. ‫‪66‬‬. ‫‪16-5‬‬. ‫ﺩﺍﺌﺭﺓ ﻨﺴﺒﻴﺔ ﺘﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪16‬‬. ‫‪67‬‬. ‫‪17-5‬‬. ‫ﺩﺍﺌﺭﺓ ﻨﺴﺒﻴﺔ ﺘﻤﺜل ﺍﻝﺘﻜﺭﺍﺭﺍﺕ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭ ﻗﻴﻡ ﻜﺎ‪ 2‬ﻝﻠﻌﺒﺎﺭﺓ ‪17‬‬. ‫‪68‬‬. ‫ﺡ‬.

(15) ‫ﻤﻠﺨﺹ ﺍﻝﺒﺤﺙ‪:‬‬ ‫* ﻋﻨﻭﺍﻥ ﺍﻝﺩﺭﺍﺴﺔ‪ :‬ﺃﻫﻤﻴﺔ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﻝﻼﻋﺒﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﺨﻼل ﺍﻝﻤﻨﺎﻓﺴﺔ ﺍﻝﺭﻴﺎﻀﻴﺔ )ﻓﺌﺔ ‪ 17-14‬ﺴﻨﺔ(‪.‬‬ ‫* ﺍﻝﻤﺸﻜﻠﺔ‪ :‬ﻤﺎ ﻫﻲ ﺃﻫﻤﻴﺔ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﻝﻼﻋﺒﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﺨﻼل ﺍﻝﻤﻨﺎﻓﺴﺔ ﺍﻝﺭﻴﺎﻀﻴﺔ )ﻓﺌﺔ ‪ 17-14‬ﺴﻨﺔ(؟‬ ‫* ﺍﻝﻔﺭﻀﻴﺎﺕ‪:‬‬ ‫ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﻌﺎﻤﺔ‪ :‬ﻝﻠﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﻝﻼﻋﺒﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﺼﻨﻑ ‪ 17-14‬ﺴﻨﺔ ﺃﻫﻤﻴﺔ ﻜﺒﻴﺭﺓ ﺨﻼل ﺍﻝﻤﻨﺎﻓﺴﺔ ﺍﻝﺭﻴﺎﻀﻴﺔ‪.‬‬ ‫ﺍﻝﻔﺭﻀﻴﺎﺕ ﺍﻝﺠﺯﺌﻴﺔ‪:‬‬ ‫ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺭﻴﺎﻀﻲ ﻴﺴﺎﻋﺩ ﻓﻲ ﺍﺴﺘﻘﺭﺍﺭ ﺃﺩﺍﺀ ﻻﻋﺒﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﺨﻼل ﺍﻝﻤﻨﺎﻓﺴﺔ ﺍﻝﺭﻴﺎﻀﻴﺔ‪.‬‬‫ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺭﻴﺎﻀﻲ ﻴﺴﺎﻫﻡ ﻓﻲ ﺒﻨﺎﺀ ﺍﻝﺜﻘﺔ ﺒﺎﻝﻨﻔﺱ ﻝﺩﻯ ﻻﻋﺒﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﺨﻼل ﺍﻝﻤﻨﺎﻓﺴﺔ ﺍﻝﺭﻴﺎﻀﻴﺔ‪.‬‬‫ ﻻﻋﺒﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﻓﺌﺔ ‪ 17-14‬ﺴﻨﺔ ﻝﺩﻴﻬﻡ ﺍﻫﺘﻤﺎﻡ ﺒﺎﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﺨﻼل ﺍﻝﻤﻨﺎﻓﺴﺔ ﺍﻝﺭﻴﺎﻀﻴﺔ‪.‬‬‫* ﺃﻫﺩﺍﻑ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬ ‫ ﺇﻅﻬﺎﺭ ﺃﻫﻤﻴﺔ ﺍﻹﺒﻌﺎﺩ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻬﺫﻩ ﺍﻝﺭﻴﺎﻀﺔ‪.‬‬‫ ﺘﺒﻴﺎﻥ ﻤﺩﻯ ﻤﺴﺎﻋﺩﺓ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﻓﻲ ﺍﺴﺘﻘﺭﺍﺭ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺀ ﻻﻋﺒﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﻓﺌﺔ ‪ 17-14‬ﺴﻨﺔ ﺨﻼل‬‫ﺍﻝﻤﻨﺎﻓﺴﺔ ﺍﻝﺭﻴﺎﻀﻴﺔ‪.‬‬ ‫ ﺘﻭﻀﻴﺢ ﺃﻥ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﻴﻠﻌﺏ ﺩﻭﺭﺍ ﺍﻴﺠﺎﺒﻴﺎ ﻤﻥ ﺤﻴﺙ ﺘﺄﺜﻴﺭﻩ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺀ ﺍﻝﻼﻋﺒﻴﻥ ﻓﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﻓﺌﺔ‬‫‪ 17-14‬ﺴﻨﺔ‪.‬‬ ‫ ﺘﺒﻴﺎﻥ ﺃﻥ ﻨﺘﺎﺌﺞ ﺍﻝﻤﻨﺎﻓﺴﺎﺕ ﻝﻼﻋﺒﻲ ﻓﺌﺔ ‪ 17-14‬ﺴﻨﺔ ﻝﻬﺎ ﻋﻼﻗﺔ ﺒﻌﺩﻡ ﺍﻫﺘﻤﺎﻤﻬﻡ ﺒﺎﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ‪.‬‬‫* ﺍﻝﻤﻨﻬﺞ ﺍﻝﻤﺘﺒﻊ‪ :‬ﻤﻥ ﺨﻼل ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﻤﻁﺭﻭﺤﺔ ﻓﻲ ﻫﺫﺍ ﺍﻝﺒﺤﺙ‪ ،‬ﻓﺈﻥ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ ﻫﻭ ﺍﻷﻜﺜﺭ ﻤﻼﺌﻤﺔ ﻝﻺﺠﺎﺒﺔ‬ ‫ﻋﻠﻰ ﺍﻝﺘﺴﺎﺅﻻﺕ ﺍﻝﻤﻁﺭﻭﺤﺔ ﻭﺘﻜﻭﻥ ﺃﻫﻤﻴﺔ ﻫﺫﺍ ﺍﻝﻤﻨﻬﺞ ﻓﻲ ﺍﻨﻪ ﻴﻌﻁﻲ ﻝﻠﺒﺎﺤﺙ ﻓﻬﻤﺎ ﺃﻓﻀل ﻝﻠﻅﺎﻫﺭﺓ ﻤﻭﻀﻭﻉ ﺍﻝﺒﺤﺙ‬ ‫ﺤﺘﻰ ﻴﺘﻤﻜﻥ ﻤﻥ ﺘﺤﻘﻴﻕ ﺘﻘﺩﻡ ﻜﺒﻴﺭ ﻓﻲ ﺤل ﺍﻝﻤﺸﻜﻠﺔ ﻭﻤﻌﺭﻓﺔ ﻁﺒﻴﻌﺔ ﺍﻝﻅﺎﻫﺭﺓ ﻭﺘﺤﻠﻴﻠﻬﺎ ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻌﻼﻗﺎﺕ ﺒﻴﻥ‬ ‫ﻤﻜﻭﻨﺎﺘﻬﺎ‬ ‫* ﺍﻝﻌﻴﻨﺔ‪ :‬ﻝﻘﺩ ﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻌﻴﻨﺔ ﺒﻁﺭﻴﻘﺔ ﻏﻴﺭ ﻋﺸﻭﺍﺌﻴﺔ ﻤﻥ ﺒﻴﻥ ﺃﻨﺩﻴﺔ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﺒﻤﺩﻴﻨﺔ ﺍﻝﺒﻭﻴﺭﺓ‪ ،‬ﺍﻝﺘﻲ ﺘﺤﺘل ﺘﺭﺘﻴﺒﺎ‬ ‫ﺠﻴﺩﺍ ﻭﺘﻤﺘﻠﻙ ﻤﻨﺸﺂﺕ ﺠﻴﺩﺓ ﻭﺫﺍﺕ ﻤﺴﺘﻭﻯ ﻭﺘﻁﻭﺭ ﻤﻠﺤﻭﻅ‪ .‬ﻜﻤﺎ ﺍﻋﺘﻤﺩﻨﺎ ﻓﻲ ﺍﺨﺘﻴﺎﺭﻨﺎ ﻋﻠﻰ ﺍﻷﻨﺩﻴﺔ ﺍﻷﻗﺭﺏ ﻭﺍﻝﺘﻲ‬ ‫ﺘﺴﻬل ﻋﻤﻠﻨﺎ‪.‬‬ ‫* ﺃﺩﻭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ‪ :‬ﻭﻴﺘﻤﺜل ﻓﻲ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺍﻝﺫﻱ ﻴﻌﺩ ﺒﺎﻝﻭﺴﻴﻠﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻲ ﺘﺴﺎﻋﺩ ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﺠﻤﻊ ﺍﻝﺤﻘﺎﺌﻕ‬ ‫ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻤﻥ ﺍﻝﺒﺤﻭﺙ ﺨﻼل ﻋﻤﻠﻴﺔ ﺠﻤﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﻫﻭ ﺍﻝﻭﺴﻴﻠﺔ ﺍﻝﺘﻲ ﺘﻔﺭﺽ ﻋﻠﻴﻪ ﺍﻝﺘﻘﻴﻴﺩ ﺒﻤﻭﻀﻭﻉ ﺍﻝﺒﺤﺙ‬ ‫ﺇﺠﺭﺍﺀﻩ ﻭﻋﺩﻡ ﺍﻝﺨﺭﻭﺝ ﻋﻥ ﺃﻁﻭﺍﺭﻩ ﺍﻝﻌﺭﻴﻀﺔ ﻭﺍﻝﺘﻔﺼﻴﻠﻴﺔ ﺍﻝﻨﻅﺭﻴﺔ ﻭﺍﻝﺘﻁﺒﻴﻘﻴﺔ‪ ،‬ﻭﻝﻘﺩ ﺍﻋﺘﻤﺩﻨﺎ ﻋﻠﻰ ﺍﻷﺴﺌﻠﺔ ﺍﻝﻤﻐﻠﻘﺔ‬ ‫ﻭﻗﺴﻤﻨﺎﻩ ﺇﻝﻰ ﺜﻼﺜﺔ ﻤﺤﺎﻭﺭ ﻫﻲ ﺍﻝﻤﺤﻭﺭ ﺍﻷﻭل ﻭﻴﺘﻀﻤﻥ ﻫﺫﺍ ﺍﻝﻤﺤﻭﺭ )‪ (6‬ﺃﺴﺌﻠﺔ‪ .‬ﻭﺍﻝﻤﺤﻭﺭ ﺍﻝﺜﺎﻨﻲ ﻭﻴﺘﻀﻤﻥ ﻫﺫﺍ‬ ‫ﺍﻝﻤﺤﻭﺭ )‪ (6‬ﺃﺴﺌﻠﺔ‪ .‬ﻭﺍﻝﻤﺤﻭﺭ ﺍﻝﺜﺎﻝﺙ ﻭﻴﺘﻀﻤﻥ ﻫﺫﺍ ﺍﻝﻤﺤﻭﺭ )‪ (6‬ﺃﺴﺌﻠﺔ‪.‬‬ ‫* ﺍﻻﺴﺘﻨﺘﺎﺠﺎﺕ‪ :‬ﻤﻥ ﺨﻼل ﻤﺎ ﺩﺭﺴﻨﺎ ﻓﻲ ﻤﻭﻀﻭﻋﻨﺎ ﻫﺫﺍ ﺘﻭﺼﻠﻨﺎ ﺇﻝﻰ ﺍﻻﺴﺘﻨﺘﺎﺠﺎﺕ ﺍﻝﺘﻲ ﻝﻬﺎ ﺃﻫﻤﻴﺔ ﻜﺒﻴﺭﺓ ﻭﻫﻲ‪:‬‬ ‫‪ -‬ﻤﺭﺍﻋﺎﺓ ﻤﺨﺘﻠﻑ ﺍﻝﻤﺩﺭﺒﻴﻥ ﻝﻠﻔﺭﻭﻕ ﺍﻝﻔﺭﺩﻴﺔ ﺒﻴﻥ ﻻﻋﺒﻴﻬﻡ ﺃﺜﻨﺎﺀ ﻋﻤﻠﻴﺎﺕ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺭﻴﺎﻀﻲ‪.‬‬. ‫ﻁ‬.

(16) ‫ ﺍﻝﻌﻤل ﺍﻝﻤﺘﻭﺍﺼل ﻭﺍﻝﺩﺀﻭﺏ ﻤﻥ ﻁﺭﻑ ﺍﻝﻤﺩﺭﺒﻴﻥ ﻓﻲ ﻤﺴﺎﻋﺩﺓ ﺍﻝﻼﻋﺒﻴﻥ ﻓﻲ ﺤل ﻤﺸﺎﻜﻠﻬﻡ ﺍﻝﺨﺎﺼﺔ ﻭﺫﻝﻙ ﺒﺎﺴﺘﺨﺩﺍﻡ‬‫ﺃﺴﺎﻝﻴﺏ ﻤﺘﻐﻴﺭﺓ ﻤﻥ ﻻﻋﺏ ﺇﻝﻰ ﺃﺨﺭ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻹﺭﺸﺎﺩ ﺍﻝﻨﻔﺴﻲ‪.‬‬ ‫ ﻨﻘﺹ ﺘﻜﻭﻴﻥ ﺍﻝﻤﺩﺭﺒﻴﻥ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻝﻨﻔﺴﻲ ﺍﻝﺫﻱ ﻴﺒﺎﺸﺭﻭﻥ ﺒﻪ ﺍﻝﻤﻬﺎﻡ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﻭﻨﻘﺹ ﺘﻠﻘﻴﻬﻡ‬‫ﻝﻠﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺨﺎﺼﺔ ﺒﻨﻔﺴﻴﺔ ﺍﻝﺭﻴﺎﻀﻲ ﺃﺜﻨﺎﺀ ﺘﻜﻭﻴﻨﻬﻡ‪.‬‬ ‫ ﺭﻏﺒﺔ ﻤﻌﻅﻡ ﺍﻝﻤﺩﺭﺒﻴﻥ ﻓﻲ ﺃﻥ ﻴﺴﺎﻋﺩﻫﻡ ﺃﺨﺼﺎﺌﻲ ﻨﻔﺴﻲ ﺭﻴﺎﻀﻲ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﻻﻥ ﻤﻘﺩﺭﺓ ﺍﻝﻤﺩﺭﺏ‬‫ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻝﻨﻔﺴﻲ ﺍﻝﺭﻴﺎﻀﻲ ﻻ ﺘﻜﻔﻲ ﻝﻠﻭﺼﻭل ﺒﺎﻝﻼﻋﺏ ﺇﻝﻰ ﺍﻋﻠﻲ ﺍﻝﻤﺴﺘﻭﻴﺎﺕ ﻭﻷﻥ ﺍﻷﺨﺼﺎﺌﻲ ﺍﻝﻨﻔﺴﻲ ﻴﻜﻭﻥ ﻋﻠﻰ‬ ‫ﻋﻼﻗﺔ ﺠﻴﺩﺓ ﻤﻊ ﺍﻝﻼﻋﺒﻴﻥ‪.‬‬ ‫ ﺍﻝﻤﻘﺩﺭﺓ ﺍﻝﻀﻌﻴﻔﺔ ﻓﻲ ﺍﺴﺘﻌﻤﺎل ﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﺤﺩﻴﺜﺔ ﺃﺜﻨﺎﺀ ﺍﻝﻘﻴﺎﻡ ﺒﻌﻤﻠﻴﺔ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﺒﺴﺒﺏ ﻨﻘﺹ ﺍﻝﺘﻜﻭﻴﻥ ﻝﺩﻯ‬‫ﺍﻝﻤﺩﺭﺒﻴﻥ ﻭﺍﻝﺘﻲ ﺘﻌﻜﺴﻪ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻘﻠﻴﺩﻴﺔ ﺍﻝﻤﻌﺘﻤﺩﺓ ﻤﻥ ﻁﺭﻑ ﺍﻝﻤﺩﺭﺒﻴﻥ ﻓﻲ ﺘﺤﻀﻴﺭﻫﻡ ﻨﻔﺴﻴﺎ‪.‬‬ ‫ ﺇﻗﺭﺍﺭ ﺒﻌﺽ ﺍﻝﻤﺩﺭﺒﻴﻥ ﺒﺎﺴﺘﺨﺩﺍﻤﻬﻡ ﻝﻠﻤﻬﺎﺭﺍﺕ ﺍﻝﻨﻔﺴﻴﺔ ﺃﺜﻨﺎﺀ ﺍﻝﺘﺩﺭﻴﺒﺎﺕ ﻭﺍﻝﻤﻨﺎﻓﺴﺔ ﻭﻝﻜﻥ ﺒﺼﻭﺭﺓ ﻗﻠﻴﻠﺔ‪.‬‬‫ ﻤﻥ ﺨﻼل ﺇﻁﻼﻋﻨﺎ ﻋﻠﻰ ﺇﺠﺎﺒﺎﺕ ﺍﻝﻼﻋﺒﻴﻥ ﺍﻝﺨﺎﺼﺔ ﺒﻤﺩﻯ ﺍﻝﺘﻘﻴﻴﺩ ﺒﺘﻨﻔﻴﺫ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﻨﻔﺴﻴﺔ ﺘﺒﻴﻥ ﻝﻨﺎ ﺃﻫﻤﻴﺔ ﺃﻨﻬﻡ ﻻ‬‫ﻴﻌﻠﻤﻭﻥ ﺃﻥ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﻴﺤﺘﻭﻯ ﻋﻠﻰ ﻤﻬﺎﺭﺍﺕ ﻨﻔﺴﻴﺔ ﻴﺠﺏ ﺘﻌﻠﻤﻬﺎ ﻭﺍﻝﺘﺩﺭﺏ ﻋﻠﻴﻬﺎ‪.‬‬ ‫ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺘﻁﻭﻴﺭ ﻭﺘﻨﻤﻴﺔ ﺍﻝﻘﺩﺭﺍﺕ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﻤﺘﻌﺩﺩﺓ ﺒﺼﻭﺭﺓ ﻤﺴﺘﻤﺭﺓ ﻭﻤﺘﻭﺍﺼﻠﺔ‪.‬‬‫ ﺍﻻﻗﺘﻨﺎﻉ ﺒﺎﻥ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺭﻴﺎﻀﻲ ﺍﻝﺠﻴﺩ ﻴﻌﻭﺩ ﺇﻴﺠﺎﺒﻴﺎ ﻋﻠﻰ ﺃﺩﺍﺀ ﻻﻋﺒﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﺨﻼل ﺍﻝﻤﻨﺎﻓﺴﺔ‪.‬‬‫* ﺍﻻﻗﺘﺭﺍﺤﺎﺕ‪:‬‬ ‫ ﺍﻻﺠﺘﻬﺎﺩ ﺍﻝﻜﺎﻤل ﻷﺠل ﺍﻜﺘﺸﺎﻑ ﺍﻝﻤﺴﺘﻭﻴﺎﺕ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻓﻲ ﻓﺭﺩﻴﺎﺕ ﺍﻝﻼﻋﺒﻴﻥ ﻭﺍﻝﺘﺭﻜﻴﺯ ﻋﻠﻴﻬﺎ ﻓﻲ ﻋﻤﻠﻴﺎﺕ ﺍﻝﺘﺤﻀﻴﺭ‬‫ﺍﻝﻨﻔﺴﻲ ﺍﻝﺭﻴﺎﻀﻲ ﻝﺘﺴﻬﻴل ﺍﻝﻤﻬﻤﺔ ﺍﻝﺘﺩﺭﻴﺒﻴﺔ‪.‬‬ ‫ ﺇﺩﺭﺍﻙ ﺃﻫﻤﻴﺔ ﻤﺤﺩﺩﺓ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﻜﻌﺎﻤل ﺃﺴﺎﺴﻲ ﺒﺈﻋﻁﺎﺌﻬﺎ ﺍﻝﻌﻨﺎﻴﺔ ﺍﻝﻜﺎﻤﻠﺔ ﻓﻲ ﻋﻤﻠﻴﺎﺕ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ‬‫ﺍﻝﺭﻴﺎﻀﻲ‪.‬‬ ‫ ﻋﻘﺩ ﺩﻭﺭﺍﺕ ﺘﺩﺭﻴﺒﻴﺔ ﻭﺫﻝﻙ ﺒﺈﻨﺸﺎﺀ ﻤﺭﺍﻜﺯ ﺘﻜﻭﻴﻥ ﻤﺘﺨﺼﺼﺔ ﻝﻤﺩﺭﺒﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﻓﻲ ﺍﻹﻋﺩﺍﺩ ﺍﻝﻨﻔﺴﻲ ﻭﺍﻝﺘﺩﺭﻴﺏ‬‫ﻋﻠﻰ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﻨﻔﺴﻴﺔ‪.‬‬ ‫ ﻴﻨﺒﻐﻲ ﻋﻠﻰ ﻤﺩﺭﺒﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﺘﻭﺴﻴﻊ ﻤﻌﻠﻭﻤﺎﺘﻬﻡ ﺍﻝﺨﺎﺼﺔ ﺒﻤﻴﺩﺍﻥ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﺭﻴﺎﻀﻲ ﺤﻴﺙ ﺘﺴﺎﻋﺩﻩ ﻋﻠﻰ ﺍﻝﺘﻘﺭﺏ‬‫ﺃﻜﺜﺭ ﻤﻥ ﺍﻝﺩﻗﺔ ﻓﻲ ﺍﻝﻤﻤﺎﺭﺴﺔ‪ ،‬ﻜﻤﺎ ﻴﻁﻠﻊ ﻋﻠﻰ ﺍﻝﺘﻘﻨﻴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﻤﺨﺘﻠﻔﺔ ﺍﻝﺘﻲ ﺘﻬﺩﻑ ﺇﻝﻰ ﺘﺤﺴﻴﻥ ﻗﺩﺭﺍﺕ ﺍﻝﻼﻋﺒﻴﻥ‪.‬‬ ‫ ﻀﺭﻭﺭﺓ ﺍﻻﺴﺘﻌﺎﻨﺔ ﺒﺎﻝﻨﻔﺴﺎﻨﻴﻴﻥ ﺍﻝﺭﻴﺎﻀﻴﻴﻥ ﻀﻤﻥ ﺍﻷﺠﻬﺯﺓ ﺍﻻﺩﺭﺍﻴﺔ ﻭﺍﻝﻔﻨﻴﺔ ﻝﻸﻨﺩﻴﺔ ﺍﻝﺠﺯﺍﺌﺭﻴﺔ ﻝﻤﺴﺎﻋﺩﺓ ﺍﻝﻤﺩﺭﺒﻴﻥ‬‫ﻓﻲ ﺍﻝﻤﺘﺎﺒﻌﺔ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻼﻋﺒﻴﻥ ﺤﺘﻰ ﻴﺘﺴﻨﻰ ﺒﺫﻝﻙ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻝﻤﺴﻁﺭﺓ ﺴﻠﻔﺎ ﻭﺫﻝﻙ ﻤﻥ ﺨﻼل ﻤﺭﺍﻗﺒﺔ ﺍﻝﺤﺎﻻﺕ‬ ‫ﺍﻻﻨﻔﻌﺎﻝﻴﺔ ﻝﻼﻋﺒﻴﻥ ﻗﺒل ﺍﻝﻤﻨﺎﻓﺴﺔ ﻤﻥ ﺨﻼل ﺍﻷﺴﺌﻠﺔ ﻭﻤﻘﺎﻴﻴﺱ ﻨﻔﺴﻴﺔ ﺨﺎﺼﺔ‪.‬‬ ‫ ﺇﺨﻀﺎﻉ ﺍﻝﻼﻋﺒﻴﻥ ﻝﻤﺭﺍﺠﻌﺔ ﻨﻔﺴﻴﺔ ﻝﺩﻯ ﺍﻝﻤﺨﺘﺼﻴﻥ ﻓﻲ ﺍﻝﻤﻴﺩﺍﻥ ﻜﻤﺎ ﻫﻡ ﺨﺎﻀﻌﻭﻥ ﻝﻤﺭﺍﺠﻌﺔ ﺒﺩﻨﻴﺔ ﻋﻠﻰ ﻴﺩ ﻤﺩﺭﺒﻬﻡ‪.‬‬‫ ﻴﻨﺒﻐﻲ ﺍﺴﺘﻌﻤﺎل ﺍﻝﺘﻘﻨﻴﺎﺕ )ﺍﻝﻁﺭﻕ( ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﺩﻨﻴﺔ ﺍﻝﺨﺎﺼﺔ ﻝﻠﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﺃﺜﻨﺎﺀ ﺍﻝﺘﺩﺭﻴﺏ ﻝﻼﻋﺒﻴﻥ‪.‬‬‫ ﻭﺠﻭﺏ ﻤﻌﺭﻓﺔ ﻭﺘﺩﺭﻴﺏ ﺍﻝﻼﻋﺒﻴﻥ ﻋﻠﻰ ﺠﻤﻴﻊ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻻﺴﺘﻌﻤﺎﻝﻬﺎ ﻓﻲ ﻋﻤﻠﻴﺎﺕ ﺍﻹﻋﺩﺍﺩ ﺍﻝﻨﻔﺴﻲ ﻝﻬﻡ‬‫ﻝﻤﺭﺍﺠﻌﺔ ﻅﺭﻭﻑ ﺍﻝﻤﻨﺎﻓﺴﺔ ﺤﻴﺙ ﻝﻜل ﻻﻋﺏ ﺨﺼﺎﺌﺹ ﻨﻔﺴﻴﺔ‪.‬‬. ‫ﻱ‬.

(17) ‫ ﺯﻴﺎﺩﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺒﻁﺭﻕ ﺍﻝﺘﺩﺭﻴﺏ ﺍﻝﻨﻔﺴﻲ ﻋﻨﺩ ﻭﻀﻊ ﻤﻨﺎﻫﺞ ﺍﻝﺘﺩﺭﻴﺏ ﻝﻠﻨﻭﺍﺩﻱ ﺍﻝﺭﻴﺎﻀﻴﺔ ﻝﻜﺭﺓ ﺍﻝﻘﺩﻡ ﺒﻌﻘﺩ ﺤﺼﺹ‬‫ﻨﻅﺭﻴﺔ ﻝﻼﻋﺒﻴﻥ ﺘﺩﺭﺱ ﻝﻬﻡ ﻤﺨﺘﻠﻑ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﻨﻔﺴﻴﺔ‪.‬‬ ‫‪ -‬ﺍﻻﺴﺘﻤﺎﻉ ﻝﻼﻋﺒﻴﻥ ﻭﺍﻝﺴﻌﻲ ﻭﺭﺍﺀ ﺘﻨﻤﻴﺔ ﻗﺩﺭﺍﺘﻪ ﻭﺸﺨﺼﻴﺘﻪ ﻝﺘﺴﺎﻋﺩﻩ ﻓﻲ ﺍﻝﻤﻴﺩﺍﻥ ﻭﺘﺯﻴﺩ ﻤﻥ ﻓﻌﺎﻝﻴﺘﻪ‪.‬‬. ‫ﻙ‬.

(18)

(19) ‫ﻤﻘﺩﻤﺔ‪:‬‬ ‫ﺇﻥ ﻤﻔﻬﻭﻡ ﺍﻝﺭﻴﺎﻀﺔ ﻓﻲ ﺍﻝﻘﺩﻴﻡ ﻜﺎﻥ ﻤﻘﺘﺼﺭﺍ ﻋﻠﻰ ﺍﻝﻘﻴﺎﻡ ﺒﺘﻤﺎﺭﻴﻥ ﺒﺩﻨﻴﺔ ﻤﻥ ﺨﻼل ﺘﺴﺎﺒﻕ ﺍﻷﻓﺭﺍﺩ ﻓﻴﻤﺎ ﺒﻴﻨﻬﻡ ﻓﻲ‬ ‫ﺍﻝﺘﺩﺭﻴﺏ ﻤﻥ ﺍﻝﻨﺎﺤﻴﺔ ﺍﻝﺒﺩﻨﻴﺔ ﻝﻴﺘﻤﺘﻌﻭﺍ ﺒﺼﺤﺔ ﺠﻴﺩﺓ‪ ،‬ﺃﻱ ﺃﻨﻬﺎ ﻜﺎﻨﺕ ﺘﺴﺘﻌﻤل ﻝﻠﺘﺭﻓﻴﻪ ﻭﺍﻝﺘﺴﻠﻴﺔ ﻭﻗﻀﺎﺀ ﺍﻝﻭﻗﺕ ﻓﻘﻁ‪ ،‬ﺜﻡ‬ ‫ﺒﻌﺩ ﺫﻝﻙ ﺃﺨﺫﺕ ﺍﻝﺭﻴﺎﻀﺔ ﺒﺸﺘﻰ ﺃﻨﻭﺍﻋﻬﺎ ﻁﺎﺒﻌﺎ ﺘﻨﺎﻓﺴﻴﺎ ﺇﺫ ﺃﺼﺒﺤﺕ ﻜل ﺍﻝﻔﺭﻕ ﺍﻝﺭﻴﺎﻀﻴﺔ ﺘﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻝﺘﺩﺭﻴﺏ ﺍﻝﺒﺩﻨﻲ‬ ‫ﻭﺍﻝﺘﻨﻭﻴﻊ ﻓﻲ ﻁﺭﻴﻘﺔ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﺠﻴﺩ ﻝﻠﻤﻨﺎﻓﺴﺎﺕ ﻭ ﺍﻝﺩﻭﺭﺍﺕ ﺍﻝﻤﻘﺭﺭﺓ‪.‬‬ ‫ﺇﻻ ﺍﻨﻪ ﻓﻲ ﻜﺜﻴﺭ ﻤﻥ ﺍﻷﺤﻴﺎﻥ ﺘﺠﺩ ﻤﻌﻅﻡ ﺍﻝﻔﺭﻕ ﺍﻝﺭﻴﺎﻀﻴﺔ ﻭﺍﻝﻼﻋﺒﻴﻥ ﺃﻨﻔﺴﻬﻡ ﺼﻌﻭﺒﺎﺕ ﻓﻲ ﺘﻔﺴﻴﺭ ﺃﺴﺒﺎﺏ‬ ‫ﺍﻝﻬﺯﻴﻤﺔ ﻤﻊ ﺘﻘﺎﺭﺏ ﺃﻭ ﺘﺴﺎﻭﻱ ﺍﻝﻤﺴﺘﻭﻯ ﻤﻊ ﺍﻝﻔﺭﻴﻕ ﺍﻝﺨﺼﻡ ﻓﻲ ﺍﻝﺭﻴﺎﻀﺎﺕ ﺍﻝﺠﻤﺎﻋﻴﺔ‪ ،‬ﻝﺫﻝﻙ ﺃﻨﺸﺄﺕ ﻋﺩﺓ ﻤﻌﺎﻫﺩ ﻓﻲ‬ ‫ﺩﺭﺍﺴﺔ ﺍﻝﺭﻴﺎﻀﺔ ﻭﻓﺭﻭﻋﻬﺎ ﻹﻴﺠﺎﺩ ﺍﻷﺴﺒﺎﺏ ﺍﻝﻤﺅﺩﻴﺔ ﻝﺫﻝﻙ‪ ،‬ﻭﺘﺤﺩﻴﺩ ﺍﻷﺴﺒﺎﺏ ﺒﺩﻗﺔ ﺒﺎﺨﺘﻼﻑ ﺃﻨﻭﺍﻋﻬﺎ ﻭﻝﺫﻝﻙ ﺃﻜﺩ‬ ‫ﺍﻝﻌﻠﻤﺎﺀ ﺃﻥ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﺒﺩﻨﻲ ﺍﻝﺠﻴﺩ ﻻ ﻴﻜﻔﻲ ﻝﻭﺤﺩﻩ ﻝﻜﺴﺏ ﺍﻝﻤﺒﺎﺭﺍﺓ‪ ،‬ﻓﻘﺩ ﺃﻜﺩﻭﺍ ﺍﻨﻪ ﻫﻨﺎﻙ ﺍﻝﺠﺎﻨﺏ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺫﻱ ﺒﻠﻌﺏ‬ ‫ﺩﻭﺭﺍ ﻜﺒﻴﺭﺍ‪ ،‬ﺃﻱ ﺍﻝﻔﺭﻴﻕ ﺍﻝﻤﺤﻀﺭ ﻨﻔﺴﻴﺎ ﺃﺤﺴﻥ ﻤﻥ ﺍﻷﺨﺭ ﻭﻫﻭ ﺍﻝﺫﻱ ﻴﻔﻭﺯ‪ ،‬ﻭﻗﺩ ﻗﺎﻤﻭﺍ ﺒﻌﺩﺓ ﺘﺠﺎﺭﺏ ﺃﺜﺒﺘﺕ ﺃﻥ‬ ‫ﺍﻹﻋﺩﺍﺩ ﺍﻝﻨﻔﺴﻲ ﻝﻠﻤﺒﺎﺭﺍﺓ ﻴﻌﺘﺒﺭ ﻫﺎﻤﺎ ﺠﺩﺍ ﻓﻲ ﺘﺤﺩﻴﺩ ﻨﺘﻴﺠﺘﻬﺎ‪.‬‬ ‫ﻝﻘﺩ ﺃﺼﺒﺢ ﺒﺫﻝﻙ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﻝﻪ ﺃﺴﺱ ﻭﺭﻜﺎﺌﺯ ﺩﻗﻴﻘﺔ ﻴﻘﻭﻡ ﻋﻠﻴﻬﺎ ﻭﻋﻭﺍﻤل ﻤﺨﺘﻠﻔﺔ ﺘﺄﺜﺭ ﻓﻴﻪ ﺇﻤﺎ ﺇﻴﺠﺎﺒﻴﺎ ﺃﻭ‬ ‫ﺴﻠﺒﻴﺎ‪ ،‬ﻭﻝﻌل ﻤﺎ ﻴﻌﺭﻗل ﺍﻝﻤﺩﺭﺒﻴﻥ ﺒﺼﻔﺔ ﻋﺎﻤﺔ ﻭ ﺍﻝﻼﻋﺒﻴﻥ ﺒﺼﻔﺔ ﺨﺎﺼﺔ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻷﺩﺍﺀ ﺍﻝﺠﻴﺩ ﻭﺍﻝﺭﻓﻊ ﻤﻥ ﻤﺴﺘﻭﺍﻫﻡ‬ ‫ﺇﻝﻰ ﺃﻋﻠﻰ ﺍﻝﻤﺭﺍﺘﺏ ﻫﻭ ﻭﺠﻭﺩ ﺇﺸﻜﺎل ﻜﺒﻴﺭ ﻓﻲ ﺍﻝﺘﺤﻜﻡ ﺒﺎﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ‪.‬‬ ‫ﻭﻴﻌﺘﺒﺭ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﻜل ﻤﺭﻜﺏ ﻤﻥ ﺠﻤﻠﺔ ﻤﻜﻭﻨﺎﺕ‪ ،‬ﺤﻴﺙ ﺘﻌﺘﺒﺭ ﺍﻝﺸﺨﺼﻴﺔ ﺃﺤﺩ ﺃﻫﻡ ﻫﺫﻩ ﺍﻝﻤﻜﻭﻨﺎﺕ‪،‬ﻜﻤﺎ ﻴﺠﺏ‬ ‫ﺇﻋﻁﺎﺀ ﺍﻻﻨﻔﻌﺎﻻﺕ ﺍﻷﻫﻤﻴﺔ ﺍﻝﺒﺎﻝﻐﺔ ﻭﺫﻝﻙ ﻷﺜﺭﻫﺎ ﺍﻝﻤﺒﺎﺸﺭ ﻋﻠﻰ ﻤﺭﺩﻭﺩ ﺍﻝﺭﻴﺎﻀﻲ‪.‬‬. ‫‪1‬‬. ‫ﻭﻴﺭﻯ ﺍﻝﺩﻜﺘﻭﺭ "ﺤﻨﻔﻲ ﻤﺤﻤﻭﺩ ﻤﺨﺘﺎﺭ"‪ :‬ﺃﻥ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﻫﻭ ﻜل ﺍﻹﺠﺭﺍﺀﺍﺕ ﻭﺍﻝﻭﺍﺠﺒﺎﺕ ﺍﻝﺘﻲ ﻴﻀﻌﻬﺎ ﺍﻝﻤﺩﺭﺏ‬. ‫ﺒﻬﺩﻑ ﺘﺜﺒﻴﺕ ﺍﻝﺴﻤﺎﺕ ﺍﻹﺭﺍﺩﻴﺔ ﻭﺍﻝﻭﺼﻭل ﺍﻝﻰ ﺃﻋﻠﻰ ﺍﻝﻤﺴﺘﻭﻴﺎﺕ‪.‬‬. ‫‪2‬‬. ‫ﻝﻘﺩ ﺘﻡ ﺘﻘﺴﻴﻡ ﺍﻝﺒﺤﺙ ﺇﻝﻰ ﺒﺎﺒﻴﻥ‪ ،‬ﺍﻝﺒﺎﺏ ﺍﻷﻭل ﻭ ﻴﺤﺘﻭﻯ ﻋﻠﻰ ﺍﻝﺠﺎﻨﺏ ﺍﻝﻨﻅﺭﻱ ﻭﻴﺸﻤل ﻋﻠﻰ ﺜﻼﺜﺔ ﻓﺼﻭل‪،‬‬ ‫ﺍﻝﻔﺼل ﺍﻷﻭل ﺘﻁﺭﻕ ﻓﻴﻪ ﺇﻝﻰ ﻤﻔﻬﻭﻡ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﻭﻤﺤﺩﺩﺍﺕ ﻋﻤﻠﻴﺔ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﺒﻌﺩﻫﺎ ﺍﻨﺘﻘﻠﻨﺎ ﺇﻝﻰ ﺍﻝﻔﺼل‬ ‫ﺍﻝﺜﺎﻨﻲ ﺍﻝﺫﻱ ﺘﻜﻠﻤﻨﺎ ﻓﻴﻪ ﻋﻥ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﻭﺍﻝﻤﺒﺎﺩﺉ ﺍﻷﺴﺎﺴﻴﺔ ﻝﻜﺭﺓ ﺍﻝﻘﺩﻡ ﻭﻜﺫﻝﻙ ﺘﻜﻠﻤﻨﺎ ﻋﻥ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﻌﻤﺭﻴﺔ ﺼﻨﻑ‬ ‫ﺃﻭﺍﺴﻁ )‪ (17-14‬ﺴﻨﺔ‪ ،‬ﻭﻓﻲ ﺍﻝﻔﺼل ﺍﻝﺜﺎﻝﺙ ﺘﻜﻠﻤﻨﺎ ﻋﻥ ﺍﻝﻤﻨﺎﻓﺴﺔ ﺍﻝﺭﻴﺎﻀﻴﺔ ﺍﻝﺘﻲ ﺘﻁﺭﻗﻨﺎ ﻓﻴﻬﺎ ﺇﻝﻰ ﺘﻌﺭﻴﻑ ﺍﻝﻤﻨﺎﻓﺴﺔ‬ ‫ﺍﻝﺭﻴﺎﻀﻴﺔ ﻭﺃﻨﻭﺍﻋﻬﺎ ﻭﺍﻝﻬﺩﻑ ﻤﻨﻬﺎ‪.‬‬ ‫ﺃﻤﺎ ﺍﻝﺒﺎﺏ ﺍﻝﺜﺎﻨﻲ ﻓﻘﺩ ﺘﻨﺎﻭﻝﻨﺎﻩ ﻓﻲ ﻓﺼﻠﻴﻥ ﺃﻭﻝﻬﻤﺎ ﻭﻀﺤﻨﺎ ﻓﻴﻪ ﺍﻝﻁﺭﻴﻕ ﺍﻝﺫﻱ ﺴﻨﺘﺒﻌﻪ ﻓﻲ ﺩﺭﺍﺴﺘﻨﺎ ﺒﺘﺤﺩﻴﺩ ﺍﻝﻤﻨﻬﺞ‬ ‫ﻭﺨﺼﺎﺌﺹ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺒﺤﻭﺙ ﻭﺍﻝﻌﻴﻨﺔ ﺍﻝﻤﺨﺘﺎﺭﺓ ﻭﻜﺫﺍ ﻋﺭﺽ ﺍﻷﺩﻭﺍﺕ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ ﻝﻠﺒﺤﺙ ﻭﺍﻝﻭﺴﺎﺌل ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻝﺘﻲ‬ ‫ﻨﻌﺎﻝﺞ ﺒﻬﺎ ﺍﻝﻨﺘﺎﺌﺞ‪ ،‬ﻭﺜﺎﻨﻴﻬﻤﺎ ﻭﺍﻝﺫﻱ ﻴﻌﺘﺒﺭ ﺯﺒﺩﺓ ﺍﻝﻌﻤل ﺘﻁﺭﻗﻨﺎ ﻓﻴﻪ ﺇﻝﻰ ﺘﺤﻠﻴل ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺴﺘﺨﻠﺼﺔ ﻤﻥ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻋﻥ‬ ‫ﻁﺭﻴﻕ ﺍﺴﺘﻌﻤﺎل ﺍﻝﻭﺴﺎﺌل ﺍﻹﺤﺼﺎﺌﻴﺔ ﻭﻤﻘﺎﺭﻨﺔ ﻫﺫﻩ ﺍﻝﻨﺘﺎﺌﺞ ﺒﺎﻝﻔﺭﻀﻴﺎﺕ ﺍﻝﻤﻁﺭﻭﺤﺔ‪.‬‬. ‫‪ 1‬ﺃﺴﺎﻤﺔ ﻜﺎﻤل ﺭﺍﺘﺏ‪ -.‬ﺘﺩﺭﻴﺏ ﺍﻝﻤﻬﺎﺭﺍﺕ‬. ‫ﺍﻝﻌﻘﻠﻴﺔ‪ -.‬ﻁ‪-.1‬‬. ‫ﻤﺼﺭ ‪ -.‬ﺩﺍﺭ ﺍﻝﻔﻜﺭ ﺍﻝﻌﺭﺒﻲ‪ -.2000 :‬ﺹ‪.4‬‬. ‫‪ 2‬ﺤﻨﻔﻲ ﻤﺤﻤﻭﺩ ﻤﺨﺘﺎﺭ‪ -.‬ﺍﻝﺘﻁﺒﻴﻕ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺘﺩﺭﻴﺏ ﻜﺭﺓ ﺍﻝﻘﺩﻡ‪ -.‬ﻤﺼﺭ‪ -.‬ﺩﺍﺭ ﺍﻝﻔﻜﺭ ﺍﻝﻌﺭﺒﻲ‪ -.1998 :‬ﺹ‪.5‬‬. ‫ﻙ‬.

(20)

(21) ‫ م‬ ‫‪ -1‬ﺇﺸﻜﺎﻝﻴﺔ ﺍﻝﺒﺤﺙ‪:‬‬ ‫ﻏﺎﻝﺒﺎ ﻤﺎ ﺘﺭﺘﺒﻁ ﺍﻝﻤﻨﺎﻓﺴﺎﺕ ﺍﻝﺭﻴﺎﻀﻴﺔ ﺒﻅﻬﻭﺭ ﺒﻌﺽ ﺍﻝﺴﻠﻭﻜﺎﺕ ﻝﺩﻯ ﺍﻝﻼﻋﺒﻴﻥ ﺃﻭ ﺍﻷﻨﺩﻴﺔ ﺴﻭﺍﺀ ﻜﺎﻨﺕ ﺴﻠﻭﻜﻴﺎﺕ‬ ‫ﻤﻘﺒﻭﻝﺔ ﺍﺠﺘﻤﺎﻋﻴﺎ ﻜﺎﻝﺭﻏﺒﺔ ﻓﻲ ﺍﻝﻔﻭﺯ ﺃﻭ ﺘﺤﻁﻴﻡ ﺃﺭﻗﺎﻡ ﻗﻴﺎﺴﻴﺔ ﻴﺒﺫل ﺃﻗﺼﻰ ﻤﺠﻬﻭﺩ ﺒﺩﻨﻲ ﻭﺘﻘﻨﻲ ﻭﺘﻜﺘﻴﻜﻲ ﻭﺫﻫﻨﻲ‪ ،‬ﺃﻭ‬ ‫ﺴﻠﻭﻜﻴﺎﺕ ﻏﻴﺭ ﻻﺌﻘﺔ ﺘﻤﺎﻤﺎ ﻜﺎﻝﺴﻠﻭﻙ ﺍﻝﻌﺩﻭﺍﻨﻲ ﻭﺨﺼﻭﺼﺎ ﺇﺫﺍ ﻤﺎ ﺘﻜﻠﻤﻨﺎ ﻋﻥ ﺍﻝﻔﺌﺎﺕ ﺍﻝﺼﻐﺭﻯ ﻭﺍﻝﺘﻲ ﻨﺭﻴﺩ ﺃﻥ ﻨﺼﻨﻊ‬ ‫ﻤﻨﻬﻡ ﻨﺠﻭﻤﺎ ﻝﻠﻐﺩ ﻭﺃﻥ ﻨﻨﺸﺌﻬﻡ ﻋﻠﻰ ﺍﻷﺨﻼﻕ ﺍﻝﺭﻴﺎﻀﻴﺔ ﻭﺍﻝﺘﻨﺎﻓﺴﻴﺔ ﺍﻝﺤﻤﻴﺩﺓ‪.‬‬ ‫ﺇﻥ ﺍﻝﻨﻘﺎﺵ ﺤﻭل ﻤﻭﻀﻭﻉ ﺍﻝﺭﻴﺎﻀﺔ ﻭﺍﻝﻤﻨﺎﻓﺴﺔ ﺍﻝﺭﻴﺎﻀﻴﺔ ﻴﺩﻭﺭ ﺤﻭل ﻭﺠﻬﺔ ﻨﻅﺭ ﻤﺘﻨﺎﻗﻀﺔ ﻓﺎﻝﺭﺃﻱ ﺍﻷﻭل ﻴﺭﻯ‬ ‫ﺒﺎﻥ ﺍﻝﻨﺸﺎﻁ ﺍﻝﺭﻴﺎﻀﻲ ﺍﻝﺘﻨﺎﻓﺴﻲ ﻫﻭ ﻭﺴﻴﻠﺔ ﺘﻨﻔﻴﺱ ﻭﺘﻔﺭﻴﻎ ﻝﻠﻌﺩﻭﺍﻨﻴﺔ‪ .‬ﺇﺫ ﻴﺭﻯ"ﺴﻴﻨﻎ" ﺃﻥ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﺍﻝﺘﻨﺎﻓﺴﻴﺔ ﺘﻔﻴﺩ‬ ‫ﺍﻝﺼﺤﺔ ﺍﻝﻌﻘﻠﻴﺔ ﻭﺴﻜﻴﻨﺔ ﺍﻝﻨﻔﺱ ﻭﺘﺴﺘﻁﻴﻊ ﻤﻌﺎﻝﺠﺔ ﺍﻝﺤﻘﺩ ﺍﻝﻔﻁﺭﻱ ﻭﺍﻝﻌﺩﻭﺍﻨﻴﺔ ﻭﺍﻝﺠﺭﻴﻤﺔ ﻭﺍﻝﻌﻨﻑ ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﻤﻨﺎﻓﺴﺔ"‪.‬‬ ‫ﻭﻴﺭﻯ ﺍﻝﺭﺃﻱ ﺍﻷﺨﺭ ﺒﺄﻥ ﺍﻝﻨﺸﺎﻁ ﺍﻝﺭﻴﺎﻀﻲ ﺍﻝﺘﻨﺎﻓﺴﻲ ﻴﻐﺫﻱ ﺭﻭﺡ ﺍﻝﻌﺩﻭﺍﻨﻴﺔ ﻝﺩﻯ ﺍﻝﺭﻴﺎﻀﻴﻴﻥ ﺒﺴﺒﺏ ﺍﻝﺼﺭﺍﻉ ﺍﻝﻤﻭﺠﻭﺩ‬ ‫ﺒﻴﻥ ﺨﺼﻤﻴﻥ ﻴﻁﻤﺢ ﺇﻝﻰ ﻨﻔﺱ ﺍﻝﻨﺘﻴﺠﺔ ﺘﺠﺩﺭ ﺍﻹﺸﺎﺭﺓ ﺇﻝﻰ ﺇﻥ ﺍﻝﻌﺩﻭﺍﻥ ﻴﺨﺘﻠﻑ ﺤﺴﺏ ﻨﻭﻉ ﺍﻝﺭﻴﺎﻀﺔ ﻓﻬﻨﺎﻙ ﻤﺎ ﻫﻭ‬ ‫ﻤﻘﺒﻭل ﺭﻴﺎﻀﻴﺎ ﻭﺍﺠﺘﻤﺎﻋﻴﺎ ﻭﻫﻨﺎﻙ ﻤﺎ ﻫﻭ ﻏﻴﺭ ﻤﻘﺒﻭل‪.‬‬ ‫ﺒﺎﻝﺭﻏﻡ ﻤﻥ ﺃﻥ ﺭﻴﺎﻀﺔ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﺘﺨﻀﻊ ﻝﻨﻅﺎﻡ ﺃﺨﻼﻗﻲ ﻤﺘﺒﻊ ﻴﺘﻤﺜل ﻓﻲ ﺍﺤﺘﺭﺍﻡ ﺍﻝﻐﻴﺭ ﻭﺍﻝﺘﺨﻠﺹ ﻤﻥ ﺍﻝﻨﻭﺍﻴﺎ‬ ‫ﺍﻝﺴﻴﺌﺔ ﻭﺍﻝﺭﺯﺍﻨﺔ ﻭﺍﻝﺜﻘﺔ ﻓﻲ ﺍﻝﻨﻔﺱ ﻭﺍﻝﺴﻴﻁﺭﺓ ﻋﻠﻰ ﺍﻝﺫﺍﺕ ﺇﻻ ﺃﻨﻬﺎ ﺒﺴﺒﺏ ﺍﻝﺸﺭﻭﻁ ﺍﻝﺘﻲ ﺘﻔﺭﻀﻬﺎ ﺍﻝﻤﻨﺎﻓﺴﺎﺕ ﻓﻲ‬ ‫ﻋﺼﺭﻨﺎ ﺍﻝﺤﺎﻝﻲ ﻭﺴﻴﻁﺭﺓ ﺍﻝﻔﻜﺭ ﺍﻝﺒﺭﺍﻏﻤﺎﺘﻲ ﺍﻝﻤﺎﺩﻱ ﺍﻝﻤﺒﻨﻲ ﻋﻠﻰ ﺃﺴﺎﺱ ﺘﺤﻘﻴﻕ ﺍﻝﻨﺘﺎﺌﺞ ﻤﻬﻤﺎ ﻜﺎﻥ ﺍﻝﺜﻤﻥ ﻭﺍﻝﻭﺴﻴﻠﺔ ﻋﻠﻰ‬ ‫ﺤﺴﺎﺏ ﺍﻝﻤﺒﺎﺩﺉ ﻭﺍﻝﻘﻴﻡ ﺍﻝﺘﻲ ﺘﺘﻤﻴﺯ ﺒﻬﺎ ﻗﻭﺍﻨﻴﻥ ﺍﻝﻤﻨﺎﻓﺴﺎﺕ ﺍﻝﺭﻴﺎﻀﻴﺔ‪.‬‬ ‫ﺇﺫﺍ ﻤﺎ ﺍﻓﺘﺭﻀﻨﺎ ﺃﻨﻪ ﻗﺩ ﺍﻋﺘﺩﻨﺎ ﻋﻠﻰ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺴﻠﺒﻴﺔ ﻓﻲ ﻝﻌﺒﺔ ﻜﻜﺭﺓ ﺍﻝﻘﺩﻡ ﻓﻠﻤﺎﺫﺍ ﻅﻬﻭﺭ ﺍﻝﺴﻠﻭﻜﻴﺎﺕ ﺍﻝﺨﻁﻴﺭﺓ‬ ‫ﻭﺍﻝﻤﻨﺎﻓﻴﺔ ﻝﻸﺨﻼﻕ ﺍﻝﺭﻴﺎﻀﻴﺔ ﻓﻲ ﺍﻵﻭﻨﺔ ﺍﻷﺨﻴﺭﺓ ﺒﺸﻜل ﻜﺒﻴﺭ ﻭﺃﺼﺒﺢ ﻤﺸﻜﻠﺔ ﺘﻁﺭﺡ ﺒﺸﺩﺓ ﺨﺼﻭﺼﺎ ﻓﻲ ﺍﻝﻤﻨﺎﻓﺴﺎﺕ‪.‬‬ ‫ﻭﺍﻨﻁﻼﻗﺎ ﻤﻥ ﺍﻝﻤﺒﺩﺃ ﺍﻝﻐﺎﺌﻲ ﺍﻝﺫﻱ ﻴﺭﻯ ﺒﺄﻥ ﻝﻜل ﺴﺒﺏ ﻤﺴﺒﺏ ﻓﺈﻨﻪ ﻤﻥ ﺨﻼل ﻤﺎ ﻻﺤﻅﻨﺎﻩ ﻋﻠﻰ ﺍﻝﺒﺭﺍﻤﺞ ﺍﻝﺘﺩﺭﻴﺒﻴﺔ ﻝﻬﺫﻩ‬ ‫ﺍﻝﺭﻴﺎﻀﺔ ﺃﻥ ﺍﻏﻠﺏ ﺍﻝﻤﺩﺭﺒﻴﻥ ﻴﻌﺘﻤﺩﻭﻥ ﻓﻲ ﺒﺭﺍﻤﺠﻬﻡ ﺍﻝﺘﺩﺭﻴﺒﻴﺔ ﻋﻠﻰ ﺍﻝﺠﻭﺍﻨﺏ ﺍﻝﺒﺩﻨﻴﺔ ﻭﺍﻝﺘﻘﻨﻴﺔ ﻭﺍﻝﺘﻜﺘﻴﻜﻴﺔ ﻭﻴﻬﻤﻠﻭﻥ‬ ‫ﺇﻫﻤﺎﻻ ﺘﺎﻤﺎ ﺍﻝﺠﻭﺍﻨﺏ ﺍﻝﻨﻔﺴﻴﺔ ﻭﻴﻌﺘﺒﺭﻭﻨﻬﺎ ﻓﻁﺭﻴﺔ ﻝﺩﻯ ﺍﻝﺭﻴﺎﻀﻲ ﻭﻝﻴﺴﺕ ﺒﺤﺎﺠﺔ ﺇﻝﻰ ﺘﺤﻀﻴﺭ ﺨﺎﺹ ﻭﺫﻝﻙ ﻝﺠﻬل‬ ‫ﺍﻷﻏﻠﺒﻴﺔ ﻤﻨﻬﻡ ﻝﻌﻤﻠﻴﺎﺕ ﺍﻹﺭﺸﺎﺩ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺭﻴﺎﻀﻲ ﻭﺨﺼﻭﺼﺎ ﻤﻬﺎﺭﺘﻲ ﺍﻻﺴﺘﺭﺨﺎﺀ ﻭﺍﻝﺘﺼﻭﺭ ﺍﻝﻌﻘﻠﻲ ﻭﻤﺩﻯ ﻨﺠﺎﻋﺘﻬﺎ‬ ‫ﻓﻲ ﻤﻌﺎﻝﺠﺔ ﻤﺜل ﻫﺫﻩ ﺍﻝﻅﻭﺍﻫﺭ ﺨﺼﻭﺼﺎ ﺇﺫﺍ ﻤﺎ ﺘﻌﻠﻕ ﺍﻷﻤﺭ ﺒﺎﻝﻔﺌﺎﺕ ﺍﻝﺼﻐﺭﻯ ﻤﺜل ﺼﻨﻑ ‪ 17-14‬ﺴﻨﺔ ﻭﺍﻝﺘﻲ ﻫﻲ‬ ‫ﻤﻥ ﺃﻫﻡ ﺍﻝﻤﺭﺍﺤل ﻓﻲ ﺍﻝﻨﻤﻭ ﺍﻝﻤﺘﻜﺎﻤل ﻝﻠﺭﻴﺎﻀﻲ‪ .‬ﻭﻤﻥ ﻜل ﻫﺫﺍ ﻨﻁﺭﺡ ﺍﻹﺸﻜﺎﻝﻴﺔ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬ ‫ﻤﺎ ﻫﻲ ﺃﻫﻤﻴﺔ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﻝﻼﻋﺒﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﺨﻼل ﺍﻝﻤﻨﺎﻓﺴﺔ ﺍﻝﺭﻴﺎﻀﻴﺔ )ﺼﻨﻑ ‪ 17-14‬ﺴﻨﺔ( ؟‬ ‫ﻭﻤﻥ ﻫﻨﺎ ﻨﻁﺭﺡ ﺍﻝﺘﺴﺎﺅﻻﺕ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬ ‫* ﻫل ﻝﻸﺩﺍﺀ ﺍﻝﺠﻴﺩ ﻝﻼﻋﺒﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﻋﻼﻗﺔ ﺒﺎﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺭﻴﺎﻀﻲ ؟‬ ‫* ﻤﺎ ﻤﺩﻯ ﺘﺄﺜﻴﺭ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺭﻴﺎﻀﻲ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺀ ﻻﻋﺒﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﻝﺼﻨﻑ ‪ 17-14‬ﺴﻨﺔ ﺨﻼل‬ ‫ﺍﻝﻤﻨﺎﻓﺴﺔ ؟‬ ‫* ﻤﺎ ﻤﺩﻯ ﺍﻻﻫﺘﻤﺎﻡ ﺍﻝﺫﻱ ﻴﻭﻝﻴﻪ ﻻﻋﺒﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﻝﻠﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﺨﻼل ﺍﻝﻤﻨﺎﻓﺴﺔ ؟‬. ‫‪-2-‬‬.

(22) ‫ م‬ ‫‪ -2‬ﻓﺭﻀﻴﺎﺕ ﺍﻝﺒﺤﺙ‪:‬‬ ‫ﺃ‪ -‬ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﻌﺎﻤﺔ‪:‬‬ ‫ﻝﻠﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﻝﻼﻋﺒﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﺼﻨﻑ ‪ 17-14‬ﺴﻨﺔ ﺃﻫﻤﻴﺔ ﻜﺒﻴﺭﺓ ﺨﻼل ﺍﻝﻤﻨﺎﻓﺴﺔ ﺍﻝﺭﻴﺎﻀﻴﺔ‪.‬‬ ‫ﺏ‪ -‬ﺍﻝﻔﺭﻀﻴﺎﺕ ﺍﻝﺠﺯﺌﻴﺔ‪:‬‬ ‫* ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺭﻴﺎﻀﻲ ﻴﺴﺎﻋﺩ ﻓﻲ ﺍﺴﺘﻘﺭﺍﺭ ﺃﺩﺍﺀ ﻻﻋﺒﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﺨﻼل ﺍﻝﻤﻨﺎﻓﺴﺔ ﺍﻝﺭﻴﺎﻀﻴﺔ‪.‬‬ ‫* ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺭﻴﺎﻀﻲ ﻴﺴﺎﻫﻡ ﻓﻲ ﺒﻨﺎﺀ ﺍﻝﺜﻘﺔ ﺒﺎﻝﻨﻔﺱ ﻝﺩﻯ ﻻﻋﺒﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﺨﻼل ﺍﻝﻤﻨﺎﻓﺴﺔ ﺍﻝﺭﻴﺎﻀﻴﺔ‪.‬‬ ‫* ﻻﻋﺒﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﻓﺌﺔ ‪ 17-14‬ﺴﻨﺔ ﻝﺩﻴﻬﻡ ﺍﻫﺘﻤﺎﻡ ﺒﺎﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﺨﻼل ﺍﻝﻤﻨﺎﻓﺴﺔ ﺍﻝﺭﻴﺎﻀﻴﺔ‪.‬‬ ‫‪ -3‬ﺃﺴﺒﺎﺏ ﺍﺨﺘﻴﺎﺭ ﻤﻭﻀﻭﻉ ﺍﻝﺒﺤﺙ‪:‬‬ ‫* ﻤﺤﺎﻭﻝﺔ ﺘﻭﻀﻴﺢ ﻭﺇﻋﻁﺎﺀ ﻭﻝﻭ ﺒﺎﻝﻘﺩﺭ ﺍﻝﻘﻠﻴل ﻨﻅﺭﺓ ﻭﺍﻗﻌﻴﺔ ﻋﻠﻰ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﻝﺭﻴﺎﻀﺔ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﻋﻠﻰ‬ ‫ﺍﻝﺨﺼﻭﺹ‪.‬‬ ‫* ﺘﻭﻀﻴﺢ ﻤﺩﻯ ﺃﻫﻤﻴﺔ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﻝﻼﻋﺒﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﺨﻼل ﺍﻝﻤﻨﺎﻓﺴﺔ ﺍﻝﺭﻴﺎﻀﻴﺔ ﻭﺘﺴﻴﻴﺭﻩ ﺍﻴﺠﺎﺒﻴﺎ‪.‬‬ ‫* ﺭﻓﻊ ﻤﺴﺘﻭﻯ ﺍﻝﺘﺩﺭﻴﺏ ﺍﻝﺭﻴﺎﻀﻲ ﻋﻥ ﻁﺭﻴﻕ ﺍﻹﻝﻤﺎﻡ ﺒﻌﻤﻠﻴﺎﺕ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺭﻴﺎﻀﻲ‪.‬‬ ‫‪ -4‬ﺃﻫﺩﺍﻑ ﺍﻝﺒﺤﺙ‪:‬‬ ‫* ﺇﻅﻬﺎﺭ ﺃﻫﻤﻴﺔ ﺍﻹﺒﻌﺎﺩ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻬﺫﻩ ﺍﻝﺭﻴﺎﻀﺔ‪.‬‬ ‫* ﺘﺒﻴﺎﻥ ﻤﺩﻯ ﻤﺴﺎﻋﺩﺓ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﻓﻲ ﺍﺴﺘﻘﺭﺍﺭ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺀ ﻻﻋﺒﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﺼﻨﻑ ‪ 17-14‬ﺴﻨﺔ ﺨﻼل‬ ‫ﺍﻝﻤﻨﺎﻓﺴﺔ ﺍﻝﺭﻴﺎﻀﻴﺔ‪.‬‬ ‫* ﺘﻭﻀﻴﺢ ﺃﻥ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﻴﻠﻌﺏ ﺩﻭﺭﺍ ﺍﻴﺠﺎﺒﻴﺎ ﻤﻥ ﺤﻴﺙ ﺘﺄﺜﻴﺭﻩ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺀ ﺍﻝﻼﻋﺒﻴﻥ ﻓﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ‬ ‫ﺼﻨﻑ ‪ 17-14‬ﺴﻨﺔ‪.‬‬ ‫* ﺘﺒﻴﺎﻥ ﺃﻥ ﻨﺘﺎﺌﺞ ﺍﻝﻤﻨﺎﻓﺴﺎﺕ ﻝﻼﻋﺒﻲ ﺼﻨﻑ ‪ 17-14‬ﺴﻨﺔ ﻝﻬﺎ ﻋﻼﻗﺔ ﺒﻌﺩﻡ ﺍﻫﺘﻤﺎﻤﻬﻡ ﺒﺎﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ‪.‬‬ ‫‪ -5‬ﺃﻫﻤﻴﺔ ﺍﻝﺒﺤﺙ‪:‬‬ ‫* ﻤﻌﺭﻓﺔ ﺍﻷﻫﻤﻴﺔ ﻭ ﺍﻝﺩﻭﺭ ﺍﻝﺫﻱ ﻴﻠﻌﺒﻪ ﺍﻝﺠﺎﻨﺏ ﺍﻝﻨﻔﺴﻲ ﻓﻲ ﺇﻋﺩﺍﺩ ﺍﻝﻼﻋﺒﻴﻥ ﻭﺘﺄﺜﻴﺭﻩ ﻋﻠﻰ ﻤﺭﺩﻭﺩﻫﻡ‪.‬‬ ‫* ﺍﻝﻜﺸﻑ ﻋﻥ ﺃﻫﻡ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﺘﻲ ﺘﺨﺹ ﻻﻋﺏ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺘﺤﻘﻴﻕ ﺃﻓﻀل ﺍﻝﻨﺘﺎﺌﺞ‪.‬‬ ‫* ﺍﻝﺘﻁﺭﻕ ﺍﻝﻰ ﻤﺩﻯ ﺍﻝﻜﻔﺎﺀﺓ ﺍﻝﺘﻜﻭﻴﻨﻴﺔ ﻝﻠﻤﺩﺭﺒﻴﻥ ﻓﻲ ﺍﻝﻤﻴﺩﺍﻥ ﺍﻝﻨﻔﺴﻲ‪.‬‬ ‫* ﺍﻝﺘﻁﺭﻕ ﺍﻝﻰ ﻤﺩﻯ ﻨﻀﺞ ﺍﻝﻼﻋﺒﻴﻥ ﻓﻲ ﺍﻝﺠﺎﻨﺏ ﺍﻝﻨﻔﺴﻲ‪.‬‬ ‫* ﺍﺘﺨﺎﺫﻩ ﻤﺭﺠﻊ ﻴﻀﺎﻑ ﻹﺜﺭﺍﺀ ﻤﻜﺘﺒﺔ ﺍﻝﻘﺴﻡ‪.‬‬ ‫* ﺇﻓﺎﺩﺓ ﺍﻝﻁﻼﺏ ﻭﺍﻝﺒﺎﺤﺜﻴﻥ ﺒﻬﺫﺍ ﺍﻝﺒﺤﺙ‪.‬‬. ‫‪-3-‬‬.

(23) ‫ م‬ ‫‪ -6‬ﺘﺤﺩﻴﺩ ﺍﻝﻤﺼﻁﻠﺤﺎﺕ ﻭﺍﻝﻤﻔﺎﻫﻴﻡ ﺍﻷﺴﺎﺴﻴﺔ ﺒﺎﻝﺒﺤﺙ‪:‬‬ ‫ﺘﻌﺭﻴﻑ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ‪:‬‬ ‫ﻨﻅﺭﻴﺎ‪ :‬ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻤﻨﺎﻫﺞ ﺍﻝﺘﻲ ﺘﻬﺩﻑ ﺇﻝﻰ ﺨﻠﻕ ﺤﺎﻝﺔ ﻨﻔﺴﻴﺔ ﻤﻼﺌﻤﺔ ﻤﻥ ﺍﺠل ﺘﺤﻘﻴﻕ ﺃﻓﻀل ﺍﻝﻨﺘﺎﺌﺞ‪.‬‬. ‫‪1‬‬. ‫ﺇﺠﺭﺍﺌﻴﺎ‪ :‬ﻫﻭ ﻤﺨﺘﻠﻑ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻲ ﺒﺘﻁﺒﻴﻘﻬﺎ ﻴﻤﻜﻥ ﺨﻠﻕ ﺤﺎﻝﺔ ﻤﻥ ﺍﻝﺘﻨﺎﻏﻡ ﻭﺍﻝﺘﻭﺍﻓﻕ ﺍﻝﻨﻔﺴﻲ ﺩﺍﺨل ﺍﻝﻔﺭﺩ ﻨﻔﺴﻪ ﻭﺩﺍﺨل‬ ‫ﻤﺠﺘﻤﻌﻪ ﻋﻥ ﻁﺭﻴﻕ ﻤﺨﺘﺹ ﻓﻲ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ‪.‬‬ ‫ﺘﻌﺭﻴﻑ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺭﻴﺎﻀﻲ‪:‬‬ ‫ﻨﻅﺭﻴﺎ‪ :‬ﻫﻭ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﻤﺤﺩﺩﺓ ﺴﻠﻔﺎ ﻋﻥ ﻁﺭﻴﻕ ﺍﻷﺨﺼﺎﺌﻲ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺭﻴﺎﻀﻲ ﺘﺒﻌﺎ‬ ‫ﻝﻠﻤﺘﻁﻠﺒﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻠﻤﻤﺎﺭﺴﺔ ﺍﻝﺭﻴﺎﻀﻴﺔ ﺒﺼﻔﺔ ﻋﺎﻤﺔ ﻭﺍﻝﻤﻤﺎﺭﺴﺔ ﺍﻝﻨﻭﻋﻴﺔ ﻝﻨﺸﺎﻁ ﺍﻝﺭﻴﺎﻀﻲ ﺍﻝﺘﺨﺼﺼﻲ ﻤﻥ ﺠﻬﺔ‬ ‫ﻭﺍﺴﺘﻌﺩﺍﺩﺍﺕ ﺍﻝﺭﻴﺎﻀﻲ ﻭﺒﺭﻭﻓﻴﻠﻪ ﺍﻝﻨﻔﺴﻲ ﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ ﻭﺒﺫﻝﻙ ﺒﻬﺩﻑ ﺘﻁﻭﻴﺭ ﺩﻭﺍﻓﻌﻪ ﻭﺘﻨﻤﻴﺔ ﻤﻬﺎﺭﺍﺘﻪ ﺍﻝﻌﻘﻠﻴﺔ‬ ‫ﻭﺴﻤﺎﺘﻪ ﺍﻻﻨﻔﻌﺎﻝﻴﺔ ﻝﺘﺤﻤل ﺍﻷﻋﺒﺎﺀ ﺍﻝﺒﺩﻨﻴﺔ ﻭﺍﻝﻨﻔﺴﻴﺔ ﻝﻠﺘﺩﺭﺏ ﻭﺍﻝﺘﻜﻴﻑ ﻤﻊ ﻅﺭﻭﻑ ﺍﻝﺘﻨﺎﻓﺱ ﻤﻥ ﺍﺠل ﺍﺴﺘﻁﺎﻋﺔ‬ ‫‪2‬‬. ‫ﺍﻝﺭﻴﺎﻀﻲ ﺘﺤﻘﻴﻕ ﺃﻓﻀل ﻤﺴﺘﻭﻯ ﻤﻤﻜﻥ ﻝﻪ ﻤﻥ ﺍﻻﻨﺠﺎﺯ ﺍﻝﺭﻴﺎﻀﻲ‪.‬‬. ‫ﺇﺠﺭﺍﺌﻴﺎ‪ :‬ﻫﻭ ﻤﺠﻤﻭﻋﺔ ﺍﻝﺘﻁﺒﻴﻘﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﻬﺎﺩﻓﺔ ﻹﻋﺩﺍﺩ ﺍﻝﺭﻴﺎﻀﻲ ﻤﻥ ﺍﻝﻨﺎﺤﻴﺔ ﺍﻝﻨﻔﺴﻴﺔ ﻤﻥ ﺃﺠل ﺘﻘﻭﻴﺔ‬ ‫ﺍﻝﺭﻭﺡ ﺍﻝﻤﻌﻨﻭﻴﺔ ﻭﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺘﻌﺎﻤل ﺍﻝﺠﻴﺩ ﻤﻊ ﺍﻝﻅﺭﻭﻑ ﻭﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ ﺘﺤﻴﻁ ﺒﺎﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﺭﻴﺎﻀﻴﺔ ﺴﻭﺍﺀ‬ ‫ﺨﻼل ﺍﻝﺘﺩﺭﻴﺏ ﺃﻭ ﺍﻝﻤﻨﺎﻓﺴﺔ‪.‬‬ ‫ﺘﻌﺭﻴﻑ ﻜﺭﺓ ﺍﻝﻘﺩﻡ‪:‬‬ ‫ﻨﻅﺭﻴﺎ‪ :‬ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﻫﻲ ﻝﻌﺒﺔ ﺠﻤﺎﻋﻴﺔ ﺘﻠﻌﺏ ﺒﻴﻥ ﻓﺭﻴﻘﻴﻥ ﻜل ﻓﺭﻴﻕ ﻴﻀﻡ ‪ 11‬ﻻﻋﺒﺎ ﻭﺘﻠﻌﺏ ﻫﺫﻩ ﺍﻝﻠﻌﺒﺔ ﺒﻜﺭﺓ ﻤﺴﺘﺩﻴﺭﺓ‬ ‫ﺍﻝﺸﻜل ﻤﺼﻨﻭﻋﺔ ﻤﻥ ﺍﻝﺠﻠﺩ ﺃﻭ ﺍﻝﻤﻁﺎﻁ‪،‬ﻭﺘﺩﻭﻡ ﺍﻝﻤﺒﺎﺭﺍﺓ ‪ 90‬ﺩﻗﻴﻘﺔ ﻤﻘﺴﻤﺔ ﺇﻝﻰ ﺸﻭﻁﻴﻥ‪ ،‬ﻜل ﺸﻭﻁ ﻴﺩﻭﻡ ‪ 45‬ﺩﻗﻴﻘﺔ‪،‬‬ ‫ﻭﻫﻨﺎﻙ ﻓﺘﺭﺓ ﻝﻠﺭﺍﺤﺔ ﺘﺩﻭﻡ ‪ 15‬ﺩﻗﻴﻘﺔ ﻭﻴﺤﺎﻭل ﻜل ﻓﺭﻴﻕ ﺘﺴﺠﻴل ﺃﻫﺩﺍﻑ ﻓﻲ ﺸﺒﻜﺔ ﺍﻝﺨﺼﻡ ﻭﺍﻝﺤﻔﺎﻅ ﻋﻠﻰ ﺸﺒﻜﺘﻪ‬ ‫ﻨﻅﻴﻔﺔ‪.‬‬ ‫ﺇﺠﺭﺍﺌﻴﺎ‪ :‬ﻫﻲ ﺍﻝﻠﻌﺒﺔ ﺍﻷﻜﺜﺭ ﺸﻌﺒﻴﺔ ﻓﻲ ﺍﻝﻌﺎﻝﻡ ﻤﻤﺎﺭﺴﺔ ﻭﺠﻤﺎﻫﻴﺭﻴﺔ ﺘﻠﻌﺏ ﻋﻠﻰ ﺃﺭﻀﻴﺔ ﻤﺴﺘﻁﻴﻠﺔ ﺍﻝﺸﻜل‪ ،‬ﺘﻠﻌﺏ ﻋﻥ‬ ‫ﻁﺭﻴﻕ ﻓﺭﻴﻘﻴﻥ ﻤﺘﻜﻭﻨﻴﻥ ﻤﻥ ‪ 11‬ﻻﻋﺒﺎ ﻝﻜل ﻓﺭﻴﻕ ﻋﻠﻰ ﺃﺭﻀﻴﺔ ﺍﻝﻤﻠﻌﺏ ﻝﻤﺩﺓ ‪ 90‬ﺩﻗﻴﻘﺔ ﻓﻲ ﺸﻭﻁﻴﻥ ﻴﻤﻜﻥ ﺘﻤﺩﻴﺩﻫﺎ‬ ‫‪3‬‬. ‫ﺇﻝﻰ ‪ 120‬ﺩﻗﻴﻘﺔ‪ ،‬ﻝﻬﺎ ﻗﻭﺍﻨﻴﻥ ﻭﻫﻴﺌﺎﺕ ﻤﺨﺘﺼﺔ ﺒﻬﺎ‪ ،‬ﻭﺒﻁﻭﻻﺕ ﻭﺩﻭﺭﺍﺕ ﻭﻁﻨﻴﺔ‪ ،‬ﺇﻗﻠﻴﻤﻴﺔ‪ ،‬ﻋﺎﻝﻤﻴﺔ‪.‬‬ ‫ﺘﻌﺭﻴﻑ ﺍﻝﻤﻨﺎﻓﺴﺔ ﺍﻝﺭﻴﺎﻀﻴﺔ‪:‬‬ ‫ﻨﻅﺭﻴﺎ‪ :‬ﻫﻭ ﺼﺭﺍﻉ ﺒﻴﻥ ﻓﺭﺩﻴﻥ ﺃﻭ ﺒﻴﻥ ﻤﺠﻤﻭﻋﺘﻴﻥ ﻤﻥ ﺍﻷﻓﺭﺍﺩ ﻝﻠﻭﺼﻭل ﺍﻝﻬﺩﻑ ﺍﻝﻤﺴﻁﺭ‪.4‬‬. ‫‪1‬‬. ‫ﺃﺤﻤﺩ ﺃﻤﻴﻥ ﻓﻭﺯﻱ‪ -.‬ﻤﺒﺎﺩﺉ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﺭﻴﺎﻀﻲ‪ -.‬ﻤﺼﺭ‪ ،‬ﺩﺍﺭ ﺍﻝﻜﺘﺎﺏ ﻝﻠﻨﺸﺭ‪ -.1994 :‬ﺹ ‪.162‬‬. ‫‪2‬‬. ‫ﺃﺤﻤﺩ ﺃﻤﻴﻥ ﻓﻭﺯﻱ‪ -.‬ﻨﻔﺱ ﺍﻝﻤﺭﺠﻊ‪ -.1994 :‬ﺹ ‪.162‬‬. ‫‪3‬‬. ‫ﺭﻭﻤﻲ ﺠﻤﻴل‪ -.‬ﻜﺭﺓ ﺍﻝﻘﺩﻡ‪ -.‬ﻁ‪ -.6‬ﻝﺒﻨﺎﻥ‪ ،‬ﺩﺍﺭ ﺍﻝﻨﻔﺎﺌﺱ‪ -.1986 :‬ﺹ‪.50‬‬ ‫‪Norbert Sillamy.- dictionnaire usuel de psychologie.-2 édition.- bordas.- France:‬‬. ‫‪-4-‬‬. ‫‪4‬‬.

(24) ‫ م‬ ‫ﺇﺠﺭﺍﺌﻴﺎ‪ :‬ﻫﻭ ﺍﻝﺼﺭﺍﻉ ﺃﻭ ﺍﻝﺘﺤﺎﻭﺭ ﺍﻝﺒﺩﻨﻲ‪ ،‬ﺍﻝﻤﻬﺎﺭﻱ‪ ،‬ﺍﻝﺨﻁﻁﻲ ﻓﻲ ﺍﻹﻁﺎﺭ ﺍﻝﺭﻴﺎﻀﻲ ﻝﻠﻨﺸﺎﻁ ﺍﻝﺭﻴﺎﻀﻲ ﺍﻝﻤﻤﺎﺭﺱ‬ ‫ﺍﻝﺫﻱ ﻴﻜﻭﻥ ﺒﻴﻥ ﻓﺭﺩﻴﻥ ﺃﻭ ﻤﺠﻤﻭﻋﺘﻴﻥ ﻤﻥ ﺃﺠل ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺍﻷﻫﺩﺍﻑ ﺍﻝﻤﺴﻁﺭﺓ ﻭﺘﺤﻘﻴﻘﻬﺎ‪.‬‬. ‫‪ -7‬ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﺎﻝﺒﺤﺙ‪:‬‬ ‫ﻤﻥ ﺒﻴﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻭﺍﻝﻤﺸﺎﺒﻬﺔ – ﺍﻝﻰ ﺤﺩ ﻤﻌﻴﻥ – ﻝﻤﻭﻀﻭﻉ ﺒﺤﺜﻨﺎ ﻭﺠﺩﻨﺎ ﺩﺭﺍﺴﺘﻴﻥ ﺘﻤﺱ ﻜل ﻭﺍﺤﺩﺓ ﻤﻨﻬﺎ‬ ‫ﺒﻌﻀﺎ ﻤﻥ ﺠﻭﺍﻨﺏ ﺒﺤﺜﻨﺎ‪ .‬ﻭﻫﻲ‪:‬‬ ‫ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻷﻭﻝﻰ‪ :‬ﻤﻥ ﺇﻋﺩﺍﺩ ﺍﻝﻁﺎﻝﺒﻴﻥ ﺒﻘﺠﺎﻭﺓ ﻤﻬﺩﻱ ﺴﻨﻭﺴﻲ‪ ،‬ﺍﻝﻌﺎﻴﺏ ﺒﺸﻴﺭ‪ ،‬ﺘﺤﺕ ﺇﺸﺭﺍﻑ ﺍﻷﺴﺘﺎﺫ ﻋﻤﺭﻴﺭ ﺯﻫﻴﺭ‬‫‪ ،2006-2005‬ﺠﺎﻤﻌﺔ ﺍﻝﺠﺯﺍﺌﺭ‪.‬‬ ‫ﺍﻝﻌﻨﻭﺍﻥ‪ :‬ﺃﻫﻤﻴﺔ ﺍﻹﻋﺩﺍﺩ ﺍﻝﻨﻔﺴﻲ ﻝﻼﻋﺒﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ )ﺼﻨﻑ ﺃﻭﺍﺴﻁ( ﺍﺜﻨﺎﺀ ﺍﻝﻤﺒﺎﺭﺍﺓ ﺍﻝﺭﺴﻤﻲ ﻭﻤﺩﻯ ﺘﻜﻴﻴﻑ ﺍﻝﻤﺩﺭﺒﻴﻥ‬ ‫ﻤﻌﻪ‪.‬‬ ‫ﺍﻝﺘﺴﺎﺅﻻﺕ‪ * :‬ﻤﺎ ﻫﻲ ﺃﻫﻤﻴﺔ ﺍﻹﻋﺩﺍﺩ ﺍﻝﻨﻔﺴﻲ ﻝﻼﻋﺒﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ؟‬ ‫* ﻤﺎ ﻫﻲ ﺃﻫﻤﻴﺔ ﺍﻹﻋﺩﺍﺩ ﺍﻝﻨﻔﺴﻲ ﻝﻼﻋﺒﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﻝﻠﻤﺒﺎﺭﺍﺓ؟‬ ‫* ﻜﻴﻑ ﻴﺘﻜﻴﻑ ﺍﻝﻤﺩﺭﺏ ﺍﻝﺠﺯﺍﺌﺭﻱ ﻓﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﻤﻊ ﺍﻹﻋﺩﺍﺩ ﺍﻝﻨﻔﺴﻲ؟‬ ‫* ﻤﺎ ﻫﻲ ﺭﺅﻴﺔ ﺍﻝﻼﻋﺏ ﺍﻝﺠﺯﺍﺌﺭﻱ ﻝﻜﺭﺓ ﺍﻝﻘﺩﻡ ﻝﻺﻋﺩﺍﺩ ﺍﻝﻨﻔﺴﻲ ﻭﺃﻫﻤﻴﺘﻪ؟‬ ‫ﺍﻝﻔﺭﻀﻴﺎﺕ‪:‬‬ ‫ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﻌﺎﻤﺔ‪ :‬ﺇﻥ ﻝﻺﻋﺩﺍﺩ ﺍﻝﻨﻔﺴﻲ ﺃﻫﻤﻴﺔ ﻜﺒﻴﺭﺓ ﻓﻲ ﺍﻝﻤﺒﺎﺭﺍﺓ ﻝﺘﺤﻘﻴﻕ ﺍﻝﻔﻭﺯ ﺍﻝﻤﻨﺸﻭﺩ ﻝﺩﻯ ﻻﻋﺒﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ‪.‬‬ ‫ﺍﻝﻔﺭﻀﻴﺎﺕ ﺍﻝﺠﺯﺌﻴﺔ‪:‬‬ ‫ ﻴﻜﺘﺴﻲ ﺍﻹﻋﺩﺍﺩ ﺍﻝﻨﻔﺴﻲ ﺃﻫﻤﻴﺔ ﻜﺒﻴﺭﺓ ﻝﺩﻯ ﻻﻋﺒﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﺇﺫ ﻴﻌﺘﺒﺭ ﺤﺠﺯ ﺍﻝﺯﺍﻭﻴﺔ ﻓﻲ ﻋﻨﺎﺼﺭ ﺍﻝﺘﺩﺭﻴﺏ‬‫ﺍﻝﺭﻴﺎﻀﻲ‪.‬‬ ‫ ﻻ ﻴﺤﺴﻥ ﺍﻝﻤﺩﺭﺏ ﺍﻝﺠﺯﺍﺌﺭﻱ ﺍﻝﺘﻜﻴﻑ ﻤﻊ ﺍﻹﻋﺩﺍﺩ ﺍﻝﻨﻔﺴﻲ ﺒﺸﻜل ﺠﻴﺩ‪.‬‬‫ ﻴﻠﻌﺏ ﺍﻹﻋﺩﺍﺩ ﺍﻝﻨﻔﺴﻲ ﻝﻼﻋﺏ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﻝﻠﻤﺒﺎﺭﺍﺓ ﺩﻭﺭﺍ ﻓﻌﺎﻻ ﻓﻲ ﺘﺤﺩﻴﺩ ﻨﺘﻴﺠﺔ ﺍﻝﻤﺒﺎﺭﺍﺓ ﻭﺍﻝﻠﻌﺏ ﺒﻜل ﺜﻘﺔ ‪.‬‬‫ﺍﻝﻤﻨﻬﺞ ﺍﻝﻤﺘﺒﻊ‪ :‬ﺍﺴﺘﺨﺩﺍﻡ ﻓﻲ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻤﺴﺤﻲ‪.‬‬ ‫ﺍﻝﻌﻴﻨﺔ‪ :‬ﺒﺤﺙ ﺍﺠﺭﻱ ﻋﻠﻰ ﻓﺭﻕ )ﺸﺒﻴﺒﺔ ﺍﻝﻘﺒﺎﺌل‪ -‬ﺍﺘﺤﺎﺩ ﺍﻝﺠﺯﺍﺌﺭ‪ -‬ﻭﻓﺎﻕ ﺴﻁﻴﻑ(‪ ،‬ﻭﻜﺫﺍ ﻤﺩﺭﺒﻲ )ﻭﻻﻴﺔ ﺍﻝﺠﺯﺍﺌﺭ‪-‬‬ ‫ﻗﺴﻨﻁﻴﻨﺔ‪ -‬ﻭﻫﺭﺍﻥ(‬ ‫ﺃﺩﻭﺍﺕ ﺍﻝﺒﺤﺙ‪ :‬ﺍﺴﺘﺨﺩﻡ ﻓﻴﻪ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺍﻝﻤﻭﺠﻪ ﺇﻝﻰ ﻤﺩﺭﺒﻲ ﻭﻜﺫﺍ ﻻﻋﺒﻲ ﻜﺭﺓ ﺍﻝﻘﺩﻡ‪ ،‬ﻭﻴﺸﻤل ﻋﺩﺓ ﺃﺴﺌﻠﺔ ﺍﻨﺼﺒﺕ ﺒﺸﻜل‬ ‫ﺃﺴﺎﺴﻲ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺍﻹﻋﺩﺍﺩ ﺍﻝﻨﻔﺴﻲ ﻝﻜﺭﺓ ﺍﻝﻘﺩﻡ ﻭﻤﺩﻯ ﺘﻜﻴﻑ ﻤﺩﺭﺒﻴﻥ ﻤﻌﻪ‪.‬‬ ‫ﺍﻻﺴﺘﻨﺘﺎﺠﺎﺕ‪:‬‬ ‫ ﻤﻌﻨﻰ ﺍﻝﻤﺩﺭﺒﻴﻥ ﻻ ﻴﻘﻭﻤﻭﻥ ﺒﺘﺸﺨﻴﺹ ﺍﻝﻤﺘﻁﻠﺒﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻼﻋﺒﻴﻥ ﻝﻼﺸﺘﺭﺍﻙ ﻓﻲ ﺍﻝﻤﺒﺎﺭﺍﺓ ﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺃﻥ ﻫﺫﺍ‬‫ﺍﻝﺘﺸﺨﻴﺹ ﻤﻬﻡ ﺠﺩﺍ ﻝﻬﻡ‪.‬‬ ‫‪-5-‬‬.

(25) ‫ م‬ ‫ ﻤﻌﻅﻡ ﺍﻝﻤﺩﺭﺒﻴﻥ ﻻ ﻴﺤﺴﻨﻭﻥ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻹﻋﺩﺍﺩ ﺍﻝﻨﻔﺴﻲ ﺒﺸﻜل ﺠﻴﺩ ﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺍﻨﻪ ﺍﺤﺩ ﺭﻜﺎﺌﺯ ﺍﻝﺘﺩﺭﻴﺏ‪.‬‬‫ ﺍﻏﻠﺏ ﺍﻝﻤﺩﺭﺒﻴﻥ ﻻ ﻴﻌﺩﻭﻥ ﻤﻌﻠﻭﻤﺎﺕ ﺨﺎﺼﺔ ﻋﻥ ﺴﻴﺭﺓ ﺍﻝﻼﻋﺒﻴﻥ‪.‬‬‫ ﺍﻨﻌﺩﺍﻡ ﻭﺠﻭﺩ ﺍﻷﻁﺒﺎﺀ ﺍﻝﻨﻔﺴﻴﻴﻥ ﻝﻤﺘﺎﺒﻌﺔ ﺍﻝﺤﺎﻝﺔ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻼﻋﺒﻴﻥ‪.‬‬‫ ﺒﻌﺽ ﺍﻝﻼﻋﺒﻴﻥ ﻻ ﻴﻔﻬﻤﻭﻥ ﻜﻠﻤﺎﺕ ﻭﺇﺭﺸﺎﺩﺍﺕ ﻤﺩﺭﺒﻴﻬﻡ ﺒﺸﻜل ﺠﻴﺩ‪.‬‬‫ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺜﺎﻨﻴﺔ‪ :‬ﻤﻥ ﺇﻋﺩﺍﺩ ﺍﻝﻁﺎﻝﺒﻴﻥ ﺼﺎﻴﺞ ﺸﻌﺒﺎﻥ ﻭﻋﻤﻴﺭﻭﺵ ﺨﺎﻝﺩ‪ 2012-2011‬ﺠﺎﻤﻌﺔ ﺍﻝﺠﺯﺍﺌﺭ‪.‬‬ ‫ﺍﻝﻌﻨﻭﺍﻥ‪ :‬ﻤﺩﻯ ﺘﺄﺜﻴﺭ ﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺭﻴﺎﻀﻲ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺀ ﻻﻋﺒﻲ ﺍﻝﻜﺭﺓ ﺍﻝﻁﺎﺌﺭﺓ ﺨﻼل ﺍﻝﻤﻨﺎﻓﺴﺔ – ﺼﻨﻑ‬ ‫ﺃﻜﺎﺒﺭ ﺫﻜﻭﺭ– ﺍﻝﻘﺴﻡ ﺍﻝﻭﻁﻨﻲ ﺍﻷﻭل‪.‬‬ ‫ﺍﻝﻤﺸﻜﻠﺔ‪ :‬ﻤﺎ ﻤﺩﻯ ﺘﺄﺜﻴﺭ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺭﻴﺎﻀﻲ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺀ ﻻﻋﺒﻲ ﺍﻝﻜﺭﺓ ﺍﻝﻁﺎﺌﺭﺓ ﺨﻼل ﺍﻝﻤﻨﺎﻓﺴﺔ‪-‬‬ ‫ﺼﻨﻑ ﺃﻜﺎﺒﺭ ﺫﻜﻭﺭ؟‬ ‫ﺍﻝﻔﺭﻀﻴﺎﺕ‪:‬‬ ‫ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﻌﺎﻤﺔ‪:‬ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺭﻴﺎﻀﻲ ﻴﺅﺜﺭ ﺒﻨﺴﺒﺔ ﻋﺎﻝﻴﺔ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺀ ﻻﻋﺒﻲ ﺍﻝﻜﺭﺓ ﺍﻝﻁﺎﺌﺭﺓ ﺨﻼل‬ ‫ﺍﻝﻤﻨﺎﻓﺴﺔ‪.‬‬ ‫ﺍﻝﻔﺭﻀﻴﺎﺕ ﺍﻝﺠﺯﺌﻴﺔ‪:‬‬ ‫ ﻤﺩﺭﺒﻲ ﺍﻝﻜﺭﺓ ﺍﻝﻁﺎﺌﺭﺓ ﻝﻠﻘﺴﻡ ﺍﻝﻭﻁﻨﻲ ﺍﻷﻭل ﻴﺭﺍﻋﻭﻥ ﺍﻝﻔﺭﻭﻕ ﺍﻝﻔﺭﺩﻴﺔ ﺒﻴﻥ ﺍﻝﻼﻋﺒﻴﻥ ﺍﺜﻨﺎﺀ ﻋﻤﻠﻴﺔ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ‪.‬‬‫ ﻨﻘﺹ ﺍﻻﻫﺘﻤﺎﻡ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﻨﻔﺴﻴﺔ ﺍﺜﻨﺎﺀ ﺍﻝﺘﺩﺭﻴﺏ ﻭﺍﻝﻤﻨﺎﻓﺴﺔ ﻤﻥ ﻁﺭﻑ ﻻﻋﺒﻲ ﺍﻝﻜﺭﺓ ﺍﻝﻁﺎﺌﺭﺓ‪.‬‬‫ ﺍﻝﻨﻘﺹ ﻓﻲ ﺘﻜﻭﻴﻥ ﻤﺩﺭﺒﻲ ﺍﻝﻜﺭﺓ ﺍﻝﻁﺎﺌﺭﺓ ﺍﻝﻘﺴﻡ ﺍﻝﻭﻁﻨﻲ ﺍﻷﻭل ﻓﻲ ﻤﺠﺎل ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺭﻴﺎﻀﻲ‪.‬‬‫ﺍﻷﻫﺩﺍﻑ‪:‬‬ ‫ ﺇﻅﻬﺎﺭ ﺍﻹﺒﻌﺎﺩ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻬﺫﻩ ﺍﻝﺭﻴﺎﻀﺔ‪.‬‬‫ ﺘﺒﺎﻴﻥ ﻤﺩﻯ ﺍﻫﺘﻤﺎﻡ ﺍﻷﻨﺩﻴﺔ ﺒﺎﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﻋﻨﺩ ﻻﻋﺒﻲ ﺍﻝﻜﺭﺓ ﺍﻝﻁﺎﺌﺭﺓ‪.‬‬‫ ﺇﺒﺭﺍﺯ ﺍﻷﻫﻤﻴﺔ ﺍﻝﺘﻲ ﻴﻠﻌﺒﻬﺎ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻝﺭﻴﺎﻀﻲ‪.‬‬‫ ﺇﻋﻁﺎﺀ ﻨﻅﺭﺓ ﺤﻭل ﺍﻝﻤﺤﺩﺩﺍﺕ ﻭﺍﻵﻝﻴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﻤﻁﺒﻘﺔ ﻝﺩﻯ ﻻﻋﺒﻲ ﺍﻝﻜﺭﺓ ﺍﻝﻁﺎﺌﺭﺓ‪.‬‬‫ ﺇﻀﺎﻓﺔ ﻤﺭﺠﻊ ﺠﺩﻴﺩ ﻭﻤﻬﻡ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻝﻨﻔﺴﻲ ﺍﻝﻰ ﻤﻜﺘﺒﺘﻨﺎ ﻭﺇﺜﺭﺍﺌﻬﺎ‪.‬‬‫ﺍﻝﻤﻨﻬﺞ ﺍﻝﻤﺘﺒﻊ‪ :‬ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ‪.‬‬ ‫ﺍﻝﻌﻴﻨﺔ‪ :‬ﺍﻝﻤﺩﺭﺒﻴﻥ ﺘﺤﺘﻭﻱ ﻋﻠﻰ ‪ 04‬ﻤﺩﺭﺒﻴﻥ ﻤﻭﺠﻭﺩﻴﻥ ﻝﻨﻭﺍﺩﻱ ﺒﺠﺎﻴﺔ ﻝﻠﻘﺴﻡ ﺍﻝﻭﻁﻨﻲ ﺍﻷﻭل ﺼﻨﻑ ﺃﻜﺎﺒﺭ ﺫﻜﻭﺭ‪.‬‬ ‫ﺃﺩﻭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ‪ :‬ﺍﻻﺴﺘﺒﻴﺎﻥ ﺍﻷﻭل ﻤﻭﺠﻪ ﺍﻝﻰ ﺍﻝﻤﺩﺭﺒﻴﻥ ﻭﺍﻻﺴﺘﺒﻴﺎﻥ ﺍﻝﺜﺎﻨﻲ ﻤﻭﺠﻪ ﻝﻼﻋﺒﻴﻥ ﻴﺤﺘﻭﻱ ﻋﻠﻰ ‪ 19‬ﺴﺅﺍل‪.‬‬ ‫ﺍﻻﺴﺘﻨﺘﺎﺠﺎﺕ‪:‬‬ ‫ ﻤﺭﺍﻋﺎﺓ ﻤﺨﺘﻠﻑ ﺍﻝﻤﺩﺭﺒﻴﻥ ﻝﻠﻔﺭﻭﻕ ﺍﻝﻔﺭﺩﻴﺔ ﺒﻴﻥ ﻻﻋﺒﻴﻬﻡ ﺃﺜﻨﺎﺀ ﻋﻤﻠﻴﺎﺕ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺭﻴﺎﻀﻲ‪.‬‬‫ ﻨﻘﺹ ﺘﻜﻭﻴﻥ ﺍﻝﻤﺩﺭﺒﻴﻥ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻝﻨﻔﺴﻲ ﺍﻝﺫﻱ ﻴﺒﺎﺸﺭﻭﻥ ﺒﻪ ﺍﻝﻤﻬﺎﻡ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﻭﻨﻘﺹ ﺘﻠﻘﻴﻬﻡ‬‫ﻝﻠﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺨﺎﺼﺔ ﺒﻨﻔﺴﻴﺔ ﺍﻝﺭﻴﺎﻀﻲ ﺍﺜﻨﺎﺀ ﺘﻜﻭﻴﻨﻬﻡ‪.‬‬ ‫ ﺇﻗﺭﺍﺭ ﺒﻌﺽ ﺍﻝﻤﺩﺭﺒﻴﻥ ﺒﺎﺴﺘﺨﺩﺍﻤﻬﻡ ﻝﻠﻤﻬﺎﺭﺍﺕ ﺍﻝﻨﻔﺴﻴﺔ ﺍﺜﻨﺎﺀ ﺍﻝﺘﺩﺭﻴﺒﺎﺕ ﻭﺍﻝﻤﻨﺎﻓﺴﺔ ﻭﻝﻜﻥ ﺒﺼﻭﺭﺓ ﻗﻠﻴﻠﺔ‪.‬‬‫‪-6-‬‬.

(26) ‫ م‬ ‫ﺍﻝﺘﻌﻠﻴﻕ ﻋﻠﻰ ﺍﻝﺩﺭﺍﺴﺎﺕ‪ :‬ﻤﻥ ﺨﻼل ﺇﻁﻼﻋﻨﺎ ﻋﻠﻰ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺴﺎﺒﻘﺔ ﻭﺠﺩﻨﺎ ﺃﻨﻬﺎ ﺘﺘﺸﺎﺒﻪ ﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﻓﻲ ﺇﺘﺒﺎﻉ‬ ‫ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺃﺩﺍﺓ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻭﻫﺫﺍ ﻝﻭﺠﻭﺩ ﺘﺸﺎﺒﻪ ﻨﺴﺒﻲ ﻓﻲ ﺍﻷﻫﺩﺍﻑ ﺍﻝﻤﺭﺍﺩ ﺍﻝﻭﺼﻭل ﺇﻝﻴﻬﺎ‪ ،‬ﻭﻜﺫﻝﻙ‬ ‫ﺘﺸﺎﺒﻬﺕ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻓﻲ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﻭﺼل ﺇﻝﻴﻬﺎ ﺤﻴﺙ ﺃﻥ ﺍﻏﻠﺏ ﺍﻝﻤﺩﺭﺒﻴﻥ ﻻ ﻴﻌﺩﻭﻥ ﻤﻌﻠﻭﻤﺎﺕ ﺨﺎﺼﺔ ﻋﻥ ﺍﻝﻼﻋﺒﻴﻥ‬ ‫ﻭﻜﺫﻝﻙ ﺍﻨﻌﺩﺍﻡ ﻭﺠﻭﺩ ﺍﻷﻁﺒﺎﺀ ﺍﻝﻨﻔﺴﻴﻴﻥ ﻝﻤﺘﺎﺒﻌﺔ ﺍﻝﺤﺎﻝﺔ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻬﻡ‪ ،‬ﻤﺭﺍﻋﺎﺓ ﻤﺨﺘﻠﻑ ﺍﻝﻤﺩﺭﺒﻴﻥ ﻝﻠﻔﺭﻭﻕ ﺍﻝﻔﺭﺩﻴﺔ ﺒﻴﻥ‬ ‫ﻻﻋﺒﻴﻬﻡ ﺃﺜﻨﺎﺀ ﻋﻤﻠﻴﺎﺕ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺭﻴﺎﻀﻲ ﻭ ﻨﻘﺹ ﺘﻜﻭﻴﻥ ﺍﻝﻤﺩﺭﺒﻴﻥ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻝﻨﻔﺴﻲ ﺍﻝﺫﻱ ﻴﺒﺎﺸﺭﻭﻥ ﺒﻪ‬ ‫ﺍﻝﻤﻬﺎﻡ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻝﺘﺤﻀﻴﺭ ﺍﻝﻨﻔﺴﻲ ﻭﻨﻘﺹ ﺘﻠﻘﻴﻬﻡ ﻝﻠﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺨﺎﺼﺔ ﺒﻨﻔﺴﻴﺔ ﺍﻝﺭﻴﺎﻀﻲ ﺍﺜﻨﺎﺀ ﺘﻜﻭﻴﻨﻬﻡ‪.‬‬. ‫‪-7-‬‬.