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Aplikasi Simpson

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DENGAN MENGGUNAKAN CONTOH-CONTOH, HURAIKAN APLIKASI TAKSONOMI SIMPSON DALAM PENGAJARAN DAN PEMBELAJARAN PENDIDIKAN JASMANI.

Simpson (1966) mengkaji domain psikomotor iaitu perkembangan kemahiran dan kebolehan otot fizikal lalu membentuk satu Taksonomi Simpson. Taksonomi Simpson membahagikan aspek psikomotor kepada tujuh peringkat iaitu persepsi, set, tindak balas terpandu, mekanisme, tindak balas kompleks nyata, adaptasi, dan originasi.

Aspek psikomotor adalah berkaitan dengan pergerakan anggota fizikal. Guru-guru yang mengajar pendidikan jasmani akan mendapati pengawalan pergerakan anggota sebagai suatu tumpuan utama dalam pengajaran dan latihan. Pada peringkat prasekolah dan sekolah rendah, kanak-kanak diasuh untuk bagi menguasai pergerakan yang biasa dalam kehidupan, dalam senaman. Di samping itu, murid-murid tersebut dilatih bagi menguasai kemahiran khusus yang tidak dilakukan dalam kehidupan seharian. Misalnya kemahiran menggelecek dalam permainan bola sepak. Maka itu, semua aspek psikomotor di atas digunakan dalam Pendidikan Jasmani sama ada secara langsung mahupun secara langsung. Antara aplikasi-aplikasi yang dapat dilihat adalah;

i. Persepsi

- Penggunaan lima organ deria untuk memperoleh kesedaran tentang tujuan dan untuk menterjemahkannya menjadi satu tindakan, iaitu bermaksud seseorang itu mempersepsikan satu pergerakan tertentu, seperti memerhati pergerakan “rejaman” dalam permaian bola tampar. Melalui pemerhatian ini, seseorang itu akan dapat mengingat pergerakan motor (motor movement) berkaitan dengan pergerakan yang dilihat. Misalnya, apabila pelajar melihat pergerakan “rejaman” dalam permainan bola tampar, dia akan ingat cara bagaimana pemain melakukan “rejaman” tersebut. Dalam peringkat Persepsi ini “Pelajar dapat menjelaskan cara pemain melakukan “rejaman” dalam permainan bola tampar”.

ii. Set - Bermaksud seseorang itu bersedia dari segi mental, emosi dan fizikal untuk melakukan sesuatu pergerakan. Misalnya, melalui pemerhatian terhadap sesuatu pergerakan, seperti memerhati pergerakan “rejaman” dalam permainan bola tampar, pelajar dapat mengingat pergerakan tersebut (persediaan mental) dan dengan itu bersedia untuk melakukannya. Dalam peringkat Persediaan ini “Pelajar dapat menjelaskan cara melakukan“rejaman” dalam permainan bola tampar”. -

iii. Tindak balas terpandu

- bermaksud seseorang itu dapat melakukan pergerakan awal berkaitan kemahiran yang ingin dipelajari. Pergerakan ini biasanya dilakukan secara peniruan dan cuba jaya. Misalnya, pelajar meniru bagaimana pemain melakukan pergerakan “rejaman” dalam permainan bola tampar. Dalam peringkat Pergerakan Terkawal ini “Pelajar dapat melakukan pergerakan awal cara melakukan “rejaman” dalam permainan bola tampar”.

iv. Mekanisme

- bermaksud seseorang itu dapat melakukan sesuatu pergerakan yang ingin dipelajari secara mahir dan yakin. Misalnya, pelajar berjaya melakukan pergerakan “rejaman” dalam permainan bola tampar seperti yang perhatikan, iaitu berjaya meniru pergerakan pemain. Dalam peringkat Mekanisme ini “Pelajar dapat meniru cara melakukan “rejaman” dalam permainan bola tampar”.

v. Tindak balas kompleks nyata

- bermaksud seseorang itu dapat melakukan sesuatu pergerakan yang kompleks secara cekap dan licin. Misalnya, pelajar berjaya melakukan pergerakan “rejaman” dalam permainan bola tampar dengan cekap dan licin, iaitu berjaya melakukan pergerakan ini sendiri, tanpa meniru pemain. Dalam peringkat Pergerakan Tindak balas Kompleks nyata ini “Pelajar dapat melakukan “rejaman” dalam permainan bola tampar dengan cekap dan licin”.

vi. Adaptasi

- bermaksud seseorang itu dapat melakukan sesuatu pergerakan secara cekap dan licin dalam sesuatu keadaan tertentu. Misalnya, pelajar berjaya melakukan pergerakan “rejaman” dalam permainan bola tampar dengan cekap dan licin semasa bola rendah”. Dalam peringkat Adaptasi ini “Pelajar dapat melakukan “rejaman” dalam permainan bola tampar dengan cekap dan licin semasa bola rendah”.

vii. Originasi

- bermaksud seseorang itu dapat melakukan sesuatu pergerakan baru secara cekap dan licin dalam sesuatu keadaan tertentu. Misalnya, pelajar berjaya melakukan pergerakan “rejaman” baru dalam permainan bola tampar dengan cekap dan licin semasa bola rendah”. Dalam peringkat Originasi ini “Pelajar dapat melakukan “rejaman” baru dalam permainan bola tampar dengan cekap dan licin semasa bola rendah”.

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