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Leadership

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Submitted By shereeni
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‫وزارة اﻟﺘـﻌﻠﻴــﻢ اﻟﻌﺎﻟـﻲ واﻟﺒﺤـﺚ اﻟﻌﻠﻤـﻲ.‬
‫ﺟﺎﻣﻌـﺔ ﺣﺴﻴﺒﺔ ﺑﻦ ﺑﻮﻋﻠﻲ- اﻟﺸﻠﻒ.‬
‫ﻣﻌﻬﺪ اﻟﺘﺮﺑﻴﺔ اﻟﺒﺪﻧﻴﺔ واﻟﺮﻳﺎﺿﻴﺔ‬

‫ﻣﺬآـﺮة ﺿﻤﻦ ﻣﺘﻄﻠﺒﺎت ﻧﻴﻞ ﺷﻬﺎدة اﻟﻤﺎﺟﺴﺘﻴﺮ ﻓﻲ ﻧﻈﺮﻳﺔ وﻣﻨﻬﺠﻴﺔ‬
‫اﻟﺘﺮﺑﻴﺔ اﻟﺒﺪﻧﻴﺔ واﻟﺮﻳﺎﺿﻴﺔ‬
‫اﺧﺘﺼﺎص: اﻟﻨﺸﺎط اﻟﺒﺪﻧﻲ اﻟﺮﻳﺎﺿﻲ اﻟﺘﺮﺑﻮي .‬
‫ﺗﺄﺛﻴـﺮ اﻷﺳﻠﻮب اﻟﻘﻴﺎدي ﻷﺳﺘـﺎذ اﻟﺘﺮﺑﻴﺔ اﻟﺒﺪﻧﻴﺔ واﻟﺮﻳـﺎﺿﻴﺔ ﻋﻠـﻰ داﻓﻌﻴـﺔ‬
‫اﻹﻧﺠﺎز ﻟﺪى ﻃﻠﺒـﺔ اﻟﺴﻨـﺔ اﻷوﻟﻰ ﺛﺎﻧﻮي ﺑﻮﻻﻳـﺔ اﻟﺸﻠﻒ‬
‫ﻣﻘــــﺎرﺑﺔ ﻧﻔﺴﻴـﺔ اﺟﺘﻤﺎﻋﻴـﺔ ﺗﺮﺑﻮﻳـﺔ‬

‫إﺷـﺮاف اﻟﺪآﺘﻮر:‬

‫ﻣﻦ إﻋﺪاد اﻟﻄـﺎﻟﺐ اﻟﺒﺎﺣﺚ:‬

‫ﻳﺤﻴﺎوي ﻣﺤﻤــﺪ‬

‫ﻣﺨﻄـﺎري ﻋﺒﺪ اﻟﺤﻤﻴﺪ‬

‫اﻟﺴﻨــﺔ اﻟﺠﺎﻣﻌﻴــﺔ:‬
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‫ﻛﻠﻤـــﺔ ﺷﻜــــﺮ‬

‫ﷲ اﻟﺤﻤﺪ ﻣﻦ ﻗﺒﻞ وﻣﻦ ﺑﻌﺪ ﻋﻠﻰ ﻣﻦ أﻧﻌﻢ ﻋﻠﻴﺎ وﺟﻌﻠﻨﻲ ﻣﻦ اﻟﺼﺎﺑﺮﻳﻦ ﻓﻲ ﺗﺘﺒﻊ اﻷﺛﺮ و‬
‫ﺗﺤﺼﻴﻞ اﻟﻤﻄﻠﻮب .‬
‫ﺧﻴﺮ اﻟﺸﻜﺮ و آﻠﻪ ﻟﻮاﻟﺪي ﻓﻤﻨﻬﻤﺎ ﺳﻘﻴﺖ و ﻟﻬﻤﺎ ﺣﺴﻨﺎت آﻞ ﻧﺠﺎح .‬
‫و ﺑﻌﺪ‬
‫أﺗﻘﺪم ﺑﺎﻟﺸﻜﺮ اﻟﺠﺰﻳﻞ إﻟﻰ اﻷﺳﺘﺎذ اﻟﻜﺮﻳﻢ " اﻟﺪآﺘﻮر ﻣﺤﻤﺪ ﻳﺤﻴﺎوي " ﻋﻠﻰ ﻗﺒﻮﻟﻪ اﻹﺷﺮاف‬
‫ﻋﻠﻰ هﺬا اﻟﺒﺤﺚ و ﻋﻠﻰ ﻣﺎ ﻗﺪﻣﻪ ﻟﻲ ﻣﻦ ﻧﺼﺎﺋﺢ و ﺗﻮﺟﻴﻬﺎت و إرﺷﺎدات ﻃﻮل ﻣﺪة اﻧﺠﺎزﻩ‬
‫و أﺷﻜﺮ ﺑﺎﻟﺨﺼﻮص اﻷﺳﺎﺗﺬة اﻟﺬﻳﻦ ﺳﺎﻋﺪوﻧﻲ ﺑﺘﻮﺟﻴﻬﺎﺗﻬﻢ " اﻷﺳﺘﺎذ آﻤﺎل ﻋﻜﻮش" و‬
‫"اﻷﺳﺘﺎذ ﺗﻴﺎب ﻣﺤﻤﺪ " وآﻞ اﻟﺬﻳﻦ ﺳﺎهﻤﻮا ﻓﻲ ﺗﻜﻮﻳﻦ هﺬﻩ اﻟﺪﻓﻌﺔ ، وﻓﻲ اﻷﺧﻴﺮ أﺗﻘﺪم‬
‫ﺑﺎﻟﺸﻜﺮ اﻟﺠﺰﻳﻞ إﻟﻰ آﻞ ﻣﻦ ﺳﺎﻋﺪﻧﻲ ﻣﻦ ﻗﺮﻳﺐ أو ﺑﻌﻴﺪ ﻓﻲ إﻧﺠﺎز هﺬا اﻟﻌﻤﻞ وﺷﻜﺮا‬

‫ﻋﺒﺪ ﺍﻟﺤﻤﻴﺪ ﻣﺨﻄﺎﺭﻱ‬

‫ﺇﻫﺪﺍﺀ‬
‫إﻟﻰ ﻣﻦ ﻋﻠﻤﻨﻲ و رﺑﺎﻧﻲ و زرع ﻓﻴﺎ ﺣﺐ اﻟﻌﻤﻞ، إﻟﻰ ﻣﻦ وهﺒﻨﻲ ﺣﻴﺎة اﻻﺳﺘﻤﺮار‬
‫و اﻟﺘﻐﻠﺐ ﻋﻠﻰ اﻟﺼﻌﺎب " أﺑﻲ ﻟﺨﻀﺮ " رﺣﻤﻪ اﷲ.‬
‫إﻟﻰ ﻣﻦ ﻋﺸﺖ ﻣﻌﻬﺎ ﻓﻲ آﻨﻒ اﻟﺤﺐ و اﻟﻌﺎﻃﻔﺔ ، إﻟﻰ ﻣﻦ ﺑﻜﺖ ﻣﻦ اﺟﻞ ﻧﺠﺎﺣﻲ و‬
‫ﻓﺮﺣﺖ ﻟﻲ ﻓﻲ ﺗﺤﻘﻴﻖ ﻣﺒﺘﻐﺎي أﻣﻲ اﻟﺤﻨﻮﻧﺔ " ﺑﺪرة " أﻃﺎل اﷲ ﻓﻲ ﻋﻤﺮهﺎ و‬
‫رﺣﻤﻬﺎ ﻓﻲ اﻟﺪﻧﻴﺎ واﻵﺧﺮة .‬
‫إﻟﻰ زوﺟﺘﻲ اﻟﻌﺰﻳﺰة " ﺳﻤﻴﺔ " وإﻟﻰ اﺑﻨﺘﻲ اﻟﻐﺎﻟﻴﺔ " إﻗﺒﺎل "‬
‫إﻟﻰ إﺧﻮﺗﻲ اﻷﻋﺰاء وأﺑﻨﺎﺋﻬﻢ وﺑﻨﺎﺗﻬﻢ وآﻞ اﻟﻌﺎﺋﻠﺔ وﺑﺎﻟﺨﺼﻮص ﺧﺎﻟﺪ.‬
‫إﻟﻰ آﻞ رﻓﻘﺎء اﻟﺪراﺳﺔ ، وزﻣﻼء اﻟﻌﻤﻞ .‬
‫و إﻟﻰ اﻷﺳﺘﺎذ اﻟﻤﺸﺮف " ﻳﺤﻴﺎوي ﻣﺤﻤﺪ " اﻟﺬي آﺎن ﻟﻲ ﺳﻨﺪا .‬
‫و إﻟﻰ ﻣﺪﻳﺮ اﻟﻤﻌﻬﺪ " ﺣﺎج اﻟﺸﺮﻳﻒ ﻗﻮﻳﺪر " و آﻞ اﻷﺳﺎﺗﺬة .‬
‫و إﻟﻰ آﻞ ﻋﻤﺎل و ﻋﺎﻣﻼت ﻣﻌﻬﺪ اﻟﺘﺮﺑﻴﺔ اﻟﺒﺪﻧﻴﺔ و اﻟﺮﻳﺎﺿﻴﺔ .‬

‫اﻟﻔﻬــﺮس‬

‫اﻟﻔﻬـــــــــــــﺮس‬
‫اﻟﺼﻔﺤﺔ‬
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‫ﻓﻬﺮس اﻟﻤﻮﺿﻮﻋﺎت‬
‫ﻣﻘﺪﻣﺔ‬
‫اﻟﺠﺎﻧﺐ اﻟﻨﻈﺮي‬
‫اﻟﻔﺼﻞ اﻷول : ﺗﻘﺪﻳﻢ ﻣﻮﺿﻮع اﻟﺒﺤﺚ‬

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‫ﻣﻘﺪﻣﺔ‬
‫1- إﺷﻜﺎﻟﻴﺔ اﻟﺒﺤﺚ‬
‫2- ﻓﺮﺿﻴﺎت اﻟﺒﺤﺚ‬
‫3- أهﺪاف اﻟﺒﺤﺚ‬
‫4- أهﻤﻴﺔ اﻟﺒﺤﺚ‬
‫5- اﻟﺪراﺳﺎت اﻟﺴﺎﺑﻘﺔ‬
‫6- اﻟﺘﻌﺎرﻳﻒ اﻹﺟﺮاﺋﻴﺔ‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ : اﻟﻘﻴﺎدة‬
‫ﺗﻤﻬﻴﺪ‬
‫1- ﻣﻌﻨﻰ اﻟﻘﻴﺎدة‬
‫2- ﻣﻔﻬﻮم اﻟﻘﻴﺎدة‬
‫3- ﻣﻜﻮﻧﺎت اﻟﻘﻴﺎدة‬
‫4- وﻇﺎﺋﻒ اﻟﻘﻴﺎدة‬
‫5- ﻧﻈﺮﻳﺎت اﻟﻘﻴﺎدة‬
‫5- 1- ﻧﻈﺮﻳﺔ اﻟﺴﻤﺎت‬
‫5- 2- ﻧﻈﺮﻳﺔ اﻟﺮﺟﻞ اﻟﻌﻈﻴﻢ‬
‫5- 3- اﻟﻨﻈﺮﻳﺔ اﻟﻤﻮﻗﻔﻴﺔ‬
‫5- 4- ﻧﻈﺮﻳﺎت ﺳﻠﻮك اﻟﻘﺎﺋﺪ‬
‫5- 6- اﻟﻨﻈﺮﻳﺔ اﻟﺘﻔﺎﻋﻠﻴﺔ‬
‫6- أﺳﺎﻟﻴﺐ اﻟﻘﻴﺎدة‬
‫6- 1- اﻟﻘﻴﺎدة اﻷوﺗﻮﻗﺮاﻃﻴﺔ‬
‫6- 2- اﻟﻘﻴﺎدة اﻟﺪﻳﻤﻘﺮاﻃﻴﺔ‬
‫6- 3- اﻟﻘﻴﺎدة اﻟﻔﻮﺿﻮﻳﺔ‬
‫7- ﻣﻘﻮﻣﺎت اﻟﻘﻴﺎدة اﻟﻔﻌﺎﻟﺔ‬
‫8- ﺻﻔﺎت اﻟﻘﺎﺋﺪ‬
‫9- ﺳﻤﺎت اﻟﻘﺎﺋﺪ اﻟﺮﻳﺎﺿﻲ‬
‫01- وﻇﺎﺋﻒ اﻟﻘﻴﺎدة‬
‫11- دور ﻗﺎﺋﺪ اﻟﺠﻤﺎﻋﺔ اﻟﻤﺮﺷﺪ‬
‫21- اﻟﻤﺮاهﻖ وأزﻣﺔ اﻟﻤﺮاهﻘﺔ‬
‫اﻟﺨﻼﺻﺔ‬

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‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ : داﻓﻌﻴﺔ اﻹﻧﺠﺎز‬
‫ﺗﻤﻬﻴﺪ‬
‫1- اﻟﺪاﻓﻌﻴﺔ‬
‫1-1- ﺗﻌﺮﻳﻒ اﻟﺪاﻓﻌﻴﺔ‬
‫1-2- وﻇﺎﺋﻒ اﻟﺪاﻓﻌﻴﺔ‬
‫1-3 - أﻧﻮاع اﻟﺪواﻓﻊ‬
‫1-4- ﺑﻌﺾ اﻟﻤﻔﺎهﻴﻢ اﻟﻤﺮﺗﺒﻄﺔ ﺑﻤﻔﻬﻮم اﻟﺪاﻓﻌﻴﺔ‬
‫2- داﻓﻊ اﻹﻧﺠﺎز‬
‫3- ﻧﻈﺮﻳﺎت داﻓﻌﻴﺔ اﻹﻧﺠﺎز‬
‫4- ﺑﺮاﻣﺞ داﻓﻌﻴﺔ اﻹﻧﺠﺎز ﻓﻲ ﻇﻞ اﻟﻘﻴﺎدة‬
‫5- اﺳﺘﺮاﺗﻴﺠﻴﺎت ﻟﺘﺤﺴﻴﻦ داﻓﻌﻴﺔ اﻟﻄﻼب‬
‫اﻟﺨﻼﺻﺔ‬
‫اﻟﻔﺼﻞ اﻟﺮاﺑﻊ : اﻟﺘﻔﺎﻋﻞ اﻻﺟﺘﻤﺎﻋﻲ‬
‫ﺗﻤﻬﻴﺪ‬
‫1- اﻟﺘﻔﺎﻋﻞ اﻻﺟﺘﻤﺎﻋﻲ‬
‫2- اﻟﻌﻼﻗﺔ اﻟﺘﺮﺑﻮﻳﺔ ﻓﻲ اﻟﻨﺸﺎط اﻟﺒﺪﻧﻲ اﻟﺮﻳﺎﺿﻲ‬
‫3- اﻟﻤﻘﺎرﺑﺔ اﻟﻨﻔﺴﻴﺔ ﻟﻠﻘﺎﺋﺪ ﻓﻲ ﻇﻞ اﻟﺘﻔﺎﻋﻞ اﻻﺟﺘﻤﺎﻋﻲ‬
‫4- اﻟﻤﻘﺎرﺑﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻠﻘﺎﺋﺪ ﻓﻲ ﻇﻞ اﻟﺘﻔﺎﻋﻞ اﻻﺟﺘﻤﺎﻋﻲ‬
‫5- اﻟﻤﻘﺎرﺑﺔ اﻟﺘﺮﺑﻮﻳﺔ ﻟﻠﻘﺎﺋﺪ ﻓﻲ ﻇﻞ اﻟﺘﻔﺎﻋﻞ اﻻﺟﺘﻤﺎﻋﻲ‬
‫اﻟﺨﻼﺻﺔ‬
‫اﻟﺠﺎﻧﺐ اﻟﺘﻄﺒﻴﻘﻲ‬
‫اﻟﻔﺼﻞ اﻟﺨﺎﻣﺲ : اﻹﺟﺮاءات اﻟﻤﻨﻬﺠﻴﺔ ﻟﻠﺒﺤﺚ‬
‫ﺗﻤﻬﻴﺪ‬
‫1- اﻟﻤﻨﻬﺞ اﻟﻤﺘﺒﻊ ﻓﻲ اﻟﺒﺤﺚ‬
‫2- اﻟﻤﺠﺘﻤﻊ وﻋﻴﻨﺔ اﻟﺪراﺳﺔ وآﻴﻔﻴﺔ اﺧﺘﻴﺎرهﺎ‬
‫3- وﺻﻒ اﻟﻌﻴﻨﺔ‬
‫4- ﻣﺠﺎل إﺟﺮاء اﻟﺪراﺳﺔ‬
‫5- أدوات اﻟﺒﺤﺚ‬
‫6- اﻟﺪراﺳﺔ اﻻﺳﺘﻄﻼﻋﻴﺔ‬
‫7- ﺛﺒﺎت اﻟﻤﻘﻴﺎس ﻓﻲ اﻟﺒﺤﺚ‬
‫8- آﻴﻔﻴﺔ ﺟﻤﻊ اﻟﺒﻴﺎﻧﺎت‬
‫9- أدوات ﺗﺤﻠﻴﻞ اﻟﺒﻴﺎﻧﺎت‬
‫اﻟﺨﻼﺻﺔ‬
‫اﻟﻔﺼﻞ اﻟﺴﺎدس : ﻋﺮض وﻣﻨﺎﻗﺸﺔ ﻧﺘﺎﺋﺞ اﻟﺒﺤﺚ‬
‫ﺗﻤﻬﻴﺪ‬
‫1- ﻋﺮض ﻧﺘﺎﺋﺞ اﻟﺪراﺳﺔ‬
‫2- ﺗﻔﺴﻴﺮ و ﻣﻨﺎﻗﺸﺔ ﻧﺘﺎﺋﺞ اﻟﺪراﺳﺔ‬

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‫2-1- ﺗﻔﺴﻴﺮ ﻧﺘﺎﺋﺞ اﻟﻔﺮﺿﻴﺔ اﻷوﻟﻰ‬
‫2-2- ﺗﻔﺴﻴﺮ ﻧﺘﺎﺋﺞ اﻟﻔﺮﺿﻴﺔ اﻟﺜﺎﻧﻴﺔ‬
‫2-3- ﺗﻔﺴﻴﺮ ﻧﺘﺎﺋﺞ اﻟﻔﺮﺿﻴﺔ اﻟﺜﺎﻟﺜﺔ‬
‫2-4- ﺗﻔﺴﻴﺮ ﻧﺘﺎﺋﺞ اﻟﻔﺮﺿﻴﺔ اﻟﺮاﺑﻌﺔ‬
‫اﻟﺨﻼﺻﺔ اﻟﻌﺎﻣﺔ‬
‫اﻟﺘﻮﺻﻴﺎت‬
‫اﻟﺨﺎﺗﻤﺔ‬
‫اﻟﻤﺮاﺟﻊ‬

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‫981‬
‫291‬
‫591‬
‫002‬
‫202‬
‫402‬
‫502‬

‫اﻟﻤﻼﺣﻖ‬

‫112‬

‫ﻓﻬــــــــــﺮس اﻟﺠﺪاول‬
‫اﻟﺮﻗﻢ‬
‫10‬
‫20‬
‫30‬
‫40‬
‫50‬
‫60‬
‫70‬
‫80‬
‫90‬
‫01‬
‫11‬
‫21‬
‫31‬
‫41‬
‫51‬
‫61‬
‫71‬
‫81‬
‫91‬
‫02‬
‫12‬
‫22‬
‫32‬
‫42‬

‫اﻟﻤﺤﺘﻮى‬
‫ﻧﻈﻢ ﻟﻴﻜﺮت ﻓﻲ اﻟﻘﻴﺎدة‬
‫ﻧﻈﻢ ﺳﻔﻮﺑﻮدا ﻓﻲ اﻟﻘﻴﺎدة اﻟﺮﻳﺎﺿﻴﺔ‬
‫اﻟﻨﻤﻄﺎن اﻷﺳﺎﺳﻴﺎن ﻣﻦ اﻷﻓﺮاد ﻓﻲ اﻟﺪاﻓﻌﻴﺔ ﻟﻺﻧﺠﺎز.‬
‫ﺗﻮزﻳﻊ أﻓﺮاد ﻣﺠﺘﻤﻊ اﻟﺪراﺳﺔ ﺣﺴﺐ اﻟﺜﺎﻧﻮﻳﺔ واﻟﺠﻨﺲ .‬
‫ﺗﻮزﻳﻊ أﻓﺮاد اﻟﻌﻴﻨﺔ ﺣﺴﺐ اﻟﺜﺎﻧﻮﻳﺔ واﻟﺠﻨﺲ .‬
‫ﺗﻮزﻳﻊ أﻓﺮاد اﻟﻌﻴﻨﺔ ﺣﺴﺐ اﻟﺴﻦ ﻋﻠﻰ اﻟﺜﺎﻧﻮﻳﺎت .‬
‫اﻟﻤﺘﻮﺳﻄﺎت و اﻻﻧﺤﺮاﻓﺎت اﻟﻤﻌﻴﺎرﻳﺔ ﻟﻜﺎﻓﺔ اﻟﻤﺘﻐﻴﺮات اﻟﻤﺪروﺳﺔ.‬
‫ﺗﻮزﻳﻊ درﺟﺎت داﻓﻊ إﻧﺠﺎز اﻟﻨﺠﺎح ﻓﻲ اﻟﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ .‬
‫ﺗﻮزﻳﻊ درﺟﺎت داﻓﻊ ﺗﺠﻨﺐ اﻟﻔﺸﻞ ﻓﻲ اﻟﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ ﻟﻠﺒﺤﺚ .‬
‫ﺗﻮزﻳﻊ درﺟﺎت داﻓﻌﻴﺔ اﻹﻧﺠﺎز ﻓﻲ اﻟﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ ﻟﻠﺒﺤﺚ .‬
‫ﺗﻮزﻳﻊ درﺟﺎت اﻟﺴﻠﻮك اﻟﺘﺪرﻳﺒﻲ ﻓﻲ اﻟﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ ﻟﻠﺒﺤﺚ .‬
‫ﺗﻮزﻳﻊ اﻟﺴﻠﻮك اﻟﺪﻳﻤﻘﺮاﻃﻲ ﻓﻲ اﻟﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ ﻟﻠﺒﺤﺚ .‬
‫ﺗﻮزﻳﻊ اﻟﺴﻠﻮك اﻷوﺗﻮﻗﺮاﻃﻲ ﻓﻲ اﻟﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ ﻟﻠﺒﺤﺚ .‬
‫ﺗﻮزﻳﻊ اﻟﺴﻠﻮك اﻻﺟﺘﻤﺎﻋﻲ اﻟﻤﺴﺎﻋﺪ ﻓﻲ اﻟﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ ﻟﻠﺒﺤﺚ .‬
‫ﺗﻮزﻳﻊ ﺳﻠﻮك اﻹﺛﺎﺑﺔ ﻓﻲ اﻟﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ ﻟﻠﺒﺤﺚ .‬
‫ﻧﻮع اﻟﻌﻼﻗﺔ ﺑﻴﻦ داﻓﻌﻴﺔ اﻹﻧﺠﺎز وﻧﻤﻂ اﻟﺴﻠﻮك اﻟﺪﻳﻤﻘﺮاﻃﻲ ﻟﻠﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ‬
‫ﻟﻠﺒﺤﺚ .‬
‫ﻧﻮع اﻟﻌﻼﻗﺔ ﺑﻴﻦ داﻓﻊ إﻧﺠﺎز اﻟﻨﺠﺎح وﻧﻤﻂ اﻟﺴﻠﻮك اﻟﺪﻳﻤﻘﺮاﻃﻲ ﻟﻠﻌﻴﻨﺔ‬
‫اﻟﻜﻠﻴﺔ ﻟﻠﺒﺤﺚ .‬
‫ﻧﻮع اﻟﻌﻼﻗﺔ ﺑﻴﻦ داﻓﻌﻴﺔ اﻹﻧﺠﺎز وﻧﻤﻂ اﻟﺴﻠﻮك اﻻﺟﺘﻤﺎﻋﻲ اﻟﻤﺴﺎﻋﺪ ﻟﻠﻌﻴﻨﺔ‬
‫اﻟﻜﻠﻴﺔ ﻟﻠﺒﺤﺚ .‬
‫ﻧﻮع اﻟﻌﻼﻗﺔ ﺑﻴﻦ داﻓﻊ إﻧﺠﺎز اﻟﻨﺠﺎح وﻧﻤﻂ اﻟﺴﻠﻮك اﻻﺟﺘﻤﺎﻋﻲ اﻟﻤﺴﺎﻋﺪ‬
‫ﻟﻠﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ ﻟﻠﺒﺤﺚ .‬
‫ﻧﻮع اﻟﻌﻼﻗﺔ ﺑﻴﻦ داﻓﻌﻴﺔ اﻹﻧﺠﺎز وﻧﻤﻂ ﺳﻠﻮك اﻹﺛﺎﺑﺔ ﻟﻠﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ ﻟﻠﺒﺤﺚ .‬
‫ﻧﻮع اﻟﻌﻼﻗﺔ ﺑﻴﻦ داﻓﻊ إﻧﺠﺎز اﻟﻨﺠﺎح وﻧﻤﻂ ﺳﻠﻮك اﻹﺛﺎﺑﺔ ﻟﻠﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ‬
‫ﻟﻠﺒﺤﺚ .‬
‫ﻧﻮع اﻟﻌﻼﻗﺔ ﺑﻴﻦ داﻓﻌﻴﺔ اﻹﻧﺠﺎز وﻧﻤﻂ اﻟﺴﻠﻮك اﻷوﺗﻮﻗﺮاﻃﻲ ﻟﻠﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ‬
‫ﻟﻠﺒﺤﺚ .‬
‫ﻧﻮع اﻟﻌﻼﻗﺔ ﺑﻴﻦ داﻓﻊ إﻧﺠﺎز اﻟﻨﺠﺎح وﻧﻤﻂ اﻟﺴﻠﻮك اﻷوﺗﻮﻗﺮاﻃﻲ ﻟﻠﻌﻴﻨﺔ‬
‫اﻟﻜﻠﻴﺔ ﻟﻠﺒﺤﺚ .‬
‫ﻧﻮع اﻟﻌﻼﻗﺔ ﺑﻴﻦ داﻓﻌﻴﺔ اﻹﻧﺠﺎز وﻧﻤﻂ اﻟﺴﻠﻮك اﻟﺘﺪرﻳﺒﻲ ﻟﻠﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ‬
‫ﻟﻠﺒﺤﺚ .‬

‫اﻟﺼﻔﺤﺔ‬
‫53‬
‫63‬
‫49‬
‫361‬
‫361‬
‫461‬
‫671‬
‫771‬
‫871‬
‫971‬
‫081‬
‫181‬
‫281‬
‫381‬
‫481‬
‫581‬
‫781‬
‫981‬
‫191‬
‫391‬
‫491‬
‫691‬
‫791‬
‫891‬

‫ﻓﻬـــــــﺮس اﻷﺷﻜﺎل‬
‫اﻟﺼﻔﺤﺔ‬
‫اﻟﻤﺤﺘﻮى‬
‫اﻟﺮﻗﻢ‬
‫52‬
‫10 اﻷرآﺎن اﻷﺳﺎﺳﻴﺔ ﻓﻲ ﻣﻜﻮﻧﺎت اﻟﻘﻴﺎدة.‬
‫83‬
‫20 ﻣﺪﺧﻞ اﻟﺨﻂ اﻟﻤﺘﺼﻞ ﻟﺴﻠﻮك اﻟﻘﺎﺋﺪ اﻟﺮﻳﺎﺿﻲ‬
‫30 ﻧﻈﺮﻳﺔ اﻟﺒﻌﺪﻳﻦ ﻓﻲ اﻟﻘﻴﺎدة ﻓﻲ ﺿﻮء دراﺳﺎت ﺟﺎﻣﻌﺔ وﻻﻳﺔ " أهﺎﻳﻮ " 14‬
‫44‬
‫40 أﻧﻮاع اﻟﺴﻠﻮك اﻟﻘﻴﺎدي ﻓﻲ ﺿﻮء ﻧﻈﺮﻳﺔ اﻟﺸﺒﻜﺔ اﻹدارﻳﺔ .‬
‫29‬
‫50 ﻋﻼﻗﺔ اﻟﺪﻳﻦ وأﺳﺎﻟﻴﺐ ﺗﻨﺸﺌﺔ اﻷﺑﻨﺎء ﺑﺎﻟﺤﺎﺟﺔ ﻟﻺﻧﺠﺎز‬
‫771‬
‫60 اﻟﻤﺪرج اﻟﺘﻜﺮاري ﻟﺪرﺟﺔ داﻓﻊ إﻧﺠﺎز اﻟﻨﺠﺎح ﻋﻠﻰ اﻟﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ .‬
‫871‬
‫70 اﻟﻤﺪرج اﻟﺘﻜﺮاري ﻟﺪرﺟﺔ داﻓﻊ ﺗﺠﻨﺐ اﻟﻔﺸﻞ ﻋﻠﻰ اﻟﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ.‬
‫971‬
‫80 اﻟﻤﺪرج اﻟﺘﻜﺮاري ﻟﺪرﺟﺔ داﻓﻌﻴﺔ اﻹﻧﺠﺎز ﻋﻠﻰ اﻟﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ .‬
‫081‬
‫90 ﻳﺒﻴﻦ اﻟﻤﺪرج اﻟﺘﻜﺮاري ﻟﺪرﺟﺔ ﻧﻤﻂ اﻟﺴﻠﻮك اﻟﺘﺪرﻳﺒﻲ .‬
‫181‬
‫01 اﻟﻤﺪرج اﻟﺘﻜﺮاري ﻟﺪرﺟﺔ ﻧﻤﻂ اﻟﺴﻠﻮك اﻟﺪﻳﻤﻘﺮاﻃﻲ ﻟﻠﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ .‬
‫11 اﻟﻤﺪرج اﻟﺘﻜﺮاري ﻟﺪرﺟﺔ ﻧﻤﻂ اﻟﺴﻠﻮك اﻷوﺗﻮﻗﺮاﻃﻲ ﻟﻠﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ . 281‬
‫21 اﻟﻤﺪرج اﻟﺘﻜﺮاري ﻟﺪرﺟﺔ ﻧﻤﻂ اﻟﺴﻠﻮك اﻻﺟﺘﻤﺎﻋﻲ اﻟﻤﺴﺎﻋﺪ ﻓﻲ اﻟﻌﻴﻨﺔ 381‬
‫اﻟﻜﻠﻴﺔ‬
‫481‬
‫31 اﻟﻤﺪرج اﻟﺘﻜﺮاري ﻟﺪرﺟﺔ ﻧﻤﻂ ﺳﻠﻮك اﻹﺛﺎﺑﺔ ﻟﻠﻌﻴﻨﺔ اﻟﻜﻠﻴﺔ‬

‫ﻣﻘﺪﻣـــــﺔ‬

‫ﻣﻘﺪﻣﺔ‬
‫ﻟﻘﺪ اهﺘﻢ ﺑﻌﺾ اﻟﺒﺎﺣﺜﻴﻦ ﻓﻲ ﻣﺠ ﺎل ﻋﻠ ﻢ اﻟ ﻨﻔﺲ اﻟﺮﻳﺎﺿ ﻲ ﻣﻨ ﺬ اﻟ ﺴﺘﻴﻨﺎت ﺑﺎﻟﻘﻴ ﺎدة ﺑ ﺼﻔﺔ‬
‫ﻋﺎﻣ ﺔ و ﺑﺎﻟﻘﺎﺋ ﺪ ﺑ ﺼﻔﺔ ﺧﺎﺻ ﺔ وﻗ ﺎﻣﻮا ﻋﻠ ﻰ إﺛﺮه ﺎ ﺑﺘﻄﺒﻴ ﻖ ﺑﻌ ﺾ اﺳ ﺘﺨﺒﺎرات و ﻗ ﻮاﺋﻢ‬
‫اﻟﺸﺨﺼﻴﺔ ﻋﻠﻰ ﺑﻌﺾ اﻟﻘﺎدة ﻓﻲ اﻟﻤﺠﺎل اﻟﺮﻳﺎﺿﻲ وﺧﺎﺻﺔ اﻟﻤﺪرﺑﻴﻦ اﻟﺮﻳﺎﺿﻴﻴﻦ ﻓﻲ ﻣﺨﺘﻠ ﻒ‬
‫اﻷﻧﺸﻄﺔ اﻟﺮﻳﺎﺿﻴﺔ ﻣﺤﺎوﻟﺔ ﻣﻨﻬﻢ اﻟﺘﻌﺮف ﻋﻞ هﺬﻩ اﻟﻈﺎهﺮة اﻻﺟﺘﻤﺎﻋﻴﺔ و أهﻢ ﻣﻤﻴﺰاﺗﻬﺎ وﻣﻦ‬
‫أه ﻢ ه ﺆﻻء اﻟﺒ ﺎﺣﺜﻴﻦ ﻧ ﺬآﺮ " ﺳ ﻔﻮﺑﻮدا " ) 0791( و " ه ﺎن " ) 3791 ( . وﻳﻜ ﺎد ﻳﺘﻔ ﻖ‬
‫اﻟﻌﺪﻳﺪ ﻣﻦ اﻟﺒﺎﺣﺜﻴﻦ ﻋﻠ ﻰ أن اﻟﻔ ﺮق ﺑ ﻴﻦ اﻟﻨﺠ ﺎح و اﻟﻔ ﺸﻞ ﻓ ﻲ اﻟﻌﺪﻳ ﺪ ﻣ ﻦ اﻷﻧ ﺸﻄﺔ و ﺧﺎﺻ ﺔ‬
‫اﻟﺮﻳﺎﺿﻴﺔ ﻣﻨﻬﺎ ﻳﺮﺟﻊ إﻟﻰ ﻣﺪى ﻗ ﺪرة و ﻓﺎﻋﻠﻴ ﺔ اﻟﻘﻴ ﺎدة ، آﻤ ﺎ ﺗ ﺮﺗﺒﻂ ﺑﻤﺠﻤﻮﻋ ﺔ ﻣ ﻦ اﻟﻌﻮاﻣ ﻞ‬
‫اﻟﺘﻲ ﺗﺆﺛﺮ ﻓﻲ اﺳﺘﺜﺎرة وﺗﻮﺟﻴﻪ ﺳﻠﻮك اﻟﺘﺎﺑﻌﻴﻦ ، وهﻮ ﻣﺎ ﻳﻌ ﺮف ﺑﺎﻟﺪاﻓﻌﻴ ﺔ ، وﻳﺘﺒ ﻴﻦ ذﻟ ﻚ ﻣ ﻦ‬
‫ﺧﻼل أداء اﻟﺘﻼﻣﻴﺬ ﻓﻲ ﻣﺨﺘﻠﻒ اﻟﻨﺸﺎﻃﺎت اﻟﺮﻳﺎﺿ ﻴﺔ ، ﻓﻴﻈﻬ ﺮ ﻟﻨ ﺎ أن ﺑﻌ ﺾ ﻣ ﻦ اﻟﺘﻼﻣﻴ ﺬ ﻗ ﺪ‬
‫ﻧﺠﺢ ﻓﻲ ﺑﻌﺾ اﻟﻤﻬﺎرات وﻓﺎز ﻓﻲ ﺑﻌﺾ اﻟﻤﻘﺎﺑﻼت وﺣﻘ ﻖ ﺑﻌ ﺾ اﻷرﻗ ﺎم و اﻟ ﺒﻌﺾ اﻵﺧ ﺮ‬
‫ﻻ ﻳ ﺴﺘﻄﻴﻊ ذﻟ ﻚ ، وﻣ ﻦ هﻨ ﺎ ﻳ ﺪﺧﻞ اﻟ ﺪور اﻟﻘﻴ ﺎدي ﻷﺳ ﺘﺎذ اﻟﺘﺮﺑﻴ ﺔ اﻟﺒﺪﻧﻴ ﺔ و اﻟﺮﻳﺎﺿ ﻴﺔ ﻓ ﻲ‬
‫اﻟﻜﺸﻒ و اﻟﺘﻌﺮف ﻋﻠﻰ ﻣﺠﻤﻮﻋﺔ اﻟﺪواﻓﻊ‬
‫وﻳﻘ ﺼﺪ ﺑﺎﻟﺪاﻓﻌﻴ ﺔ اﻟﻌﻮاﻣ ﻞ اﻟﺘ ﻲ ﺗ ﺪﻓﻊ اﻟﻔ ﺮد وﺗﻮﺟ ﻪ ﺳ ﻠﻮآﻪ ﻧﺤ ﻮ ه ﺪف ﻣﻌ ﻴﻦ ، ﺑﻴﻨﻤ ﺎ‬
‫اﻟﺪاﻓﻌﻴﺔ ﻟﻺﻧﺠﺎز و اﻟﺘﻲ هﻲ ﻣﺤﻮر اهﺘﻤﺎﻣﻨﺎ ، ﻓﻬﻲ اﻟﺤﺎﻟﺔ اﻟﺪاﺧﻠﻴﺔ و اﻟﺨﺎرﺟﻴ ﺔ اﻟﺘ ﻲ ﺗﺤ ﺮك‬
‫ﺳﻠﻮآﻪ و أداﺋﻪ ، وﺗﻌﻤﻞ ﻋﻠﻰ اﺳﺘﻤﺮارﻩ و ﺗﻮﺟﻴﻬﻪ ﻧﺤﻮ ﺗﺤﻘﻖ هﺪف أو ﻏﺎﻳﺔ ﻣﺤﺪدة ، و اﻟﺘﻲ‬
‫ﺗﻌﻨﻲ ﻓﻲ ﻏﺎﻟﺐ اﻷﺣﻴﺎن اﻻﺗﺠﺎﻩ ﻧﺤﻮ اﻻﻧﺠﺎز ، وﻟﻴﺲ اﻻﻧﺠﺎز ﺑﺤﺪ ذاﺗﻪ ، ﻓﻬﻲ اﻟﺮﻏﺒﺔ اﻟﻘﻮﻳﺔ‬
‫ﻓﻲ ﺗﺤﻘﻴﻖ اﻟﺘﻤﻴﺰ و اﻟﻔﻮز و اﻟﺘﻲ ﺗﻌﺘﺒﺮ آﻘﻮة ﻣﺤﺮآﺔ ﺗﺪﻓﻊ ﺑﻄﺎﻗﺎت اﻷﻓﺮاد ﻧﺤﻮ اﻻﻧﺠﺎز،آﻤ ﺎ‬
‫ﻳﻌﺘﺒﺮ اﻟﺪاﻓﻊ ﻟﻼﻧﺠﺎز ﻣﻜﻮﻧﺎ أﺳﺎﺳﻴﺎ ﻓﻲ ﺳﻌﻲ اﻟﻔﺮد ﺗﺠﺎﻩ ﺗﺤﻘﻴﻖ ذاﺗﻪ و ﺗﻮآﻴﺪهﺎ ، ﺣﻴﺚ ﻳﺸﻌﺮ‬
‫اﻟﻔﺮد ﺑﺘﺤﻘﻴﻖ ذاﺗﻪ ﻣﻦ ﺧﻼل ﻣﺎ ﻳﻨﺠﺰﻩ ، وﺗﺘﻢ ﻋﻤﻠﻴﺔ اﺳﺘﺜﺎرة اﻟﺪواﻓﻊ ﻣﻦ ﻃﺮف اﻟﻘﺎﺋ ﺪ ﺿ ﻤﻦ‬
‫ﻋﻤﻠﻴﺔ ﺗﻔﺎﻋﻠﻴﺔ ﺗﺤﺪث ﺑﻴﻦ اﻟﻘﺎﺋﺪ و اﻟﺘﺎﺑﻌﻴﻦ وهﻲ ﻋﺒﺎرة ﻋ ﻦ ﻋﻤﻠﻴ ﺔ ﺗﻔﺎﻋ ﻞ اﺟﺘﻤ ﺎﻋﻲ ﻳﻤ ﺎرس‬
‫ﻓﻴﻬﺎ اﻟﻘﺎﺋﺪ ﻧﻮﻋﺎ ﻣﻦ اﻷﻧﻤﺎط اﻟﻘﻴﺎدﻳﺔ اﻟﺘﻲ ﺗﺆﺛﺮ إﻣﺎ ﺑﺎﻟﺴﻠﺐ و إﻣﺎ ﺑﺎﻹﻳﺠﺎب ﻋﻠﻰ اﻟﺘﺎﺑﻌﻴﻦ .‬
‫وﺑﻐﻴﺔ ﻣﻦ اﻟﺒﺎﺣﺚ ﻟﻤﻌﺮﻓﺔ ﻣ ﺪى اﻟﺘ ﺄﺛﻴﺮ اﻟﻘﻴ ﺎدي ﻷﺳ ﺘﺎذ اﻟﺘﺮﺑﻴ ﺔ اﻟﺒﺪﻧﻴ ﺔ ﻋﻠ ﻰ دواﻓ ﻊ اﻹﻧﺠ ﺎز‬
‫ﻟﺪى ﻃﻠﺒ ﺔ ﻣﺮاﺣ ﻞ اﻟ ﺴﻨﺔ اﻷوﻟ ﻰ ﺛ ﺎﻧﻮي ﻗ ﺎم اﻟﺒﺎﺣ ﺚ ﺑ ﺈﺟﺮاء ه ﺬﻩ اﻟﺪراﺳ ﺔ اﻟﻤﻴﺪاﻧﻴ ﺔ و اﻟﺘ ﻲ‬
‫ﺗﻜﻮﻧﺖ ﻣﻦ ﺟﺎﻧﺒﻴﻦ ، ﺟﺎﻧﺐ ﻧﻈﺮي و ﺟﺎﻧﺐ ﺗﻄﺒﻴﻘﻲ .‬

‫اﺷﺘﻤﻞ اﻟﺠﺎﻧﺐ اﻟﻨﻈﺮي ﻋﻠﻰ أرﺑﻌﺔ ﻓﺼﻮل ﻣﻘﺴﻤﺔ آﺎﻵﺗﻲ :‬
‫اﻟﻔ ﺼﻞ اﻷول : وﻓﻴ ﻪ ﺗ ﻢ ﺗﻘ ﺪﻳﻢ ﻣﻮﺿ ﻮع اﻟﺒﺤ ﺚ ﺛ ﻢ ﻃ ﺮح إﺷ ﻜﺎﻟﻴﺔ اﻟﺒﺤ ﺚ و ﺗ ﻢ ﻋﻠ ﻰ اﺛﺮه ﺎ‬
‫وﺿﻊ أرﺑﻌﺔ ﻓﺮﺿﻴﺎت ، ﺛﻢ ﺗﻄﺮﻗﻨﺎ إﻟﻰ أهﺪاف اﻟﺒﺤﺚ ، آﻤﺎ ﻗﻤﻨﺎ ﺑﺸﺮح أهﻤﻴﺔ اﻟﺒﺤﺚ ، آﻤ ﺎ‬
‫ﺗﻌﺮﺿ ﻨﺎ إﻟ ﻰ ﻣﻌﻈ ﻢ اﻟﺪراﺳ ﺎت اﻟ ﺴﺎﺑﻘﺔ ، آﻤ ﺎ ﻗﻤﻨ ﺎ ﺑﻮﺿ ﻊ اﻟﺘﻌ ﺎرﻳﻒ اﻹﺟﺮاﺋﻴ ﺔ ﻟﻠﺒﺤ ﺚ ﺛ ﻢ‬
‫ﺧﺘﻤﻨﺎ اﻟﻔﺼﻞ اﻷول ﺑﺨﻼﺻﺔ .‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ : و ﺗﻨﺎوﻟﺘﺎ ﻓﻴﻪ ﻣﻔﻬﻮم اﻟﻘﻴﺎدة وﻣﻜﻮﻧﺎﺗﻬﺎ ووﻇﺎﺋﻔﻬﺎ و ﻣﻌﻈﻢ اﻟﻨﻈﺮﻳﺎت اﻟﻤﻔﺴﺮة‬
‫ﻟﻬﺎ و ﺗﻄﺮﻗﻨﺎ إﻟﻰ ﻣﺠﻤﻮﻋﺔ اﻷﻧﻤﺎط اﻟﻘﻴﺎدﻳﺔ ، آﻤﺎ ذآﺮﻧﺎ اﻟﺼﻔﺎت و اﻟﺴﻤﺎت اﻟﺘ ﻲ ﻳﺘﻤﻴ ﺰ ﺑﻬ ﺎ‬
‫اﻟﻘﺎﺋﺪ ، هﺬا و ﺗﻨﺎوﻟﻨﺎ ﻣﺮﺣﻠﺔ اﻟﻤﺮاهﻘﺔ وﻣﻤﻴﺰاﺗﻬﺎ و أﺳﺲ ﺗﻌﺎﻣﻞ اﻟﻘﺎﺋﺪ ﻣﻌﻬﺎ.‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ : ﺗﻄﺮﻗﻨﺎ ﻓﻲ هﺬا اﻟﻔﺼﻞ إﻟﻰ اﻟﺪاﻓﻌﻴﺔ ﻟﻼﻧﺠﺎز و ﺑﻌﺾ اﻟﻤﻔﺎهﻴﻢ اﻟﻤﺮﺗﺒﻄﺔ ﺑﻬ ﺎ‬
‫ووﻇﺎﺋﻔﻬﺎ و أﻧﻮاﻋﻬﺎ وﻣﻌﻈﻢ اﻟﻨﻈﺮﻳﺎت اﻟﻤﻔ ﺴﺮة ﻟﻬ ﺎ ، ﺛ ﻢ اﻧﺘﻘﻠﻨ ﺎ إﻟ ﻰ ﺑ ﺮاﻣﺞ داﻓﻌﻴ ﺔ اﻻﻧﺠ ﺎز‬
‫وﺑﻌﺾ اﻻﺳﺘﺮاﺗﻴﺠﻴﺎت ﻟﺘﺤﺴﻴﻨﻬﺎ .‬
‫اﻟﻔﺼﻞ اﻟﺮاﺑﻊ : ﺗﻜﻠﻤﻨﻨﺎ ﻓﻲ هﺬا اﻟﻔﺼﻞ ﻋﻦ اﻟﺘﻔﺎﻋﻞ اﻻﺟﺘﻤﺎﻋﻲ وﺑﻌ ﺾ اﻟﻨﻈﺮﻳ ﺎت اﻟﻤﻔ ﺴﺮة‬
‫ﻟﻪ و ﻃﺒﻴﻌﺔ اﻟﻌﻼﻗﺔ اﻟﺘﻔﺎﻋﻠﻴﺔ اﻟﺘﺮﺑﻮﻳﺔ ﺑﻴﻦ أﺳﺘﺎذ اﻟﺘﺮﺑﻴﺔ اﻟﺒﺪﻧﻴﺔ و اﻟﺘﻼﻣﻴﺬ ، آﻤ ﺎ ﺗﻄﺮﻗﻨ ﺎ إﻟ ﻰ‬
‫آﻞ ﻣﻦ اﻟﻤﻘﺎرﺑﺔ اﻟﻨﻔﺴﻴﺔ و اﻻﺟﺘﻤﺎﻋﻴﺔ و اﻟﺘﺮﺑﻮﻳﺔ ﻟﻠﻘﺎﺋﺪ ﻓﻲ ﻇﻞ اﻟﺘﻔﺎﻋﻞ اﻻﺟﺘﻤﺎﻋﻲ .‬
‫أﻣﺎ ﻓﻴﻤﺎ ﻳﺨﺺ اﻟﺠﺎﻧﺐ اﻟﺘﻄﺒﻴﻘﻲ ﻓﻴﺘﻜﻮن ﻣﻦ ﻓﺼﻠﻴﻦ هﻤﺎ ﻋﻠﻰ اﻟﺘﻮاﻟﻲ .‬
‫اﻟﻔﺼﻞ اﻟﺨﺎﻣﺲ : ﺗﺤﺪﺛﻨﺎ ﻓﻲ هﺬا اﻟﻔﺼﻞ ﻋﻦ اﻻﺟﺮاءات اﻟﻤﻨﻬﺠﻴ ﺔ ﻟﻠﺒﺤ ﺚ ، ﻓ ﺬآﺮﻧﺎ اﻟﻤ ﻨﻬﺞ‬
‫اﻟﻤﺘﺒﻊ ، آﻤﺎ ﺗﻜﻠﻤﻨﺎ ﻋﻦ اﻟﻤﺠﺘﻤﻊ و ﻋﻴﻨﺔ اﻟﺪراﺳ ﺔ و آﻴﻔﻴ ﺔ اﺧﺘﻴﺎره ﺎ ، وﻗﻤﻨ ﺎ ﺑﻮﺻ ﻔﻬﺎ ، آﻤ ﺎ‬
‫ﺣ ﺪدﻧﺎ آ ﻞ ﻣ ﻦ اﻟﻤﺠ ﺎل اﻟﺰﻣ ﺎﻧﻲ و اﻟﻤﻜ ﺎﻧﻲ ﻟﻠﺪراﺳ ﺔ ، و ﺗﺤ ﺪﺛﻨﺎ ﻋ ﻦ اﻟﺪراﺳ ﺔ اﻻﺳ ﺘﻄﻼﻋﻴﺔ‬
‫وآﻴﻔﻴﺔ ﺟﻤﻊ اﻟﺒﻴﺎﻧﺎت ﻣﻊ ﺗﺤﺪﻳﺪ أدوات اﻟﺘﺤﻠﻴﻞ .‬
‫اﻟﻔ ﺼﻞ اﻟ ﺴﺎدس: ﻗﻤﻨ ﺎ ﻓ ﻲ ه ﺬا اﻟﻔ ﺼﻞ ﺑﻌ ﺮض ﻧﺘ ﺎﺋﺞ اﻟﺪراﺳ ﺔ ﻣ ﻊ ﺗﻔ ﺴﻴﺮ و ﻣﻨﺎﻗ ﺸﺔ ﻧﺘ ﺎﺋﺞ‬
‫اﻟﺪراﺳﺔ ، وذﻟﻚ ﺑﺘﻔﺴﻴﺮ ﻧﺘﺎﺋﺞ آﻞ ﻓﺮﺿﻴﺔ ﻋﻠ ﻰ ﺣ ﺪا، ﻣ ﻊ اﻟﺨ ﺮوج ﺑﺨﻼﺻ ﺔ ﻋﺎﻣ ﺔ و ﺧﺘﻤﻨ ﺎ‬
‫ﺑﺤﺜﻨﺎ ﺑﻤﺠﻤﻮﻋﺔ ﻣﻦ اﻟﺘﻮﺻﻴﺎت .‬

‫اﻟﺨﺎﺗﻤـــــﺔ‬

‫اﻟﺨﺎﺗﻤـــــــــﺔ:‬
‫ﺗﻨﻤﻮ دواﻓﻊ اﻟﺘﻼﻣﻴﺬ اﻟﻤﺮﺗﺒﻄﺔ ﺑﺎﻟﻨﺸﺎط اﻟﺮﻳﺎﺿﻲ ﻓﻲ ﻣﺮﺣﻠﺔ اﻟﺜﺎﻧﻮي ﺑﺤﻴﺚ ﺗﻠﻌﺐ آ ﻞ‬
‫ﻣﻦ اﻟﻈﺮوف اﻻﺟﺘﻤﺎﻋﻴﺔ و اﻟﻨﻔﺴﻴﺔ و اﻟﺒﻴﺌﻴﺔ دورا هﺎﻣﺎ ﻓﻲ اﻟﺘﺄﺛﻴﺮ ﻋﻠﻰ دواﻓﻊ اﻹﻧﺠﺎز ﻟﺪﻳﻬﻢ‬
‫و ﻳﻠﻌﺐ أﺳﺘﺎذ اﻟﺘﺮﺑﻴ ﺔ و اﻟﺒﺪﻧﻴ ﺔ اﻟ ﺪور اﻟﻜﺒﻴ ﺮ و اﻟﻤﻬ ﻢ ﻓ ﻲ ﺗ ﻮﻓﻴﺮ اﻟﺠ ﻮ اﻟﻤﻨﺎﺳ ﺐ و اﻟﻤﻼﺋ ﻢ‬
‫وآﺬا اﻻﺧﺘﻴﺎر اﻟﻤﻨﺎﺳﺐ ﻟﻠﻨﻤﻂ اﻟﻘﻴ ﺎدي اﻟ ﺬي ﻳ ﺴﻬﻞ ﻋﻤﻠﻴ ﺔ اﻻﺗ ﺼﺎل و اﻟﺘﻮاﺻ ﻞ و ﺳ ﻴﺮورة‬
‫اﻟﻌﻤﻞ وﺗﺤﻘﻴﻖ اﻟﺬات ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺘﻼﻣﻴﺬ وﻏﺮس اﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ وﺑﻌﺚ دواﻓﻊ اﻹﻧﺠﺎز ﻟﺪﻳﻬﻢ وﻣﻦ‬
‫ﺧ ﻼل ﻣ ﺎ ﺗﻘ ﺪم ذآ ﺮﻩ ﻳﻤﻜﻨﻨ ﺎ اﻟﻘ ﻮل أن أﻧﺠ ﻊ اﻷﻧﻤ ﺎط اﻟﻘﻴﺎدﻳ ﺔ ه ﻮ ذﻟ ﻚ اﻟ ﻨﻤﻂ اﻟ ﺬي ﻳﺠ ﺪ ﻓﻴ ﻪ‬
‫اﻟﺘﻠﻤﻴﺬ ﻓﺮﺻﺔ ﻟﻠﺘﻨﻔﻴﺲ و اﻟﺘﻌﺒﻴﺮ ﻋﻦ ﻧﻔﺴﻪ ، ﺑﺤﻴﺚ ﻳﺠﺪ ﻣﻦ ﻳﺴﺎﻋﺪﻩ ﻋﻠﻰ ﺗﺨﻄﻲ اﻟ ﺼﻌﻮﺑﺎت‬
‫و ﺗﻨﻤﻴﺔ ﺟﻮاﻧﺒﻪ اﻟﻨﻔﺴﻴﺔ و اﻻﺟﺘﻤﺎﻋﻴ ﺔ و اﻟﺒﺪﻧﻴ ﺔ وه ﺬا ﻣ ﺎ ﻳ ﺆدي إﻟ ﻰ ﺳ ﻌﺎدﺗﻪ و ﺑﺎﻟﺘ ﺎﻟﻲ ﻳﺒ ﺬل‬
‫اﻟﻤﺰﻳﺪ ﻣﻦ اﻟﺠﻬﺪ ﻷﺟﻞ ﺗﺤﻘﻴﻖ اﻟﻤﺰﻳﺪ ﻣ ﻦ اﻟﻨﺠﺎﺣ ﺎت و اﻟﻔ ﻮز ، وه ﺬا ﻣ ﺎ ﻳ ﺴﻤﻰ ﺑﺎﻧﺘﻘ ﺎل أﺛ ﺮ‬
‫اﻟﺘﺪرﻳﺐ و ﺑﺎﻟﺘﺎﻟﻲ ﺗﺮﺗﻔﻊ دواﻓﻊ اﻧﺠﺎز اﻟﻨﺠﺎح ودواﻓﻊ ﺗﺠﻨﺐ اﻟﻔﺸﻞ وﺗﺘﺤﻘﻖ اﻟﻨﺘﺎﺋﺞ اﻟﻤﺮﺟﻮة.‬
‫و إذا آﺎن آﻞ ﻣﻦ اﻷﺳﻠﻮب اﻟ ﺪﻳﻤﻘﺮاﻃﻲ و اﻻﺟﺘﻤ ﺎﻋﻲ اﻟﻤ ﺴﺎﻋﺪ و اﻹﺛﺎﺑ ﺔ ﻧﺎﺟﻌ ﺎ ﻟﻬﺎﺗ ﻪ اﻟﻔﺌ ﺔ‬
‫ﻣﻦ اﻟﺘﻼﻣﻴﺬ ﻓﻤﺎ هﻲ اﻟﻤﻌﺎﻳﻴـــــــــﺮ اﻟﻔﻌﻠﻴﺔ اﻟﺘﻲ ﺗﺠﻌﻞ اﻷﺳﺘﺎذ ﻳﻨﺴﺠﻢ ﻣ ﻊ اﻷﺳ ﻠﻮب اﻟﻘﻴ ﺎدي‬
‫اﻟﻌﻠﻤﻲ اﻟﺬي ﻳﺨﺎﻃﺐ اﻟﻌﻘﻞ ؟‬

‫اﻟﻤﺮاﺟـــﻊ‬

‫اﻟﻤﺮاﺟﻊ ﺑﺎﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ:‬
‫1. إﺑﺮاهﻴﻢ اﻟﻔﻘﻲ ، اﻟﺒﺮﻣﺠﺔ اﻟﻠﻐﻮﻳﺔ اﻟﻌﺼﺒﻴﺔ ، ط1 ، إﺑﺪاع ﻟﻺﻋﻼم واﻟﻨﺸﺮ، اﻟﻘﺎهﺮة‬
‫8002 .‬
‫2. أﺑﻮ ﻃﺎﻟﺐ ﻣﺤﻤﺪ ﺳﻌﻴﺪ ، د. رﺷﺮاش أﻧﻴﺲ ﻋﺒﺪ اﻟﺨـﺎﻟﻖ ، ﻋﻠﻢ اﻟﺘﺮﺑﻴﺔ اﻟﻌﺎم ، ط1 . دار‬
‫اﻟﻨﻬﻀﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻠﻄﺒﺎﻋﺔ واﻟﻨﺸﺮ ، ﺑﻴﺮوت 2002 .‬
‫3. أﺑﻮ ﻃﺎﻟﺐ ﻣﺤﻤﺪ ﺳﻌﻴﺪ ، د. رﺷﺮاش أﻧﻴﺲ ﻋﺒﺪ اﻟﺨﺎﻟﻖ ، ﻋﻠﻢ اﻟﺘﺮﺑﻴﺔ اﻟﻌﺎم ، ط1 دار‬
‫اﻟﻨﻬﻀﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻠﻄﺒﺎﻋﺔ واﻟﻨﺸﺮ ، ﺑﻴﺮوت 2002 .‬
‫4. أﺣﻤﺪ ﺷﺒﺸﻮب ، ﻋﻠﻢ اﻟﺘﺮﺑﻴﺔ ، اﻟﺪار اﻟﺘﻮﻧﺴﻴﺔ ﻟﻠﻨﺸﺮ ، ﺗﻮﻧﺲ 1991 .‬
‫5. إﺧﻼص ﻣﺤﻤﺪ ﻋﺒﺪ اﻟﺤﻔﻴﻆ ، د. ﻣﺼﻄﻔﻰ ﺣﺴﻴﻦ ﺑﺎهﻲ ، ﻃﺮق ﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ و‬
‫اﻟﺘﺤﻠﻴﻞ اﻹﺣﺼﺎﺋﻲ ﻓﻲ اﻟﻤﺠﺎﻻت اﻟﺘﺮﺑﻮﻳﺔ و اﻟﻨﻔﺴﻴﺔ و اﻟﺮﻳﺎﺿﻴﺔ ، ط2 ، ﻣﺮآﺰ اﻟﻜﺘﺎب‬
‫ﻟﻠﻨﺸﺮ اﻟﻘﺎهﺮة 2002 .‬
‫6. أﺳﺎﻣﺔ آﺎﻣﻞ راﺗﺐ ، ﻋﻠﻢ ﻧﻔﺲ اﻟﺮﻳﺎﺿﺔ ، ط3 ، دار اﻟﻔﻜﺮ اﻟﻌﺮﺑﻲ ، اﻟﻘﺎهﺮة 0002.‬
‫7. اﻹﻣﺎم اﺑﻦ اﻟﻘﻴﻢ اﻟﺠﻮزﻳﺔ ، اﻟـــــــــﺮوح ، دار اﻟﺮﺷﻴﺪ ﻟﻠﻜﺘﺎب و اﻟﻘﺮﺁن اﻟﻜﺮﻳﻢ ، ط1‬
‫اﻟﺠﺰاﺋﺮ7002 .‬
‫8. اﻧﺘﺼﺎر ﻳﻮﻧﺲ ، اﻟﺴﻠﻮك اﻹﻧﺴﺎﻧﻲ ، اﻟﻤﻜﺘﺒﺔ اﻟﺠﺎﻣﻌﻴﺔ ، اﻹﺳﻜﻨﺪرﻳﺔ 2002.‬
‫9.‬

‫ﺑﺘﻤﻮﺣﻲ ﻣﺤﻤﺪ ، اﻟﻌﻼﻗﺔ اﻟﺘﺮﺑﻮﻳﺔ اﻟﻤﺪرس و اﻟﺘﻼﻣﻴﺬ أي ﻋﻼﻗـــــــﺔ ؟ ، ﺳﻠﺴﻠﺔ ﻋﻠﻮم‬
‫اﻟﺘﺮﺑﻴﺔ ، ط 3 ، دار اﻟﺨﻄﺎﺑﻲ ﻟﻠﻄﺒﺎﻋﺔ و اﻟﻨﺸﺮ، ﻟﺒﻨﺎن 1991.‬

‫01. ﺣﺴﻴﻦ أﺑﻮ رﻳﺎش ، د . ﻋﺒﺪ اﻟﺤﻜﻴﻢ اﻟﺼﺎﻓﻲ ، د . أﻣﻴﻤﺔ ﻋﻤﻮر ، د . ﺳﻠﻴﻢ ﺷﺮﻳﻒ .‬
‫اﻟﺪاﻓﻌﻴﺔ و اﻟﺬآﺎء اﻟﻌﺎﻃﻔﻲ ، ط1 ، دار اﻟﻔﻜﺮ ﻟﻠﻨﺸﺮ و اﻟﺘﻮزﻳﻊ ، ﻋﻤﺎن 6002 .‬

‫11. ﺣﺴﻴﻦ ﻋﺒﺪ اﻟﺤﻤﻴﺪ رﺷﻮان ، اﻟﻌﻼﻗﺎت اﻹﻧﺴﺎﻧﻴﺔ ﻓﻲ ﻣﺠﺎل ﻋﻠﻢ اﻟﻨﻔﺲ – ﻋﻠﻢ‬
‫اﻻﺟﺘﻤﺎع – ﻋﻠﻢ اﻹدارة ، اﻟﻤﻜﺘﺐ اﻟﺠﺎﻣﻌﻲ اﻟﺤﺪﻳﺚ 7991 .‬
‫21. رﻣﻀﺎن ﻣﺤﻤﺪ اﻟﻘﺬاﻓﻲ ، اﻟﺘﻮﺟﻴﻪ و اﻹرﺷﺎد اﻟﻨﻔﺴﻲ ، اﻟﻤﻜﺘﺐ اﻟﺠﺎﻣﻌﻲ اﻟﺤﺪﻳﺚ،ط1‬
‫اﻹﺳﻜﻨﺪرﻳﺔ 2991 .‬
‫31. ﺳﻼﻣﺔ ﻋﺒﺪ اﻟﻌﻈﻴﻢ ﺣﺴﻴﻦ ، د- ﻃﻪ ﻋﺒﺪ اﻟﻌﻈﻴﻢ ﺣﺴﻴﻦ ، اﻟﺬآﺎء اﻟﻮﺟﺪاﻧﻲ ﻟﻠﻘﻴﺎدة‬
‫اﻟﺘﺮﺑﻮﻳﺔ ، ط1، دار اﻟﻮﻓﺎء ﻟﺪﻧﻴﺎ اﻟﻄﺒﺎﻋﺔ واﻟﻨﺸﺮ ، اﻹﺳﻜﻨﺪرﻳﺔ 6002 .‬
‫41. ﺻﺎﻟﺢ ﺑﻦ ﻋﺒﺪ اﷲ ﺑﻦ ﺣﻤﻴﺪ ، ﻣﻔﻬﻮم اﻟﺤﻜﻤﺔ ﻓﻲ اﻟﺪﻋﻮة ، وزارة اﻟﺸﺆون اﻹﺳﻼﻣﻴﺔ.‬
‫اﻟﺮﻳﺎض 8991 .‬
‫51. ﺻﺎﻟﺢ ﻣﺤﻤﺪ ﻋﻠﻲ أﺑﻮ ﺟﺎدو ، ﺳﻴﻜﻮﻟﻮﺟﻴﺔ اﻟﺘﻨﺸﺌﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ ،ط5 ، دار اﻟﻤﺴﻴﺮة‬
‫ﻟﻠﻨﺸﺮ واﻟﺘﻮزﻳﻊ واﻟﻄﺒﺎﻋﺔ ، ﻋﻤﺎن 6002 .‬
‫61. ﺻﺎﻟﺢ ﻣﺤﻤﺪ ﻋﻠﻲ أﺑﻮ ﺟﺎدو ، ﻋﻠﻢ اﻟﻨﻔﺲ اﻟﺘﻄﻮري ) اﻟﻄﻔﻮﻟﺔ و اﻟﻤﺮاهﻘﺔ (، دار‬
‫اﻟﻤﺴﻴﺮة ﻟﻠﻨﺸﺮ و اﻟﺘﻮزﻳﻊ و اﻟﻄﺒﺎﻋﺔ ، ط2 ، ﻋﻤﺎن 7002.‬
‫71. ﺻﻼح اﻟﺪﻳﻦ ﺷﺮوخ،ﻋﻠﻤﺎ اﻻﺟﺘﻤﺎع اﻟﺘﺮﺑﻮي، دار اﻟﻌﻠﻮم ﻟﻠﻨﺸﺮ واﻟﺘﻮزﻳﻊ اﻟﺠﺰاﺋﺮ.‬
‫81. ﻋﺒﺪ اﻟﺮﺣﻤﻦ اﻟﻌﻴﺴﻮي ، اﻟﻤﺮاهﻖ و اﻟﻤﺮاهﻘﺔ ، ط1 ، دار اﻟﻨﻬﻀﺔ اﻟﻌﺮﺑﻴﺔ ﺑﻴﺮوت‬
‫5002‬
‫91. ﻋﺒﺪ اﻟﻄﻴﻒ ﻣﺤﻤﺪ ﺧﻠﻴﻔﺔ ، اﻟﺪاﻓﻌﻴﺔ ﻟﻺﻧﺠﺎز ، دار ﻏﺮﻳﺐ ﻟﻠﻄﺒﺎﻋﺔ واﻟﻨﺸﺮ واﻟﺘﻮزﻳﻊ‬
‫اﻟﻘﺎهﺮة 0002 .‬
‫02. ﻋﺒﺪ اﷲ اﻟﺮﺷﺪان ، ﻋﻠﻢ اﺟﺘﻤﺎع اﻟﺘﺮﺑﻴﺔ ، ط1 ، دار اﻟﺸﺮوق ﻟﻠﺸﺮ واﻟﺘﻮزﻳﻊ،ﻋﻤﺎن‬
‫9991 .‬

‫12. ﻋﺒﺪ اﷲ اﻟﺮﺷﺪان ، ﻋﻠﻢ اﺟﺘﻤﺎع اﻟﺘﺮﺑﻴﺔ ، ط1 ، دار اﻟﺸﺮوق ﻟﻠﻨﺸﺮ واﻟﺘﻮزﻳﻊ ﻋﻤﺎن‬
‫9991‬
‫22. ﻋﻠﻲ أﺳﻌﺪ ، د. وﻃﻔﺔ ﻋﻠﻲ ﺟﺎﺳﻢ اﻟﺸﻬﺎب ، ﻋﻠــﻢ اﻻﺟﺘﻤﺎع اﻟﻤﺪرﺳﻲ ، ﺑﻨﻴﻮﻳﺔ‬
‫اﻟﻈﺎهﺮة اﻟﻤﺪرﺳﻴﺔ و وﻇﻴﻔﺘﻬﺎ اﻻﺟﺘﻤﺎﻋﻴﺔ ، ط1 ، ﻣﺠﺪ اﻟﻤﺆﺳﺴﺔ اﻟﺠﺎﻣﻌﻴﺔ ﻟﻠﺪراﺳﺎت و‬
‫اﻟﻨﺸﺮ و اﻟﺘﻮزﻳﻊ ، ﺑﻴﺮوت 0991 .‬
‫32. ﻋﻴﺴﻰ ﺑﻮدة ، دﻟﻴﻞ اﻟﻤﺪرس اﻟﻬﺎدف ، دار ﺗﻼﻧﻴﺖ ﻟﻠﻨﺸﺮ و اﻟﺘﻮزﻳﻊ ، اﻟﺠﺰاﺋﺮ‬
‫0991.‬
‫42. ﻓﺆاد اﻟﺒﻬﻲ اﻟﺴﻴﺪ ، اﻷﺳﺲ اﻟﻨﻔﺴﻴﺔ ﻟﻠﻨﻤﻮ ، دار اﻟﻔﻜﺮ اﻟﻌﺮﺑﻲ ، ط1 ، اﻹﺳﻜﻨﺪرﻳﺔ‬
‫7591 .‬
‫52. ﻓﺆاد اﻟﺒﻬﻲ اﻟﺴﻴﺪ ، ﻋﻠﻢ اﻟﻨﻔﺲ اﻹﺣﺼﺎﺋﻲ و ﻗﻴﺎس اﻟﻌﻘﻞ اﻟﺒﺸﺮي ، دار اﻟﻔﻜﺮ اﻟﻌﺮﺑﻲ‬
‫، اﻟﻘﺎهﺮة 5791 .‬
‫62. ﻓﺮﻳﺪ آﺎﻣﻞ أﺑﻮ زﻳﻨﺔ ، اﻹﺣﺼﺎء ﻓﻲ اﻟﺘﺮﺑﻴﺔ و اﻟﻌﻠﻮم اﻹﻧﺴﺎﻧﻴﺔ ، ط1 ، داﺋﺮة‬
‫اﻟﻤﻄﺒﻮﻋﺎت و اﻟﻨﺸﺮ ، ﻋﻤﺎن 2002 .‬
‫72. آﺎﻣﻞ ﻋﻠﻮان اﻟﺰﺑﻴﺪي ، ﻋﻠﻢ اﻟﻨﻔﺲ اﻹﺟﺘﻤﺎﻋﻲ ، ط1، اﻟﻮراق ﻟﻠﻨﺸﺮ واﻟﺘﻮزﻳــــــﻊ‬
‫اﻷردن 3002.‬
‫82. ﻣﺤﻤﺪ اﻟﻐﺰاﻟﻲ ، ﺟﺪد ﺣﻴﺎﺗﻚ ، ط 02 ، دار اﻟﻘﻠﻢ ، دﻣﺸﻖ 7002 .‬
‫92. ﻣﺤﻤﺪ ﺣﺴﻦ ﻋﻼوي ، ﺳﻴﻜﻮﻟﻮﺟﻴﺔ اﻟﻘﻴﺎدة اﻟﺮﻳﺎﺿﻴﺔ ،ط1 ، ﻣﺮآﺰ اﻟﻜﺘﺎب ﻟﻠﻨﺸﺮ.‬
‫اﻟﻘﺎهﺮة 8991 .‬
‫03. ﻣﺤﻤﺪ ﺳﻌﺪ زﻏﻠﻮل ، ﺗﻜﻨﻮﻟﻮﺟﻴﺎ إﻋﺪاد و ﺗﺄهﻴﻞ ﻣﻌﻠﻢ اﻟﺘﺮﺑﻴﺔ اﻟﺮﻳﺎﺿﻴﺔ ، ط2 ، دار‬

‫اﻟﻮﻓﺎء ، اﻹﺳﻜﻨﺪرﻳﺔ 4002 .‬
‫13. ﻣﺤﻤﺪ ﻣﺤﻤﻮد ﺑﻨﻲ ﻳﻮﻧﺲ ، ﺳﻴﻜﻮﻟﻮﺟﻴﺎ اﻟﺪاﻓﻌﻴﺔ و اﻻﻧﻔﻌﺎﻻت ، ط1 ، دار اﻟﻤﺴﻴﺮة‬
‫ﻟﻠﻨﺸﺮ و اﻟﺘﻮزﻳﻊ ، ﻋﻤﺎن 7002 .‬
‫23. ﻣﺤﻤﻮد ﻋﺒﺪ اﻟﺮﺣﻤﻦ ﺣﻤﻮدة ، اﻟﻄﻔﻮﻟﺔ واﻟﻤﺮاهﻘﺔ واﻟﻤﺸﻜﻼت اﻟﻨﻔﺴﻴﺔ واﻟﻌــــﻼج.‬
‫ﻣﻜﺘﺒﺔ اﻟﻨﻬﻈﺔ ، ط1 ، اﻟﻘﺎهﺮة ، 1991 .‬
‫33. ﻣﺼﻄﻔﻰ اﻟﺴﺎﻳﺢ ﻣﺤﻤﺪ ، اﺗﺠﺎهﺎت ﺣﺪﻳﺜﺔ ﻓﻲ ﺗﺪرﻳﺲ اﻟﺘﺮﺑﻴﺔ اﻟﺒﺪﻧﻴﺔ و اﻟﺮﻳﺎﺿﻴﺔ .‬
‫ط1 ، ﻣﻜﺘﺒﺔ و ﻣﻄﺒﻌﺔ اﻹﺷﻌﺎع اﻟﻔﻨﻴﺔ ، اﻹﺳﻜﻨﺪرﻳﺔ 1002 .‬
‫43. ﻣﺼﻄﻔﻰ ﺣﺴﻴﻦ ﺑﺎهﻲ ، د. أﺣﻤﺪ آﻤﺎل ﻧﺼﺎري ، ﻣﻬﺎرات اﻟﻘﻴﺎدة ﻓﻲ اﻟﻤﺠﺎل‬
‫اﻟﺮﻳﺎﺿﻲ،ﻣﻜﺘﺒﺔ اﻷﻧﺠﻠﻮ اﻟﻤﺼﺮﻳﺔ، ﻣﺼﺮ 6002 .‬
‫53. ﻣﺼﻄﻔﻰ ﺣﺴﻴﻦ ﺑﺎهﻲ ، د. أﻣﻴﻨﺔ إﺑﺮاهﻴﻢ ﺷﻠﺒﻲ ، اﻟﺪاﻓﻌﻴﺔ ﻧﻈﺮﻳﺎت وﺗﻄﺒﻴﻘﺎت ط1 .‬
‫ﻣﺮآﺰ اﻟﻜﺘﺎب ﻟﻠﻨﺸﺮ اﻟﻘﺎهﺮة 9991 .‬
‫63. ﻣﺼﻄﻔﻰ ﻏﺎﻟﺐ ، ﺳﻴﻜﻮﻟﻮﺟﻴﺔ اﻟﻄﻔﻞ واﻟﻤﺮاهﻘﺔ ، ط1، دار ﻣﻜﺘﺒﺔ اﻟﻬﻼل ﺑﻴﺮوت‬
‫9791 .‬
‫73. ﻣﻨﺬر اﻟﻀﺎﻣﻦ ، اﻹرﺷﺎد اﻟﻨﻔﺴﻲ أﺳﺴﻪ اﻟﻔﻨﻴﺔ واﻟﻨﻈﺮﻳﺔ ، ط1 ، ﻣﻜﺘﺒﺔ اﻟﻔﻼح ﻟﻠﻨﺸﺮ‬
‫واﻟﺘﻮزﻳﻊ ، اﻟﻜﻮﻳﺖ 3002 .‬
‫83. ﻣﻴﺨﺎﺋﻴﻞ ﺧﻠﻴﻞ ﻣﻌﻮض ، ﻣﺸﻜﻼت اﻟﻤﺮاهﻖ ﻓﻲ اﻟﻤﺪن واﻟﺮﻳﻒ ، دار اﻟﻤﻌﺎرف .‬
‫اﻟﻘﺎهﺮة 1791 .‬
‫93. ﻣﻴﺮﻓﺖ ﻋﻠﻲ ﺧﻔﺎﺟﺔ ، أ.د ﻣﺼﻄﻔﻰ اﻟﺴﺎﻳﺢ ، اﻟﻤﺪﺧﻞ إﻟﻰ ﻃﺮاﺋﻖ ﺗﺪرﻳﺲ اﻟﺘﺮﺑﻴﺔ‬
‫اﻟﺒﺪﻧﻴﺔ .‬

‫04. ﻣﻴﺮﻓﺖ ﻋﻠﻲ ﺧﻔﺎﺟﺔ ، أ.د ﻣﺼﻄﻔﻰ اﻟﺴﺎﻳﺢ ، اﻟﻤــــــﺪﺧﻞ إﻟﻰ ﻃﺮاﺋﻖ ﺗﺪرﻳﺲ اﻟﺘﺮﺑﻴﺔ‬
‫اﻟﺒﺪﻧﻴﺔ ، ط1 ، ﻣﺎهﻲ ﻟﻠﻨﺸﺮ و اﻟﺘﻮزﻳﻊ و ﺧﺪﻣﺎت اﻟﻜﻤﺒﻴﻮﺗﺮ ،اﻹﺳﻜﻨﺪرﻳﺔ 7002 .‬
‫14. ﻳﻮﺳﻒ اﻷﻗﺼﺮي، اﻟﺸﺨﺼﻴﺔ اﻟﻤﺒﺪﻋﺔ، دار اﻟﻄﺎﺋﻒ ﻟﻠﻨﺸﺮ ،اﻟﻘﺎهﺮة 1002.‬

‫اﻟﺮﺳــــــــــﺎﺋﻞ اﻟﻌﻠﻤﻴﺔ:‬
‫1- ﺳﺨﺴﻮخ ﺣﺴﺎن أﺛﺮ ﻣﺴﺘﻮى اﻟﻘﻠﻖ اﻟﻌﺎم ﻋﻠﻰ داﻓﻊ اﻹﻧﺠﺎز ﻟﺪى اﻟﻄ ﻼب اﻟﻤﺘﻔ ﻮﻗﻴﻦ ﻋﻘﻠﻴ ﺎ‬
‫ﺑﻤﺮﺣﻠﺔ ت.ث رﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﻴﺮ 6002/7002- ﺟﺎﻣﻌﺔ ﺑﺎﺗﻨﺔ.‬
‫2- ﻓﺎﻃﻤﺔ اﻟﺰهﺮاء ﺑﻮﺟﻄﻮ ، أﺛﺮ ﺑﻌﺾ اﻟﺴﻤﺎت اﻟﺸﺨﺼﻴﺔ و اﻟﻨﻔﺴﻴﺔ ﻋﻠﻰ اﻟﺪاﻓﻌﻴ ﺔ اﻹﻧﺠ ﺎز‬
‫ﻟﺪى اﻟﻤﺮاهﻖ اﻟﻤﺘﻤﺪرس ، رﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﻴﺮ ﻓﻲ ﻋﻠﻮم اﻟﺘﺮﺑﻴﺔ 7002/8002 ، اﻟﺠﺰاﺋﺮ .‬
‫3- ﻋﺒﺪ اﻟﻌﺰﻳﺰ ﺑﻦ ﻋﻠ ﻲ ﺑ ﻦ أﺣﻤ ﺪ اﻟ ﺴﻠﻤﺎن – اﻟ ﺴﻠﻮك اﻟﻘﻴ ﺎدي ﻟﻠﻤ ﺪرب اﻟﺮﻳﺎﺿ ﻲ وﻋﻼﻗﺘ ﻪ‬
‫ﺑﺪاﻓﻌﻴﺔ اﻹﻧﺠﺎز ﻟﺪى ﻻﻋﺒﻲ ﺑﻌ ﺾ اﻷﻟﻌ ﺎب اﻟﺠﻤﺎﻋﻴ ﺔ ﺑﺎﻟﻤﻤﻠﻜ ﺔ اﻟﻌﺮﺑﻴ ﺔ اﻟ ﺴﻌﻮدﻳﺔ – رﺳ ﺎﻟﺔ‬
‫ﻣﺎﺟﺴﺘﻴﺮ – ﻣﻮﻗﻊ ﺷﺒﺎب ﻧﻬﻀﺔ ﻟﻠﺪراﺳﺎت واﻟﺒﺤﻮث 3241 هـ - 4241 هـ.‬

‫اﻟﻤﺠــــــــــــــﻼت:‬
‫1- ﺳﻤﻴﺮة ﻋﺒﺪ اﷲ وﻣﺼﻄﻔﻰ آﺮدي– اﻟﻤﺴﺆوﻟﻴﺔ اﻻﺟﺘﻤﺎﻋﻴ ﺔ وﻋﻼﻗﺘﻬ ﺎ ﺑ ﺪاﻓﻊ اﻹﻧﺠ ﺎز ﻟ ﺪى‬
‫ﻃﺎﻟﺒ ﺎت آﻠﻴ ﺔ اﻟﺘﺮﺑﻴ ﺔ ﺑﺎﻟﻄ ﺎﺋﻒ - ﻣﺠﻠ ﺔ ﻋﻠ ﻢ اﻟ ﻨﻔﺲ اﻟﻬﻴﺌ ﺔ اﻟﻤ ﺼﺮﻳﺔ اﻟﻌﺎﻣ ﺔ – اﻟﻘ ﺎهﺮة –‬
‫اﻟﻌﺪدان 56- 66 – 3002.‬
‫اﻟﻤﺮاﺟــﻊ ﺑﺎﻟﻐﺎت اﻷﺟﻨﺒﻴﺔ:‬
‫‪1- marcel postic . la relation .presse universitaire de France . paris‬‬
‫. 9791.‬
‫0691 ‪2 - piagie jean . psychologie et pédagogie .france ed denoel‬‬
‫4791 ‪3- islembert jomati vivien .sociologie de l ecole France p.u.f‬‬

‫ﻣﻮاﻗﻊ اﻷﻧﺘﺮﻧﺎت:‬
‫‪-1 - www.shababnahda.com‬‬

‫اﻟﻤﻼﺣــــﻖ‬

‫اﻟﻤــــــــــــــــــــــــــــــــــــــــــــــﻼﺣﻖ‬
‫- ﻣﻘﻴﺎس أﻧﻤﺎط اﻟﻘﻴﺎدة اﻟﺮﻳﺎﺿﻴﺔ‬

‫ﻣﻠﺤﻖ رﻗﻢ10 :‬
‫اﺳﺘﻤﺎرة أﻧﻤﺎط اﻟﻘﻴﺎدة‬

‫اﻻﺳﻢ : ...............................‬

‫اﻟﻠﻘﺐ : ...................................‬

‫اﻟﺴﻦ : ...............................‬

‫اﻟﺠﻨﺲ : .................................‬

‫اﻟﻤﺆﺳﺴﺔ: ........................... اﻟﺼﻒ اﻟﺪراﺳﻲ: ........................‬

‫ﻓﻴﻤﺎ ﻳﻠﻲ ﺑﻌﺾ اﻟﻌﺒﺎرات اﻟﺘﻲ ﻳﻤﻜﻦ أن ﻳﺘﺼﻒ ﺑﻬﺎ ﺳﻠﻮك أﺳﺘﺎذ اﻟﺘﺮﺑﻴﺔ اﻟﺒﺪﻧﻴﺔ .‬
‫وهﻨﺎك 5 اﺧﺘﻴﺎرات ﺑﺎﻟﻨﺴﺒﺔ ﻟﻜﻞ ﻋﺒﺎرة هﻲ : داﺋﻤﺎ ، ﻏﺎﻟﺒﺎ ، أﺣﻴﺎﻧﺎ ، ﻧﺎدرا ، أﺑﺪا .‬
‫اﻟﺮﺟ ﺎء ﻗ ﺮاءة آ ﻞ ﻋﺒ ﺎرة ﻣ ﻊ وﺿ ﻊ ﻋﻼﻣ ﺔ ) ‪ ( x‬ﻋﻠ ﻰ ﻳ ﺴﺎر اﻟﻌﺒ ﺎرة وأﺳ ﻔﻞ اﻟﻤﻜ ﺎن‬
‫اﻟﻤﻨﺎﺳﺐ ﺑﺤﻴﺚ ﻳﻨﻄﺒﻖ ﻣﻊ ﺗﻔﻀﻴﻠﻚ ﻟﺴﻠﻮك أﺳﺘﺎذ اﻟﺘﺮﺑﻴﺔ اﻟﺒﺪﻧﻴﺔ اﻟﺬي ﺗﺮﺗﺎح ﻟﻠﺘﺪرﻳﺐ ﻣﻌﻪ.‬
‫اﻟﺮﺟﺎء ﻣﺮاﻋﺎة أن هﺬﻩ اﻟﻘﺎﺋﻤ ﺔ ﻟﻴ ﺴﺖ ﺗﻘﻴﻴﻤ ﺎ ﻷﺳ ﺘﺎذك اﻟﺤ ﺎﻟﻲ أو أي أﺳ ﺘﺎذ ﺁﺧ ﺮ وﻟﻜﻨﻬ ﺎ‬
‫ﻋﺒﺎرة ﻋﻦ رأﻳﻚ اﻟﺸﺨﺼﻲ وﺗﻔﻀﻴﻠﻚ اﻟﺸﺨﺼﻲ ﻟﺴﻠﻮك أﺳﺘﺎذ اﻟﺘﺮﺑﻴﺔ اﻟﺒﺪﻧﻴﺔ ﺑﺼﻔﺔ ﻋﺎﻣﺔ .‬
‫ﻻ ﺗﻮﺟﺪ إﺟﺎﺑﺎت ﺻﺤﻴﺤﺔ وأﺧﺮى ﺧﺎﻃﺌﺔ وﻟﻜﻦ اﻟﻤﻄﻠ ﻮب ه ﻮ ﺗﻔ ﻀﻴﻠﻚ اﻟﺸﺨ ﺼﻲ ﻧﺤ ﻮ‬
‫هﺬﻩ اﻟﻌﺒﺎرات ﺑﻜﻞ ﺻﺪق و أﻣﺎﻧﺔ .‬

‫أﻧﺎ آﻼﻋﺐ رﻳﺎﺿﻲ أﻓﻀﻞ ﺑﺎﻟﻨﺴﺒﺔ‬
‫ﻷﺳﺘﺎذي‬
‫1/ ﻳﺘﺄآﺪ ﻣ ﻦ أن آ ﻞ ﻻﻋ ﺐ ﻳ ﺆدي ﻃﺒﻘ ﺎ‬
‫ﻟﻘﺪراﺗﻪ.‬
‫2/ ﻳ ﺴﺘﻤﻊ ﻟ ﺮأي اﻟﻼﻋﺒ ﻴﻦ ﺣ ﻮل ﺧﻄ ﻂ‬
‫اﻟﻠﻌﺐ ﻓﻲ ﺑﻌﺾ اﻟﻤﻨﺎﻓﺴﺎت اﻟﻤﻌﻴﻨﺔ .‬
‫3/ ﻳ ﺴﺎﻋﺪ اﻟﻼﻋﺒ ﻴﻦ ﻓ ﻲ ﺣ ﻞ ﻣ ﺸﺎآﻠﻬﻢ‬
‫اﻟﺸﺨﺼﻴﺔ .‬
‫4/ ﻳﻤ ﺪح اﻟﻼﻋ ﺐ أﻣ ﺎم اﻟﻼﻋﺒ ﻴﻦ‬
‫اﻵﺧﺮﻳﻦ ﻋﻨﺪﻣﺎ ﻳﻘﻮم ﺑﺄداء ﺟﻴﺪ .‬
‫5/ ﻳ ﺸﺮح ﻟﻜ ﻞ ﻻﻋ ﺐ ﻃﺮﻳﻘ ﺔ أداء‬
‫اﻟﻤﻬﺎرات وﺧﻄﻂ اﻟﻠﻌﺐ .‬
‫6/ ﻳﻘﻮم ﺑﺘﺨﻄ ﻴﻂ اﻟﺘ ﺪرﻳﺐ دون إﺷ ﺮاك‬
‫اﻟﻼﻋﺒﻴﻦ .‬
‫7/ﻳﺴﺎﻋﺪ أﻋ ﻀﺎء اﻟﻔﺮﻳ ﻖ ﻓ ﻲ ﺗ ﺴﻮﻳﺔ أو‬
‫إﻧﻬﺎء اﻟﺼﺮاﻋﺎت أو اﻟﻤﻨﺎزﻋﺎت ﺑﻴﻨﻬﻢ .‬
‫8/ ﻳﻌﻄ ﻲ أهﻤﻴ ﺔ ﺧﺎﺻ ﺔ ﻹﺻ ﻼح‬
‫أﺧﻄﺎء آﻞ ﻻﻋﺐ .‬
‫9/ ﻳﺤ ﺎول اﻟﺤ ﺼﻮل ﻋﻠ ﻰ ﻣﻮاﻓﻘ ﺔ‬
‫اﻟﻔﺮﻳ ﻖ ﺑﺎﻟﻨ ﺴﺒﺔ ﻟﻤﻮﺿ ﻮﻋﺎت هﺎﻣ ﺔ ﻗﺒ ﻞ‬
‫اﺗﺨﺎذ ﻗﺮار ﺑﺸﺄﻧﻬﺎ .‬
‫01/ ﻳ ﺸﺠﻊ اﻟﻼﻋ ﺐ اﻟ ﺬي ﻳ ﺆدي أداء‬
‫ﺟﻴﺪا .‬
‫11/ ﻳﺘﺄآﺪ ﻣﻦ أن وﻇﻴﻔﺔ وﻣﻬ ﺎم اﻷﺳ ﺘﺎذ‬
‫ﺗﺠ ﺎﻩ اﻟﻔﺮﻳ ﻖ ﻣﻔﻬﻮﻣ ﺔ ﻟ ﺪى ﺟﻤﻴ ﻊ‬
‫اﻟﻼﻋﺒﻴﻦ .‬
‫21/ ﻻ ﻳﺤﺎول أن ﻳﺸﺮح أﺳ ﺒﺎب ﺳ ﻠﻮآﻪ‬
‫أو ﻗﺮاراﺗﻪ ﻟﻼﻋﺒﻴﻦ .‬

‫داﺋﻤﺎ‬

‫ﻏﺎﻟﺒﺎ‬

‫أﺣﻴﺎﻧﺎ‬

‫ﻧﺎدرا‬

‫أﺑﺪا‬

‫31/ ﻳﻬﺘﻢ ﺑﺎﻟﺮﻋﺎﻳﺔ اﻟﺸﺨﺼﻴﺔ ﻟﻼﻋﺒﻴﻦ .‬
‫41/ ﻳﻘ ﻮم ﺑﺘﻌﻠ ﻴﻢ اﻟﻤﻬ ﺎرات اﻷﺳﺎﺳ ﻴﺔ‬
‫ﻟﻜﻞ ﻻﻋﺐ ﺑﺼﻮرة ﻓﺮدﻳﺔ .‬
‫51/ ﻳ ﺴﻤﺢ ﻟﻼﻋﺒ ﻴﻦ ﺑﺎﻟﻤ ﺸﺎرآﺔ ﻓ ﻲ‬
‫اﺗﺨﺎذ اﻟﻘﺮارات.‬
‫61/ ﻳﺘﺄآ ﺪ ﻣ ﻦ ﻣﻜﺎﻓ ﺄة اﻟﻼﻋ ﺐ آﻨﺘﻴﺠ ﺔ‬
‫ﻟﻸداء اﻟﺠﻴﺪ .‬
‫71/ ﻳﻘ ﻮم ﺑ ﺄداء ﻧﻤ ﻮذج ﻟﻠﺤﺮآ ﺔ ﻗﺒ ﻞ‬
‫ﺗﻜﺮار اﻟﻼﻋﺒﻴﻦ ﻟﻸداء .‬
‫81/ ﻳ ﺸﺠﻊ اﻟﻼﻋﺒ ﻴﻦ ﻋﻠ ﻰ ﺗﻘ ﺪﻳﻢ‬
‫اﻗﺘﺮاﺣ ﺎت ﺣ ﻮل ﻃ ﺮق ﺗﻨﻈ ﻴﻢ وإدارة‬
‫ﻋﻤﻠﻴﺔ اﻟﺘﺪرﻳﺐ .‬
‫91/ ﻳﻘﺪم ﺗﺴﻬﻴﻼت أو ﺧﺪﻣﺎت ﺷﺨ ﺼﻴﺔ‬
‫ﻟﻼﻋﺒﻴﻦ .‬
‫02/ ﻳﻔﺴﺮ ﻟﻜﻞ ﻻﻋﺐ ﻣ ﺎ ﻳﺠ ﺐ ﻋﻤﻠ ﻪ و‬
‫ﻣﺎ ﻻ ﻳﺠﺐ ﻋﻤﻠﻪ .‬
‫12/ ﻳﺘ ﺮك ﻟﻼﻋﺒ ﻴﻦ ﺣﺮﻳ ﺔ ﺗﺤﺪﻳ ﺪ‬
‫أهﺪاﻓﻬﻢ ﺑﺄﻧﻔﺴﻬﻢ .‬
‫22/ ﻳﻌﺒ ﺮ ﻋ ﻦ ﻣ ﺸﺎﻋﺮﻩ اﻟﻄﻴﺒ ﺔ ﻧﺤ ﻮ‬
‫اﻟﻼﻋﺒﻴﻦ .‬
‫32/ ﻳ ﺴﻤﺢ ﻟﻼﻋﺒ ﻴﻦ ﺑ ﺎﻷداء ﺑﻄ ﺮﻳﻘﺘﻬﻢ‬
‫اﻟﺨﺎﺻ ﺔ ﺣﺘ ﻰ وﻟ ﻮ ارﺗﻜﺒ ﻮا ﺑﻌ ﺾ‬
‫اﻷﺧﻄﺎء .‬
‫42/ ﻳﺸﺠﻊ اﻟﻼﻋﺒﻴﻦ ﻋﻠﻰ أن ﻳﺜﻘﻮا ﺑﻲ .‬
‫52/ ﻳﻮﺿ ﺢ ﻟﻜ ﻞ ﻻﻋ ﺐ ﻧﻘ ﺎط ﻗﻮﺗ ﻪ‬
‫وﻧﻘﺎط ﺿﻌﻔﻪ .‬
‫62/ ﻳ ﺮﻓﺾ اﻟﺤ ﻞ اﻟﻮﺳ ﻂ ﻓ ﻲ أي أﻣ ﺮ‬
‫ﻣﻦ اﻷﻣﻮر اﻟﻤﺮﺗﺒﻄﺔ ﺑﺎﻟﻔﺮﻳﻖ.‬

‫72/ ﻳﻌﺒ ﺮ ﻋ ﻦ اﺳﺘﺤ ﺴﺎﻧﻪ ﻋﻨ ﺪﻣﺎ ﻳ ﺆدي‬
‫اﻟﻼﻋﺐ ﺟﻴﺪا .‬
‫82/ ﻳﻌﻄﻲ إرﺷﺎدات ﺧﺎﺻﺔ ﻟﻜﻞ ﻻﻋﺐ‬
‫ﺣﻮل ﻣﺎ ﻳﻨﺒﻐﻲ ﻋﻤﻠﻪ ﻓﻲ آﻞ ﻣﻮﻗﻒ .‬
‫92/ ﻳﺴﺘﻔ ﺴﺮ ﻋ ﻦ رأي اﻟﻼﻋﺒ ﻴﻦ ﻓ ﻲ‬
‫ﺑﻌﺾ اﻷﻣﻮر اﻟﻬﺎﻣﺔ ﻓﻲ اﻟﺘﺪرﻳﺐ .‬
‫03/ ﻳ ﺸﺠﻊ اﻟﻌﻼﻗ ﺎت اﻟﻮدﻳ ﺔ أو ﻏﻴ ﺮ‬
‫اﻟﺮﺳﻤﻴﺔ ﺑﻴﻨﻲ وﺑﻴﻦ اﻟﻼﻋﺒﻴﻦ.‬
‫13/ ﻳﻬ ﺘﻢ ﺑﺘ ﺮاﺑﻂ اﻟﻔﺮﻳ ﻖ آﻠ ﻪ آﻮﺣ ﺪة‬
‫واﺣﺪة.‬
‫23/ ﻳﺘ ﺮك اﻟﺤﺮﻳ ﺔ ﻟﻼﻋﺒ ﻴﻦ ﻓ ﻲ اﻷداء‬
‫ﻃﺒﻘﺎ ﻟﺴﺮﻋﺘﻬﻢ اﻟﺨﺎﺻﺔ .‬
‫33/ ﻳﻤﺎرس ﻋﻤﻠﻲ ﺑﺼﻮرة ﻣﺴﺘﻘﻠﺔ ﻋ ﻦ‬
‫اﻟﻼﻋﺒﻴﻦ .‬
‫43/ ﻳ ﺸﺮح آﻴﻔﻴ ﺔ إﺳ ﻬﺎم اﻟﻼﻋ ﺐ ﻓ ﻲ‬
‫اﻷداء اﻟﺠﻤﺎﻋﻲ ﻟﻠﻔﺮﻳﻖ .‬
‫53/ ﻳﺪﻋﻮ اﻟﻼﻋﺒﻴﻦ ﻟﺰﻳﺎرﺗﻪ ﻓﻲ ﻣﻨﺰﻟﻪ.‬
‫63/ ﻳﻮﺿ ﺢ ﻣ ﺎ ه ﻮ ﻣﺘﻮﻗ ﻊ ﻣ ﻦ آ ﻞ‬
‫ﻻﻋﺐ ﺑﻄﺮﻳﻘﺔ ﻣﺤﺪدة .‬
‫73/ ﻳ ﺴﻤﺢ ﻟﻼﻋﺒ ﻴﻦ ﺑﺘﺤﺪﻳ ﺪ ﺧﻄ ﻂ‬
‫اﻟﻠﻌﺐ اﻟﺘﻲ ﻳﻤﻜﻦ ﺗﻄﺒﻴﻘﻬﺎ ﻓﻲ اﻟﻤﺒﺎراة .‬
‫83/ ﻳﺤ‬

‫ﺎول إﻋﻄ‬

‫ﺎء ﺗﻌﻠﻴﻤ‬

‫ﺎﺗﻲ‬

‫وإرﺷ ﺎداﺗﻲ ﺑﻄﺮﻳﻘ ﺔ ﻻ ﺗﻌﻄ ﻲ ﻟﻼﻋﺒ ﻴﻦ‬
‫ﻓﺮﺻﺔ اﻟﻤﻨﺎﻗﺸﺔ أو اﻻﺳﺘﻔﺴﺎر .‬

‫- ﻣﻘﻴﺎس داﻓﻌﻴﺔ اﻹﻧﺠﺎز اﻟﺮﻳﺎﺿﻲ‬

‫ﻣﻠﺤﻖ رﻗﻢ20‬

‫اﺳﺘﻤﺎرة داﻓﻌﻴﺔ اﻻﻧﺠﺎز‬

‫اﻻﺳﻢ : ...............................‬

‫اﻟﻠﻘﺐ : ...................................‬

‫اﻟﺴﻦ : ...............................‬

‫اﻟﺠﻨﺲ : .................................‬

‫اﻟﻤﺆﺳﺴﺔ: ........................... اﻟﺼﻒ اﻟﺪراﺳﻲ: ........................‬

‫ﻓﻴﻤﺎ ﻳﻠﻲ ﺑﻌﺾ اﻟﻌﺒﺎرات اﻟﺘﻲ ﻳﻤﻜ ﻦ أن ﺗ ﺮﺑﻂ ﺑ ﺴﻠﻮآﻚ واﺗﺠﺎهﺎﺗ ﻚ ﻧﺤ ﻮ ﺑﻌ ﺾ ﻣﻮاﻗ ﻒ‬
‫اﻟﻤﻨﺎﻓﺴﺔ اﻟﺮﻳﺎﺿﻴﺔ واﻟﺘﺪرﻳﺐ اﻟﺮﻳﺎﺿﻲ وآﺬﻟﻚ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺮﻳﺎﺿﺔ ﺑﺼﻔﺔ ﻋﺎﻣﺔ .‬
‫اﻗﺮأ آﻞ ﻋﺒﺎرة ﺟﻴﺪا وﺣﺎول أن ﺗﺤﺪد ﻋﻤﺎ إذا آﺎﻧﺖ اﻟﻌﺒﺎرة ﺗﻨﻄﺒ ﻖ ﻋﻠﻴ ﻚ ﺑﺪرﺟ ﺔ آﺒﻴ ﺮة‬
‫ﺟﺪا أو ﺑﺪرﺟﺔ آﺒﻴﺮة أو ﻣﺘﻮﺳﻄﺔ أو ﻗﻠﻴﻠﺔ أو ﻗﻠﻴﻠﺔ ﺟﺪا وﺿﻊ ﻋﻼﻣﺔ ) ‪ ( x‬أﻣﺎم آ ﻞ ﻋﺒ ﺎرة‬
‫وأﺳﻔﻞ ﻣﺎ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﺣﺎﻟﺘﻚ .‬
‫ه ﺬا ﻟ ﻴﺲ اﺧﺘﺒ ﺎرا ﻟﻘ ﺪراﺗﻚ أو ﻣ ﺴﺘﻮاك اﻟﺮﻳﺎﺿ ﻲ ، آﻤ ﺎ أﻧ ﻪ ﻻ ﺗﻮﺟ ﺪ إﺟﺎﺑ ﺎت ﺻ ﺤﻴﺤﺔ‬
‫وأﺧﺮى ﺧﺎﻃﺌﺔ ﻷن آﻞ ﻻﻋﺐ ﻳﺨﺘﻠﻒ ﻋﻦ اﻟﻼﻋﺐ اﻵﺧﺮ ﻓﻲ اﺗﺠﺎهﺎﺗﻪ وﺳ ﻠﻮآﻪ ﻓ ﻲ اﻟﻤﺠ ﺎل‬
‫اﻟﺮﻳﺎﺿﻲ ، واﻟﻤﻬﻢ هﻮ ﺻﺪق إﺟﺎﺑﺘﻚ ﻣﻊ ﺣﺎﻟﺘﻚ ﻓﻘﻂ ﻻ ﺗﺘﺮك أي ﻋﺒﺎرة ﺑﺪون إﺟﺎﺑﺔ .‬

‫اﻟﻌـﺒــــــــــــﺎرات‬

‫آﺒﻴﺮة ﺟﺪا‬
‫1/ أﺟ ﺪ ﺻ ﻌﻮﺑﺔ ﻓ ﻲ ﻣﺤﺎوﻟ ﺔ اﻟﻨ ﻮم‬
‫ﻋﻘﺐ هﺰﻳﻤﺘﻲ ﻓﻲ ﻣﻨﺎﻓﺴﺔ.‬
‫2/ ﻳﻌﺠﺒﻨ ﻲ اﻟﻼﻋ ﺐ اﻟ ﺬي ﻳﺘ ﺪرب‬
‫ﻟﺴﺎﻋﺎت إﺿﺎﻓﻴﺔ ﻟﺘﺤﺴﻴﻦ ﻣﺴﺘﻮاﻩ.‬
‫3/ ﻋﻨ ﺪﻣﺎ أرﺗﻜ ﺐ ﺧﻄ ﺄ ﻓ ﻲ اﻷداء‬
‫أﺛﻨﺎء اﻟﻤﻨﺎﻓ ﺴﺔ ﻓ ﺈﻧﻨﻲ أﺣﺘ ﺎج ﻟ ﺒﻌﺾ‬
‫اﻟﻮﻗﺖ ﻟﻜﻲ أﻧﺴﻰ هﺬا اﻟﺨﻄﺄ.‬
‫4/ اﻻﻣﺘﻴ ﺎز ﻓ ﻲ اﻟﺮﻳﺎﺿ ﺔ ﻻ ﻳﻌﺘﺒ ﺮ‬
‫ﻣﻦ أهﺪاﻓﻲ اﻷﺳﺎﺳﻴﺔ .‬
‫5/ أﺣ ﺲ ﻏﺎﻟﺒ ﺎ ﺑ ﺎﻟﺨﻮف ﻗﺒ ﻞ‬
‫اﺷﺘﺮاآﻲ ﻓﻲ اﻟﻤﻨﺎﻓﺴﺔ ﻣﺒﺎﺷﺮة .‬
‫6/ أﺳﺘﻤﺘﻊ ﺑﺘﺤﻤ ﻞ أﻳ ﺔ ﻣﻬﻤ ﺔ واﻟﺘ ﻲ‬
‫ﻳﺮى ﺑﻌﺾ اﻟﻼﻋﺒﻴﻦ اﻵﺧ ﺮﻳﻦ أﻧﻬ ﺎ‬
‫ﻣﻬﻤﺔ ﺻﻌﺒﺔ .‬
‫7/ أﺧﺸﻰ اﻟﻬﺰﻳﻤﺔ ﻓﻲ اﻟﻤﻨﺎﻓﺴﺔ‬
‫8/ اﻟﺤ ﻆ ﻳ ﺆدي إﻟ ﻰ اﻟﻔ ﻮز ﺑﺪرﺟ ﺔ‬
‫أآﺒﺮ ﻣﻦ ﺑﺬل اﻟﺠﻬﺪ .‬
‫9 / ﻓﻲ ﺑﻌﺾ اﻷﺣﻴﺎن ﻋﻨﺪﻣﺎ أﻧﻬﺰم‬
‫ﻓﻲ ﻣﻨﺎﻓﺴﺔ ﻓﺈن ذﻟ ﻚ ﻳ ﻀﺎﻳﻘﻨﻲ ﻟﻌ ﺪة‬
‫أﻳﺎم .‬
‫01/ ﻟ ﺪي اﺳ ﺘﻌﺪاد ﻟﻠﺘ ﺪرﻳﺐ ﻃ ﻮال‬
‫اﻟﻌ ﺎم ﺑ ﺪون اﻧﻘﻄ ﺎع ﻟﻜ ﻲ أﻧﺠ ﺢ ﻓ ﻲ‬
‫رﻳﺎﺿﺘﻲ .‬
‫11/ﻻ أﺟ ﺪ ﺻ ﻌﻮﺑﺔ ﻓ ﻲ اﻟﻨ ﻮم ﻟﻴﻠ ﺔ‬
‫اﺷﺘﺮاآﻲ ﻓﻲ اﻟﻤﻨﺎﻓﺴﺔ .‬

‫ﺑﺪرﺟﺔ‬

‫ﺑﺪرﺟﺔ‬

‫ﺑﺪرﺟﺔ‬

‫آﺒﻴﺮة‬

‫ﻣﺘﻮﺳﻄﺔ‬

‫ﺑﺪرﺟﺔ‬

‫ﺑﺪرﺟﺔ‬

‫ﻣﺘﻮﺳﻄﺔ ﻗﻠﻴﻠﺔ ﺟﺪا‬

‫21/ اﻟﻔ ﻮز ﻓ ﻲ اﻟﻤﻨﺎﻓ ﺴﺔ ﻳﻤﻨﺤﻨ ﻲ‬
‫درﺟﺔ آﺒﻴﺮة ﻣﻦ اﻟﺮﺿﺎ .‬
‫31/ أﺷﻌﺮ ﺑﺎﻟﺘﻮﺗﺮ ﻗﺒﻞ اﻟﻤﻨﺎﻓﺴﺔ .‬
‫41/ أﻓ ﻀﻞ أن أﺳ ﺘﺮﻳﺢ ﻣ ﻦ‬
‫اﻟﺘ ﺪرﻳﺐ ﻓ ﻲ ﻓﺘ ﺮة ﻣ ﺎ ﺑﻌ ﺪ اﻻﻧﺘﻬ ﺎء‬
‫ﻣﻦ اﻟﻤﻨﺎﻓﺴﺔ اﻟﺮﺳﻤﻴﺔ .‬
‫51/ ﻋﻨﺪﻣﺎ أرﺗﻜ ﺐ ﺧﻄ ﺄ ﻓ ﻲ اﻷداء‬
‫ﻓ ﺈن ذﻟ ﻚ ﻳﺮهﻘﻨ ﻲ ﻃ ﻮال ﻓﺘ ﺮة‬
‫اﻟﻤﻨﺎﻓﺴﺔ .‬
‫61/ ﻟ ﺪي رﻏﺒ ﺔ ﻋﺎﻟﻴ ﺔ ﺟ ﺪا ﻟﻜ ﻲ‬
‫أآﻮن ﻧﺎﺟﺤﺎ ﻓﻲ رﻳﺎﺿﺘﻲ .‬
‫71/ ﻗﺒ ﻞ اﺷ ﺘﺮاآﻲ ﻓ ﻲ اﻟﻤﻨﺎﻓ ﺴﺔ ﻻ‬
‫أﻧ ﺸﻐﻞ ﻓ ﻲ اﻟﺘﻔﻜﻴ ﺮ ﻋﻤ ﺎ ﻳﻤﻜ ﻦ أن‬
‫ﻳﺤﺪث ﻓﻲ اﻟﻤﻨﺎﻓ ﺴﺔ أو ﻋ ﻦ ﻧﺘﺎﺋﺠﻬ ﺎ‬
‫.‬
‫81/ أﺣ ﺎول ﺑﻜ ﻞ ﺟﻬ ﺪي أن أآ ﻮن‬
‫أﻓﻀﻞ ﻻﻋﺐ .‬
‫91/ أﺳ ﺘﻄﻴﻊ أن أآ ﻮن هﺎدﺋ ﺎ ﻓ ﻲ‬
‫اﻟﻠﺤﻈ ﺎت اﻟﺘ ﻲ ﺗ ﺴﺒﻖ اﻟﻤﻨﺎﻓ ﺴﺔ‬
‫ﻣﺒﺎﺷﺮة .‬
‫02/ هﺪﻓﻲ هﻮ أن أآ ﻮن ﻣﻤﻴ ﺰا ﻓ ﻲ‬
‫رﻳﺎﺿﺘﻲ .‬

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...A Vision to 21st century leadership The ultimate measure of man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy. --Martin Luther King Jr. Abstract: Great quotes, great literature, great historical leaders, but still world is exploring the real essence of leadership. When we talk about leadership skills what exactly do we mean? Leadership skills are tools, behaviors and capabilities that a person need in order to be successful at motivating and directing others. Yet true leadership skills involve something more; the ability to help people grow in their own abilities. It can be said that the most successful leaders are those that drive others to achieve their own success. There are many leadership styles and has lot many leadership qualities attributed to the styles. Which one is perfect and what qualities make a good leader is slowly becoming the context and situation oriented. The dynamics and characteristics of this 21st century world are greatly varied than previous centuries. As the society becomes faster paced and dynamic the problems and challenges are also evolving in rapid fashion, making them even more difficult to resolve. People perception and demands on their leadership is also changing fast. They demand new styles of leadership which provide solutions, not necessary an autocratic way but a blend of different styles and qualities to suite these dynamic, challenging, complex 21st and future...

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...Leadership Questions Elizabeth Geevarghese NUR/492 Leadership Questions Leadership and management are essential to any organization. The effectives of leadership and management influence the success of the organization. Leaders guide the direction to the group, and the managers focus on the achievements of the organization. The purpose of this paper is to focus on the personal views of leadership, differentiate between management and leadership and explain the characteristics of an effective leader. Personal Views of Leadership In my opinion, the leader must have the potential to motivate the team members. A leader must be able to communicate effectively as well as have good listening skills. In my Personal view, a health care leader must be able to make detrimental decisions, able to work in a diverse community, culture, people and yet maintain tenacity and professionalism. My preference is to work with a leader who respects a healthcare professional, and not function on the basis of dictatorship whereby nurses are comfortable approaching the head with their problems or concerns. A leader needs to be consistent, visionary, confident, assertive, yet fair and open-minded so that the team members trust them, and together they attain the goals and be a success. Leadership and Management There is a close relationship between leadership and management, but they have different concepts. A leader is one who impacts others and uses interpersonal skills to achieve the goal...

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