ﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﻭﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﺟﺎﻣﻌﺔ ﺍﳉﺰﺍﺋﺮ ﻣﻌﻬـﺪ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﺒﺪﻧﻴﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺳﻴـﺪﻱ ﻋﺒـﺪ ﺍﷲ ﻣﺬﻛـﺮﺓ ﻟﻨﻴـﻞ ﺷﻬـﺎﺩﺓ ﺍﳌﺎﺟﺴﺘﻴـﺮ ﰲ ﺍﻟﺘﺮﺑـﻴﺔ ﺍﻟﺒﺪﻧـﻴﺔ ﻭﺍﻟﺮﻳﺎﺿـﻴﺔ ﲣﺼـﺺ :ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺮﻳﺎﺿـﻲ ﲢـﺖ ﻋﻨــﻮﺍﻥ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ "ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﺃﺛﻨﺎﺀ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺑﺎﳉﺰﺍﺋﺮ "ﺩﺭﺍﺳﺔ ﻭﺻﻔﻴﺔ ﲢﻠﻴﻠﻴﺔ ﻟﺒﻌﺾ ﻣﺪﺍﺭﺱ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻟﻠﻨﺎﺷﺌﲔ ﺑﺎﳉﺰﺍﺋﺮ" ﺇﺷـﺮﺍﻑ ﺍﻷﺳﺘــﺎﺫ: ﺇﻋـﺪﺍﺩ ﺍﻟﻄﺎﻟـﺐ: ﺍﻟﺪﻛﺘـﻮﺭ ﺑﻦ ﺗﻮﻣﻲ ﻧﺎﺻﺮ ﺷﺮﻳﻔﻲ ﺣﻠﻴﻢ ﺍﻟﺴﻨــﺔ ﺍﳉﺎﻣﻌﻴـــﺔ 2009/2008 ﻛﻠﻤﺔ ﺷﻜﺮ ﻗﺎﻝ ﺍﷲ ﺗﻌﺎﱃ" :ﻭﺇﹺﺫﹾ ﺗﺄﹶﺫﱠﻥﹶ ﺭﺑﻜﹸﻢ ﻟﹶﺌﻦ ﺷﻜﹶﺮﺗﻢ ﻟﹶﺄﹶﺯﹺﻳﺪﻧﻜﹸﻢ ﻭﻟﹶﺌﻦ ﻛﹶﻔﹶﺮﺗﻢ ﺇﹺﻥﱠ ﻋﺬﹶﺍﺑﹺﻲ ﻟﹶﺸﺪﻳﺪ"(7) ﺻﺪﻕ ﺍﷲ ﺍﻟﻌﻈﻴﻢ ،ﺳﻮﺭﺓ ﺇﺑﺮﺍﻫﻴﻢ ﺍﻵﻳﺔ .07 ﺍﳊﻤﺪ ﷲ ﺭﺏ ﺍﻟﻌﺎﳌﲔ ،ﻋﻠﻰ ﺗﻮﻓﻴﻘﻲ ﳍﺬﺍ ﺍﻟﻌﻤﻞ ﺍﳌﺘﻮﺍﺿﻊ ،ﻭﺃﺩﻋﻮ ﺍﷲ ﺃﻥ ﻳﻜﻮﻥ ﺑﺪﺍﻳﺔ ﺃﻋﻤﺎﻝ ﺃﺧﺮﻯ ﰲ ﳎﺎﻝ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ. ﻭﺃﺗﻘﺪﻡ ﺑﺎﻟﺸﻜﺮ ﺍﳉﺰﻳﻞ ﺇﱃ ﺍﻷﺳﺘﺎﺫ ﺍﳌﺸﺮﻑ ﺍﻟﺪﻛﺘﻮﺭ :ﺑﻦ ﺗﻮﻣﻲ ﻧﺎﺻﺮ ،ﻋﻠﻰ ﺍﳌﺴﺎﻋﺪﺍﺕ ﻭﺍﻟﻨﺼﺎﺋﺢ ﺍﻟﻘﻴﻤﺔ ﺍﻟﱵ ﺃﻓﺎﺩﱐ ﺎ ﻃﻮﺍﻝ ﻣﺮﺍﺣﻞ ﺇﳒﺎﺯ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ،ﻭﻛﺬﺍ ﻛﻞ ﺃﺳﺎﺗﺬﺓ ﻭﺩﻛﺎﺗﺮﺓ ﻣﻌﻬﺪ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﺒﺪﻧﻴﺔ ﺍﻟﺬﻳﻦ ﺳﺎﻋﺪﻭﱐ ﻣﻦ ﺑﻌﻴﺪ ﺃﻭ ﻣﻦ ﻗﺮﻳﺐ. ﻛﻤﺎ ﺃﺗﻘﺪﻡ ﺑﺎﻟﺸﻜﺮ ﺍﳉﺰﻳﻞ ﺇﱃ ﺭﺅﺳﺎﺀ ﺍﳌﺪﺍﺭﺱ ﺍﻟﻜﺮﻭﻳﺔ ﻭﺍﳌﺪﺭﺑﲔ ،ﺍﻟﺬﻳﻦ ﺳﺎﳘﻮﺍ ﰲ ﺇﳒﺎﺯ ﻫﺬﺍ ﺍﻟﻌﻤﻞ. ﻭﻻ ﻳﻔﻮﺗﲏ ﺃﻥ ﺃﺷﻜﺮ ﺯﻣﻼﺋﻲ ﻋﻠﻰ ﻣﺴﺎﻋﺪﻢ ﱄ ﺃﺛﻨﺎﺀ ﺇﳒﺎﺯ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻭﰲ ﺍﻷﺧﲑ ﺃﺷﻜﺮ ﻛﻞ ﺃﻓﺮﺍﺩ ﻋﺎﺋﻠﱵ ﻋﻠﻰ ﺍﻟﺪﻋﻢ ﺍﳌﺎﺩﻱ ﻭﺍﳌﻌﻨﻮﻱ. ﻭﺍﳊﻤﺪ ﷲ ﺭﺏ ﺍﻟﻌﺎﳌﲔ. ﺷﺮﻳﻔﻲ ﺣﻠﻴﻢ ﺍﻟﻔﻬﺮﺱ ﻛﻠﻤﺔ ﺷﻜﺮ - -------------------------------------------------------------------------------------------------ﺃ- ﺍﻟﻔﻬﺮﺱ- ------------------------------------------------------------------------------------------------------ﺏ- ﻓﻬﺮﺱ ﺍﳉﺪﺍﻭﻝ - ---------------------------------------------------------------------------------------------ﺱ- ﻓﻬﺮﺱ ﺍﻷﺷﻜﺎﻝ- --------------------------------------------------------------------------------------------ﻁ- ﻣﻘﺪﻣﺔ - -------------------------------------------------------------------------------------------------------ﻉ- ﺍﻟﻔﺼﻞ ﺍﻟﺘﻤﻬﻴﺪﻱ :ﺍﻟﺘﻌﺮﻳﻒ ﺑﺎﻟﺒﺤﺚ ﺍﻹﺷﻜﺎﻟﻴﺔ -01- --------------------------------------------------------------------------------------------------- ﺍﻟﺒﺤﺚ -02- ------------------------------------------------------------------------------------------- ﻓﺮﺿﻴﺎﺕ ﲢﺪﻳﺪ ﺍﳌﺘﻐﲑﺍﺕ -03- -------------------------------------------------------------------------------------------- ﺃﳘﻴﺔ ﺍﻟﺒﺤﺚ -04- ------------------------------------------------------------------------------------------------ ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ -04- -------------------------------------------------------------------------------------------- ﺃﺳﺒﺎﺏ ﺍﺧﺘﲑ ﺍﳌﻮﺿﻮﻉ -05- ----------------------------------------------------------------------------------- ﲢﺪﻳﺪ ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﳌﺼﻄﻠﺤﺎﺕ -06- ---------------------------------------------------------------------------- ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻭﺍﳌﺸﺎﺔ ﻟﻠﺒﺤﺚ -07- ------------------------------------------------------------------- ﺧﻼﺻـﺔ -22- --------------------------------------------------------------------------------------------------- ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ :ﺍﳉﺎﻧﺐ ﺍﻟﻨﻈﺮﻱ ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ :ﺍﻻﻧﺘﻘﺎﺀ ﺍﻟﺮﻳﺎﺿﻲ ﲤﻬﻴﺪ-25-----------------------------------------------ﺍﻟﺮﻳﺎﺿﻲ -26- ---------------------------------------------------------------------------- -1ﻣﻔﻬﻮﻡ ﺍﻻﻧﺘﻘﺎﺀ -2ﺃﳘﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ﰲ ﺍﺎﻝ ﺍﻟﺮﻳﺎﺿﻲ -27- ------------------------------------------------------------------- -3ﺃﻫﺪﺍﻑ ﺍﻻﻧﺘﻘﺎﺀ ﰲ ﺍﺎﻝ -4ﺃﻧﻮﺍﻉ ﺍﻻﻧﺘﻘﺎﺀ ﰲ ﺍﺎﻝ -1-4ﺍﻻﻧﺘﻘﺎﺀ ﺍﻟﺮﻳﺎﺿﻲ -28- ---------------------------------------------------------------- ﺍﻟﺮﻳﺎﺿﻲ -29- ------------------------------------------------------------------ ﺍﻟﺘﺠﺮﻳﱯ -29- --------------------------------------------------------------------------------- -2-4ﺍﻻﻧﺘﻘﺎﺀ ﺍﻟﺘﻠﻘﺎﺋﻲ -30- ---------------------------------------------------------------------------------- -3-4ﺍﻻﻧﺘﻘﺎﺀ ﺍﳌﺮﻛﺐ -30- ---------------------------------------------------------------------------------- -5ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ﺍﻻﲡﺎﻩ ﺍﻷﻭﻝ ﺍﻻﲡﺎﻩ ﺍﻟﺮﻳﺎﺿﻲ -30- ---------------------------------------------------------------------------- -30- ----------------------------------------------------------------------------------------------- ﺍﻟﺜﺎﱐ -31- ------------------------------------------------------------------------------------------------ -1-5ﺍﳌﺮﺣﻠﺔ ﺍﻷﻭﱃ )ﺍﻻﻧﺘﻘﺎﺀ ﺍﻷﻭﱄ( -31- --------------------------------------------------------------- -2-5ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ )ﺍﻻﻧﺘﻘﺎﺀ ﺍﻟﺘﺨﺼﺼﻲ( -31- ---------------------------------------------------------- -3-5ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻟﺜﺔ )ﺍﻧﺘﻘﺎﺀ ﳔﺒﺔ ﺍﳌﺴﺘﻮﻳﺎﺕ -6ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ﻭﺍﻟﻌﻤﺮ ﺍﻟﻌﻠﻴﺎ( -32- ------------------------------------------------ ﺍﻟﺰﻣﲏ -32- ---------------------------------------------------------------------- -1-6ﺍﳌﺮﺣﻠﺔ ﺍﻷﻭﱃ :ﺍﻻﻧﺘﻘﺎﺀ ﺍﻷﻭﱄ )9-7 ﺳﻨﻮﺍﺕ( -32- ------------------------------------------- -2-6ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ :ﺍﻻﻧﺘﻘﺎﺀ ﺍﳋﺎﺹ )12-9 ﺳﻨﺔ( -33- --------------------------------------------- -3-6ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻟﺜﺔ :ﺍﻻﻧﺘﻘﺎﺀ ﻭﺍﻟﺘﺜﺒﻴﺖ )16-13 -7ﳏﺪﺩﺍﺕ ﺍﻻﻧﺘﻘﺎﺀ ﺍﻟﺮﻳﺎﺿﻲ -1-7ﺍﶈﺪﺩﺍﺕ ﺳﻨﺔ( -33- ----------------------------------------- -33- -------------------------------------------------------------------------- ﺍﻟﺒﻴﻮﻟﻮﺟﻴﺔ -33- ----------------------------------------------------------------------------- -2-7ﺍﶈﺪﺩﺍﺕ ﺍﳊﺮﻛﻴﺔ ﺍﳌﻌﺮﻓﻴﺔ ﺍﳌﺮﺗﺒﻄﺔ -3-7ﺍﶈﺪﺩﺍﺕ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻴﺔ ﺑﺎﻟﺮﻳﺎﺿﺔ -34- ------------------------------------------------- )ﺍﻟﻨﻔﺴﻴﺔ( -34- ------------------------------------------------------------ -8ﺍﶈﺪﺩﺍﺕ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻴﺔ )ﺍﻟﻨﻔﺴﻴﺔ( ﻟﻼﻧﺘﻘﺎﺀ -9ﳏﻜﺎﺕ ﲢﺪﻳﺪ ﺍﳌﻮﻫﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ -35- -------------------------------------------------------------------- -10ﺧﺼﺎﺋﺺ ﻭﺻﻔﺎﺕ ﺍﻻﻧﺘﻘﺎﺀ ﺍﻟﺮﻳﺎﺿﻲ -1-10ﺧﺼﺎﺋﺺ ﺍﻟﺮﻳﺎﺿﻲ-34- -------------------------------------------- ﻟﻠﻤﻮﻫﻮﺑﲔ -36- --------------------------------------------- ﺍﳌﻮﻫﻮﺑﲔ -37- --------------------------------------------------------------------------- -1-1-10ﺍﳋﺼﺎﺋﺺ ﺍﻟﺒﻴﻮﻣﺘﺮﻳﺔ -37- --------------------------------------------------------------------- -2-1-10ﺍﳋﺼﺎﺋﺺ ﺍﻟﺒﺪﻧﻴﺔ -37- ------------------------------------------------------------------------- -3-1-10ﺍﳋﺼﺎﺋﺺ ﺍﻟﻨﻔﺴﻮﺣﺮﻛﻴﺔ -37- ---------------------------------------------------------------- -4-1-10ﺍﳋﺼﺎﺋﺺ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ -37- ------------------------------------------------------------------- -2-2ﺻﻔﺎﺕ ﺍﳌﻮﻫﻮﺏ -38- -------------------------------------------------------------------------------- -11ﺃﺳﺎﻟﻴﺐ ﺍﻧﺘﻘﺎﺀ -1-11ﺍﺧﺘﺒﺎﺭ ﺍﳌﻮﻫﻮﺑﲔ -38- -------------------------------------------------------------------------- ﺍﻟﺬﻛﺎﺀ -38- --------------------------------------------------------------------------------- -2-11ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺤﺼﻴﻞ -3-11ﺗﻘﺪﻳﺮﺍﺕ ﺍﻟﺪﺭﺍﺳﻲ -39- --------------------------------------------------------------- ﺍﳌﺮﺑﲔ -39- ------------------------------------------------------------------------------- -4-11ﺗﻘﺪﻳﺮﺍﺕ ﺍﻵﺑﺎﺀ -5-11ﺍﻷﺳﻠﻮﺏ ﻭﺍﻷﻣﻬﺎﺕ -39- ------------------------------------------------------------------- ﺍﻟﻌﻠﻤﻲ -39- ----------------------------------------------------------------------------- -12ﳕﺎﺫﺝ ﻻﻧﺘﻘﺎﺀ ﺍﻟﺘﻼﻣﻴﺬ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﻟﺮﻳﺎﺿﺔ -40- -------------------------------------------------- -1-12ﳕﻮﺫﺝ ﺟﻴﻤﺒﻞ "-40- ----------------------------------------------------------------- "GIMBEL -2-12ﳕﻮﺫﺝ "ﺩﻳﺮﻙ -41- ---------------------------------------------------------------------"DERKE -ﺧﻼﺻﺔ-42--------------------------------------------------------------------- ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﱐ :ﺍﻟﺸﺨﺼﻴﺔ ﻭ ﺍﻟﺮﻳﺎﺿﺔ ﲤﻬﻴـﺪ -44 ------------------------------------------------------------------------------------------------------ -1ﻣﻔﻬﻮﻡ ﺍﻟﺸﺨﺼﻴﺔ -45 ------------------------------------------------------------------------------------ -2-1ﺗﻌﺎﺭﻳﻒ ﺍﻟﺸﺨﺼﻴﺔ ﻣﻦ ﺟﻬﺔ ﻧﻈﺮ ﻋﻠﻤﺎﺀ • ﺗﻌﺮﻳﻒ ﺟﻮﺭﺩﻥ ﺃﻟﺒﻮﺭﺕ • ﺗﻌﺮﻳﻒ • ﺗﻌﺮﻳﻒ ﻣﻮﺭﺗﲔ ﺍﻟﻨﻔﺲ -46 -------------------------------------------- )-46-------------------------------(Allport¸1937¸p48 ﺟﻴﻠﻔﻮﺭﺩ-46----------------------------------- (Guilford¸1959¸p5): ﺑﺮﻧﺲ) -47-----------------------------------morton prince • ﺗﻌﺮﻳﻒ • ﺗﻌﺮﻳﻒ ﻓﻠﻮﻳﺪ ﺍﻟﺒﻮﺭﺕ • ﺗﻌﺮﻳﻒ ﻗﻴﻠﻔﻲ ﻭ ﻫﺎﺭﺩﻱ • ﺗﻌﺮﻳﻒ ﺟﻮﻥ ﺑﻴﺎﺭ ﺭﻭﻟﻮﻥ • ﻛﻴﻤﻒ)47-------------------------------------------------kemph ﺗﻌﺮﻑ ﺗﻮﻣﺎ ﺟﻮﺭﺝ -3-1ﳏﺘﻮﻳﺎﺕ )-47------------------------------------------albort )-47-------------------------------Guelfi et Hardy -47-----------------------------Jean-Pierre Rollan ﺧﻮﺭﻱ-47--------------------------------------------- ﺍﻟﺸﺨﺼﻴﺔ -48------------------------------------------------ 1-3-1 ﺍﳍﻮ-48--------------------------------------------------------Id 2-3-1 ﺍﻷﻧﺎ)-48----------------------------------------------------Ego 3-3-1ﺍﻷﻧﺎ ﺍﻷﻋﻞ)-48----------------------------------------Super Ego -4-1ﺗﻄﻮﺭ ﺍﻟﺸﺨﺼﻴﺔ -49----------------------------------------------- -1-4-1ﺍﻟﻮﺭﺍﺛﺔ-49----------------------------------------------------- -2-4-1ﺍﻟﺒﻴﺌﺔ-49----------------------------------------------------- 3-4-1ﺍﻟﻐﺬﺍﺀ-50------------------------------------------------------ 4-4-1ﺍﳌﺪﺭﺳﺔ-50---------------------------------------------------- -5-1ﻣﺮﺍﺣﻞ ﳕﻮ ﺍﻟﺸﺨﺼﻴﺔ-51------------------------------------------- 1-5-1ﻣﺮﺍﺣﻞ ﻓﺮﻭﻳﺪ ﰲ ﺍﻟﻨﻤﻮ ﺍﻟﻨﻔﺴﻲ-51---------------------------------- 2-5-1ﻣﺮﺍﺣﻞ ﺍﺭﻳﻜﺴﻮﻥ ﰲ ﺍﻟﻨﻤﻮ ﺍﻟﻨﻔﺴﻲ ﺍﻻﺟﺘﻤﺎﻋﻲ-51---------------------- -6-1ﻧﻈﺮﻳﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ-52--------------------------------------------- -1-6-1ﻧﻈﺮﻳﺔ ﺍﻟﺪﻳﻨﺎﻣﻴﻨﻔﺴﻴﺔ-52----------------------------------------- -2-6-1ﻧﻈﺮﻳﺔ ﺍﻷﳕﺎﻁ-52---------------------------------------------- -3-6-1ﻧﻈﺮﻳﺔ ﺍﻟﺴﻤﺎﺕ-54--------------------------------------------- -4-6-1ﻧﻈﺮﻳﺔ ﺍﻟﺘﻌﻠﻢ ﺍﻻﺟﺘﻤﺎﻋﻲ-54------------------------------------- - -5-6-1ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﺘﻔﺎﻋﻠﻲ ﻣﺎ ﺑﲔ ﺍﻟﺸﺨﺼﻴﺔ ﻭ ﺍﳌﻮﻗﻒ-55--------------------- -7-1ﻣﻘﺎﻳﻴﺲ ﺍﻟﺸﺨﺼﻴﺔ-56--------------------------------------------- -1-7-1ﺍﺧﺘﺒﺎﺭ ﺍﻟﺸﺨﺼﻴﺔ ﺍﳌﺘﻌﺪﺩ ﺍﻷﻭﺟﻪ )-56------------------------MMPE -2-7-1ﻗﺎﺋﻤﺔ ﻛﺎﻟﻴﻔﻮﺭﻧﻴﺎ ﺍﻟﻨﻔﺴﻴﺔ-59----------California Psychological Inventory(CP -3-7-1ﺍﺧﺘﺒﺎﺭ ﺃﻳﺰﻧﻚ ﻟﻠﺸﺨﺼﻴﺔ-60------Eysenck Personality Questionnaire(EPQ -4-7-1ﻗﺎﺋﻤﺔ ﻓﺮﺍﻳﺒﻮﺭﺝ ﻟﻠﺸﺨﺼﻴﺔ-61------------------------------------- -8-1ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﻨﺸﺎﻁ ﺍﻟﺮﻳﺎﺿﻲ-63-------------------------------------- ﺧﻼﺻـﺔ -65---------------------------------------------------------------------------------------------- ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ :ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﲤﻬﻴـﺪ-67------------------------------------------------------------ -1ﻣﻔﻬﻮﻡ ﺍﻟﺴﻤﺔ-68--------------------------------------------------- -2ﻧﻈﺮﻳﺔ ﺍﻟﺴﻤﺎﺕ-69-------------------------------------------------- 1-2ﻧﻈﺮﻳﺔ ﺍﻟﺴﻤﺎﺕ ﻷﻟﺒﻮﺭﺕ )-69----------------------------G.allport -2-2ﻧﻈﺮﻳﺔ ﺍﻟﺴﻤﺎﺕ ﻟﻜﺎﺗﻞ -70--------------------------------Kattell -3ﻧﻘﺪ ﻧﻈﺮﻳﺔ ﺍﻟﺴﻤﺎﺕ-72----------------------------------------------- -4ﺗﺼﻨﻴﻒ ﺍﻟﺴﻤﺎﺕ-73------------------------------------------------- -5ﻣﻌﺎﻳﲑ ﲢﺪﻳﺪ ﺍﻟﺴﻤﺔ-74------------------------------------------------ -6ﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺑﺎﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ-75--------------------------- -7ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ-76------------------------------------------ ﺧﻼﺻـﺔ-82----------------------------------------------------------- ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ :ﻣﺘﻄﻠﺒﺎﺕ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳊﺪﻳﺜﺔ ﲤﻬﻴـﺪ-84-------------------------------------------------------------- -1ﺗﺎﺭﻳﺦ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﰲ ﺍﻟﻌﺎﱂ-85------------------------------------------- -1-1ﺃﻫﻢ ﻣﺮﺍﺣﻞ ﺗﻄﻮﺭ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﰲ ﺍﻟﻌﺎﱂ-86--------------------------------- -2-1ﺃﻫﻢ ﻣﺮﺍﺣﻞ ﺗﻄﻮﺭ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﰲ ﺍﳉﺰﺍﺋﺮ-89--------------------------------- -3-1ﺍﳌﺸﺎﺭﻛﺎﺕ ﺍﳉﺰﺍﺋﺮﻳﺔ ﺑﺎﻷﺭﻗﺎﻡ ﰲ ﻛﺄﺱ ﺇﻓﺮﻳﻘﻴﺎ ﻟﻜﺮﺓ ﺍﻟﻘﺪﻡ-93-------------------- -2-2ﻣﺘﻄﻠﺒﺎﺕ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳊﺪﻳﺜﺔ-94------------------------------------------ -1-2-2ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﻟﺒﺪﻧﻴﺔ ﻟﻼﻋﺐ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳊﺪﻳﺜﺔ-94--------------------------- -2-2-2ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﳌﻬﺎﺭﻳﺔ ﻟﻼﻋﺐ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳊﺪﻳﺜﺔ-95--------------------------- 3-2-2ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﳋﻄﻄﻴﺔ ﻟﻼﻋﺐ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳊﺪﻳﺜﺔ-96---------------------------- 4-2-2ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻼﻋﺐ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳊﺪﻳﺜﺔ-97----------------------------- .3ﳕﻮﺫﺝ ﺧﻄﺔ ﺳﻨﻮﻳﺔ ﻟﻠﺘﺤﻀﲑ ﺍﻟﻨﻔﺴﻲ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ-99----------------------------- -1ﺍﻟﺘﺤﻀﲑ ﺍﻟﻨﻔﺴﻲ ﺍﻟﻌﺎﻡ-99---------------------------------------------------- -2ﺍﻟﺘﺤﻀﲑ ﺍﻟﻨﻔﺴﻲ ﻟﻠﻤﺒﺎﺭﺍﺓ-101----------------------------------------------- ﺧﻼﺻﺔ-102------------------------------------------------------------------ ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱐ :ﺍﳉﺎﻧﺐ ﺍﳌﻴﺪﺍﱐ ﺍﻟﻔﺼﻞ ﺍﳋﺎﻣﺲ :ﻣﻨﻬﺠﻴﺔ ﺍﻟﺒﺤﺚ ﻭﺇﺟﺮﺍﺀﺍﺗﻪ ﺍﳌﻴﺪﺍﻧﻴﺔ ﲤﻬﻴـﺪ -104- ------------------------------------------------------------------------------------------------------ ﻣﻨﻬﺞ ﺍﻟﺒﺤﺚ: -2ﺍﻟﺪﺭﺍﺳﺔ )ﺍﻟﺪﺭﺍﺳﺔ( -105- -------------------------------------------------------------------------------- ﺍﻻﺳﺘﻄﻼﻋﻴﺔ -106- -------------------------------------------------------------------------------- -3ﲢﺪﻳﺪ ﳎﺘﻤﻊ ﺍﻟﺒﺤﺚ -1-3ﳎﺘﻤﻊ -2-3ﻋﻴﻨﺔ -107- -------------------------------------------------------------------------------- ﺍﻟﺒﺤﺚ -107- ------------------------------------------------------------------------------------ ﺍﻟﺒﺤﺚ -107- -------------------------------------------------------------------------------------- -1-1-3ﺧﺼﺎﺋﺺ -4ﺃﺩﻭﺍﺕ -1-4 ﺍﻟﻌﻴﻨﺔ -108- ----------------------------------------------------------------------------- ﺍﻟﺒﺤﺚ -109- --------------------------------------------------------------------------------------- ﺍﻻﺳﺘﺒﻴﺎﻥ -109- ----------------------------------------------------------------------------------------- -1-1-4ﲢﺪﻳﺪ ﳏﺎﻭﺭ ﺍﻻﺳﺘﺒﻴﺎﻥ -110- --------------------------------------------------------------------- -2-1-4ﺻﺪﻕ ﺍﻻﺳﺘﺒﻴﺎﻥ -2-4 -111- ---------------------------------------------------------------------------- ﺍﳌﻘﺎﺑﻠﺔ -112- --------------------------------------------------------------------------------------------- -5ﳎﺎﻻﺕ ﺍﻟﺒﺤﺚ -113- --------------------------------------------------------------------------------------- -1-5ﺍﺎﻝ ﺍﻟﺰﻣﺎﱐ -113- ------------------------------------------------------------------------------------- -2-5ﺍﺎﻝ ﺍﳌﻜﺎﱐ -113- ------------------------------------------------------------------------------------- -6ﺻﻌﻮﺑﺎﺕ ﺍﻟﺒﺤﺚ -113- ------------------------------------------------------------------------------------ -7ﺍﻟﻮﺳﺎﺋﻞ ﺍﻹﺣﺼﺎﺋﻴﺔ -113- ---------------------------------------------------------------------------------- ﺧﻼﺻـﺔ -116- --------------------------------------------------------------------------------------------------- ﺍﻟﻔﺼﻞ ﺍﻟﺴﺎﺩﺱ :ﻋﺮﺽ ﻭﲢﻠﻴﻞ ﻭﻣﻨﺎﻗﺸﺔ ﺍﻟﻨﺘﺎﺋﺞ -1ﻋﺮﺽ ﻭﲢﻠﻴﻞ ﻧﺘﺎﺋﺞ ﺍﻻﺳﺘﺒﻴﺎﻥ ﺍﳋﺎﺹ -1-1ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺎﳌﺪﺭﺑﲔ -118- ------------------------------------------------ ﺍﻟﻌﺎﻣﺔ -118- --------------------------------------------------------------------------------- -2-1ﺃﺳﺌﻠﺔ ﺍﻟﺒﺤﺚ -120- ------------------------------------------------------------------------------------ -1-2-1ﻋﺮﺽ ﻭﻣﻨﺎﻗﺸﺔ ﻧﺘﺎﺋﺞ ﺍﶈﻮﺭ ) (01ﺍﳌﺘﻌﻠﻖ ﺑﺎﻟﻔﺮﺿﻴﺔ ﺍﻷﻭﱃ -120- ------------------------- -2-2-1ﻋﺮﺽ ﻭﻣﻨﺎﻗﺸﺔ ﻧﺘﺎﺋﺞ ﺍﶈﻮﺭ ﺭﻗﻢ ) (02ﺍﳌﺘﻌﻠﻖ ﺑﺎﻟﻔﺮﺿﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ -134- -------------------- -3-2-1ﻋﺮﺽ ﻭﻣﻨﺎﻗﺸﺔ ﳏﻮﺭ ﺍﶈﻮﺭ ﺭﻗﻢ ) (03ﺍﳌﺘﻌﻠﻖ ﺑﺎﻟﻔﺮﺿﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ -153- --------------------- -2ﻣﻘﺎﺭﻧﺔ ﺍﻟﻨﺘﺎﺋﺞ ﺑﺎﻟﻔﺮﺿﻴﺎﺕ -176- -------------------------------------------------------------------------- -1-2ﻣﻘﺎﺭﻧﺔ ﻧﺘﺎﺋﺞ ﺍﶈﻮﺭ ﺍﻷﻭﻝ ﺑﺎﻟﻔﺮﺿﻴﺔ ﺍﻷﻭﱃ -176- -------------------------------------------------- -2-2ﻣﻘﺎﺭﻧﺔ ﻧﺘﺎﺋﺞ ﺍﶈﻮﺭ ﺍﻟﺜﺎﱐ ﺑﺎﻟﻔﺮﺿﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ -180- --------------------------------------------------- -3-2ﻣﻘﺎﺭﻧﺔ ﻧﺘﺎﺋﺞ ﺍﶈﻮﺭ ﺍﻟﺜﺎﻟﺚ ﺑﺎﻟﻔﺮﺿﻴﺔ -4-2ﻣﻘﺎﺭﻧﺔ ﺍﻟﻨﺘﺎﺋﺞ ﺑﺎﻟﻔﺮﺿﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ -184- -------------------------------------------------- ﺍﻟﻌﺎﻣﺔ -189- ---------------------------------------------------------------- ﺧﻼﺻـﺔ -190- --------------------------------------------------------------------------------------------------- ﺍﻻﺳﺘﻨﺘﺎﺝ ﺍﻟﻌﺎﻡ -192- -------------------------------------------------------------------------------------------- ﺍﳋﺎﲤـــﺔ -195- ---------------------------------------------------------------------------------------------- ﺍﻗﺘﺮﺍﺣﺎﺕ ﻭﺗﻮﺻﻴﺎﺕ -197- ------------------------------------------------------------------------------------ ﻗﺎﺋﻤﺔ ﺍﳌﺼﺎﺩﺭ ﻭﺍﳌﺮﺍﺟﻊ. ﺍﳌﻼﺣـــﻖ. ﻓﻬﺮﺱ ﺍﳉﺪﺍﻭﻝ ﺍﻟﻌﻨﻮﺍﻥ ﺭﻗﻢ ﺍﳉﺪﻭﻝ ﺍﻟﺼﻔﺤﺔ 01 ﳕﻮﺫﺝ ﳋﻄﺔ ﺳﻨﻮﻳﺔ ﻟﻠﺘﺤﻀﲑ ﺍﻟﻨﻔﺴﻲ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ 99 02 ﺧﻄﻮﺍﺕ ﺍﻟﺘﺤﻀﲑ ﺍﻟﻨﻔﺴﻲ ﻟﻠﻤﺒﺎﺭﺍﺓ 101 03 ﺗﻮﺯﻳﻊ ﺍﻟﻌﻴﻨﺔ "ﻋﻴﻨﺔ ﺍﳌﺪﺭﺑﲔ" ﺣﺴﺐ ﺍﳌﺪﺍﺭﺱ ﺍﻟﻜﺮﻭﻳﺔ ﻟﻠﻨﺎﺷﺌﲔ. 108 04 ﻣﺜﺎﻝ ﺗﻄﺒﻴﻘﻲ ﻟﻜﻴﻔﻴﺔ ﺣﺴﺎﺏ "ﻛﺎ."2 104 05 ﻣﻌﻠﻮﻣﺎﺕ ﻋﺎﻣﺔ ﻋﻦ ﺍﳌﺪﺭﺑﲔ. 118 06 ﻳﻮﺿﺢ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﻭﺟﻮﺩ ﻣﻮﺍﻫﺐ ﻛﺮﻭﻳﺔ ﻭﺍﻋﺪﺓ ﺩﺍﺧﻞ ﻓﺮﻕ ﺍﻟﻨﺎﺷﺌﲔ. ﻳﻮﺿﺢ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺇﻗﺒﺎﳍﻢ ﻋﻠﻰ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ 07 ﺍﻟﻘﺪﻡ. 08 ﻳﻮﺿﺢ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﺍﳉﺎﻧﺐ ﺍﻟﺬﻱ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻪ ﰲ ﺍﻻﻧﺘﻘﺎﺀ. 9-1 10-1 11-1 12-1 13-1 ﻳﻮﺿﺢ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﻌﺘﻤﺪﺓ ﰲ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﻳﻮﺿﺢ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﺗﻮﻇﻴﻒ ﻣﺒﺪﺃ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﻋﻨﺪ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﻳﻮﺿﺢ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻻﻫﺘﻤﺎﻡ ﺑﻨﺘﺎﺋﺞ ﺍﻟﻔﺤﻮﺻﺎﺕ ﺍﻟﻄﺒﻴﺔ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﻳﻮﺿﺢ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻣﻬﻢ ﲟﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ. ﻳﻮﺿﺢ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺎﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ 120 122 124 126 128 130 134 136 ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. 14-1 15-2 16-2 17-2 18-2 19-2 20-2 21-2 22-2 23-3 24-3 25-3 ﻳﻮﺿﺢ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﺍﻫﺘﻤﺎﻣﻬﻢ ﲟﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ. ﻳﻮﺿﺢ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﺗﻘﺮﻢ ﻣﻦ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﻳﻮﺿﺢ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺇﺳﻬﺎﻣﻬﻢ ﰲ ﺣﻞ ﻣﺸﺎﻛﻞ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﻟﱵ ﺗﻌﺘﺮﺿﻬﻢ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﻳﻮﺿﺢ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﺭﺩ ﻓﻌﻠﻬﻢ ﲡﺎﻩ ﺑﻌﺾ ﺍﻟﺴﻠﻮﻛﺎﺕ ﻏﲑ ﺍﻟﺴﻮﻳﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ. ﻳﻮﺿﺢ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺈﺟﺮﺍﺀ ﺍﻟﻔﺤﻮﺻﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. 138 140 142 144 146 ﻳﻮﺿﺢ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﺩﺭﺟﺔ ﺍﻫﺘﻤﺎﻣﻬﻢ ﲟﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ148 . ﳝﺜﻞ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻣﻬﻢ ﲟﻼﻣﺢ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ. ﳝﺜﻞ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﻔﺮﻭﻗﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﳝﺜﻞ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺴﻤﺔ ﺍﻟﻌﺼﺒﻴﺔ ﻋﻦ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﳝﺜﻞ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺴﻤﺔ ﺍﻟﻌﺪﻭﺍﻧﻴﺔ ﻋﻦ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﳝﺜﻞ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺴﻤﺔ ﺍﻻﻛﺘﺌﺎﺑﻴﺔ ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﳝﺜﻞ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺴﻤﺔ ﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﻼﺳﺘﺜﺎﺭﺓ ﻋﻨﺪ 153 155 157 159 161 163 ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. 26-3 27-3 28-3 29-3 ﳝﺜﻞ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺴﻤﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻋﻨﺪ ﻣﻮﻫﻮﺏ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﳝﺜﻞ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺴﻤﺔ ﺍﳍﺪﻭﺀ ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﳝﺜﻞ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺴﻤﺔ ﺍﻟﺴﻴﻄﺮﺓ ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﳝﺜﻞ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺴﻤﺔ ﺍﻟﻜﻒ "ﺍﻟﻀﺒﻂ" ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. 165 167 169 171 ﻳﻮﺿﺢ ﻧﺘﺎﺋﺞ ﺍﶈﻮﺭ ﺍﻷﻭﻝ "ﺍﺗﺒﺎﻉ ﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳊﺪﻳﺜﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ 30-3 ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻳﺪﻓﻊ ﺍﳌﺪﺭﺑﲔ ﺇﱃ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ 176 "ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﳍﺆﻻﺀ ﺍﳌﻮﻫﻮﺑﲔ. 31-3 32-3 33 ﻳﻮﺿﺢ ﻧﺘﺎﺋﺞ ﺍﶈﻮﺭ ﺍﻟﺜﺎﱐ "ﺍﻟﻌﻨﺎﻳﺔ ﻭﺍﻟﺘﻘﺮﺏ ﺍﻟﺰﺍﺋﺪﻳﻦ ﲟﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ،ﻳﺴﺎﻋﺪ ﰲ ﺍﻛﺘﺸﺎﻑ ﲰﺎﻢ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺎ. ﲢﻠﻴﻞ ﻧﺘﺎﺋﺞ ﻋﺒﺎﺭﺍﺕ ﺍﶈﻮﺭ ﺍﻟﺜﺎﻟﺚ ﻣﻜﺎﻧﺔ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ "ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ﻣﻘﺎﺭﻧﺔ ﺍﻟﻨﺘﺎﺋﺞ ﺑﺎﻟﻔﺮﺿﻴﺔ ﺍﻟﻌﺎﻣﺔ 180 184 189 ﻓﻬﺮﺱ ﺍﻷﺷﻜﺎﻝ ﺭﻗﻢ ﺍﻟﺸﻜﻞ ﺍﻟﻌﻨﻮﺍﻥ ﺍﻟﺼﻔﺤﺔ 01 ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(01 120 02 ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(02 122 03 ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(03 124 04 ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ )(04 126 05 ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(05 128 06 ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(06 130 07 ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(07 134 08 ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(08 136 09 ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(09 138 10 ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(10 140 11 ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(11 142 12 ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(12 144 13 ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(13 146 14 ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(14 148 15 ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(15 153 16 ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(16 155 17 ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(17 157 18 ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(18 159 19 ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(19 161 20 ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(20 163 21 ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(21 165 22 ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(22 167 23 ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(23 169 24 ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(24 171 ﻣﻘﺪﻣـﺔ: ﻳﻬﺘﻢ ﺍﻟﻴﻮﻡ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ ﻭﺍﻟﻌﻠﻤﺎﺀ ﺑﺎﺎﻝ ﺍﻟﺮﻳﺎﺿﻲ ،ﻣﻦ ﺃﺟﻞ ﺭﻓﻊ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻷﺩﺍﺀ ﻭﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﻷﺭﻗﺎﻡ ﺍﻟﻘﻴﺎﺳﻴﺔ ،ﻭﺫﻟﻚ ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ،ﻭﺍﻟﺘﻜﺜﻴﻒ ﻣﻦ ﺍﻟﺒﺤﻮﺙ ﻭﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﱵ ﺗﺆﺛﺮ ﻧﺘﺎﺋﺠﻬﺎ ﺑﺪﺭﺟﺔ ﻛﺒﲑﺓ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺮﻳﺎﺿﻲ ﻭﻣﺮﺩﻭﺩﻩ ﺧﻼﻝ ﺍﳌﻨﺎﻓﺴﺎﺕ ،ﺣﻴﺚ ﺃﺻﺒﺢ ﻣﻔﻬﻮﻡ ﺍﺎﻝ ﺍﻟﺮﻳﺎﺿﻲ ﺃﻛﺜﺮ ﺍﺗﺴﺎﻋﺎ ﻭﺃﳘﻴﺔ ﻣﻦ ﺫﻱ ﻗﺒﻞ ،ﻭﺍﺭﺗﺒﻄﺖ ﺑﻪ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻌﻠﻮﻡ ،ﺗﻐﺬﻳﻪ ﻭﺗﻀﻔﻲ ﻋﻠﻴﻪ ﺍﻟﺼﺒﻐﺔ ﺍﻟﻌﻠﻤﻴﺔ "ﻛﺎﻟﺒﻴﻮﻣﻴﻜﺎﻧﻴﻚ ،ﻭﺍﻟﻄﺐ ﺍﻟﺮﻳﺎﺿﻲ ،ﻭﻋﻠﻢ ﺍﻟﻔﻴﺰﻳﻮﻟﻮﺟﻴﺎ ﺍﻟﺮﻳﺎﺿﻲ ،ﻭﻋﻠﻢ ﺍﻟﻨﻔﺲ "...ﳑﺎ ﺩﻓﻊ ﺍﻟﻴﻮﻡ ﺑﺎﻟﺮﻳﺎﺿﺔ ﺇﱃ ﺩﺭﺟﺔ ﺍﻻﺣﺘﺮﺍﻑ ﻭﺍﻟﻌﺎﳌﻴﺔ. ﻭﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳊﺪﻳﺜﺔ ﻭﺍﺣﺪﺓ ﻣﻦ ﺍﻷﻣﺜﻠﺔ ﺍﳊﻴﺔ ﺍﻟﱵ ﲢﺘﻞ ﺍﻟﻴﻮﻡ ﺷﻌﺒﻴﺔ ﻋﺎﳌﻴﺔ ،ﻭﻭﺻﻠﺖ ﺇﱃ ﻣﺴﺘﻮﻯ ﺍﻻﺣﺘﺮﺍﻑ ،ﻣﻦ ﺧﻼﻝ ﻣﺎ ﻋﻤﺪﻩ ﺍﻟﻘﺎﺋﻤﻮﻥ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﺮﻳﺎﺿﺔ ﻣﻦ ﺑﺎﺣﺜﲔ ﻭﻋﻠﻤﺎﺀ ﺇﱃ ﺍﻟﺒﺤﺚ ﰲ ﺗﻨﻤﻴﺔ ﺍﳉﻮﺍﻧﺐ ﺍﳌﻬﺎﺭﻳﺔ ﻭﺍﳋﻄﻄﻴﺔ ﻟﻼﻋﺐ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻭﻛﺬﺍ ﺗﻄﻮﻳﺮ ﺃﺳﺎﻟﻴﺐ ﺍﻟﻠﻌﺐ ،ﻭﺍﻛﺘﺸﺎﻑ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ﻣﺒﻜﺮﺍ ﻭﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺍﺳﺘﺜﻤﺎﺭﻫﺎ ﰲ ﺇﺛﺮﺍﺀ ﻫﺬﻩ ﺍﻟﺮﻳﺎﺿﺔ ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﻋﻤﻠﻴﺎﺕ ﺍﻻﻧﺘﻘﺎﺀ ﺍﳌﺒﻨﻴﺔ ﻋﻠﻰ ﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ ﲟﺨﺘﻠﻒ ﳏﺪﺩﺍﺕ ﺍﻻﻧﺘﻘﺎﺀ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ "ﳏﺪﺩﺍﺕ ﻣﻮﺭﻓﻮﻟﻮﺟﻴﺔ ،ﻓﻴﺰﻳﻮﻟﻮﺟﻴﺔ ،ﺳﻴﻜﻮﻟﻮﺟﻴﺔ "...ﺩﻭﻥ ﺇﳘﺎﻝ ﺃﻱ ﺟﺎﻧﺐ ﻣﻦ ﻫﺬﻩ ﺍﳉﻮﺍﻧﺐ. ﺣﻴﺚ ﺗﺘﻤﺎﺷﻰ ﺍﻟﻴﻮﻡ ﻣﺘﻄﻠﺒﺎﺕ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳊﺪﻳﺜﺔ ﻣﻊ ﺍﻟﺘﻄﻮﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ،ﻣﺴﺘﺨﺪﻣﺔ ﳐﺘﻞ ﺍﻟﻌﻠﻮﻡ ﺍﻟﱵ ﳍﺎ ﺻﻠﺔ ﺑﺎﺎﻝ ﺍﻟﺮﻳﺎﺿﻲ ،ﻣﻦ ﺃﺟﻞ ﺇﳚﺎﺩ ﻃﺮﻕ ﻭﺃﺳﺎﻟﻴﺐ ﻓﻌﺎﻟﺔ ﰲ ﳎﺎﻝ ﺗﻜﻮﻳﻦ ﺍﻟﻼﻋﺒﲔ ﻭﺍﻟﺒﻠﻮﻍ ﻢ ﺇﱃ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ﺭﻓﻴﻊ ﺍﳌﺴﺘﻮﻯ. ﻭﳌﻌﺮﻓﺔ ﻭﺇﺑﺮﺍﺯ ﺍﺳﺘﻌﺪﺍﺩ ﻻﻋﱯ ﻛﺮﺓ ﺍﻟﻘﺪﻡ "ﺑﺪﻧﻴﺎ ،ﻣﻬﺎﺭﻳﺎ ﻭﺳﻴﻜﻮﻟﻮﺟﻴﺎ" ﻳﺘﻮﺟﺐ ﺍﻟﻠﺠﻮﺀ ﺇﱃ ﳐﺘﻠﻒ ﺍﻟﺘﻘﻨﻴﺎﺕ ﻭﺍﻟﻮﺳﺎﺋﻞ ﻭﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ،ﺣﻴﺚ ﻳﻌﺘﱪ ﺍﻻﻧﺘﻘﺎﺀ ﻣﻦ ﺍﻷﺳﺎﺳﻴﺎﺕ ﺍﻟﱵ ﺗﻮﱃ ﺑﺎﻻﻫﺘﻤﺎﻡ ﻣﻦ ﻃﺮﻑ ﺍﳌﺪﺭﺑﲔ ،ﺳﻮﺍﺀ ﰲ ﺑﺪﺍﻳﺔ ﺍﳌﻮﺳﻢ ﺍﻟﺮﻳﺎﺿﻲ ﺃﻭ ﻗﺒﻞ ﺍﳌﻨﺎﻓﺴﺎﺕ ﺍﻟﺮﲰﻴﺔ ،ﺃﻭ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺗﻜﻮﻳﻦ ﻻﻋﺐ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﻭﻟﻜﻮﻥ ﺍﳌﺪﺭﺏ ﺍﳌﺴﺆﻭﻝ ﺍﻷﻭﻝ ﻭﺍﳌﺒﺎﺷﺮ ﻋﻦ ﺗﻄﻮﻳﺮ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺒﺪﱐ ﻭﺍﳌﻬﺎﺭﻱ ﻭﺍﻟﻨﻔﺴﻲ، ﺧﻼﻝ ﳐﺘﻠﻒ ﻣﺮﺍﺣﻞ ﺗﻜﻮﻳﻦ ﻻﻋﺐ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﳝﻜﻦ ﺍﻋﺘﺒﺎﺭﻩ ﻛﺬﻟﻚ ﻣﺴﺆﻭﻻ ﻣﺒﺎﺷﺮ ﻋﻦ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﺍﻟﻼﻋﺒﲔ ﻭﺍﻛﺘﺸﺎﻑ ﻣﺪﻯ ﺻﻼﺣﻴﺘﻬﻢ ﻟﻠﻌﺒﺔ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻭﺍﻟﺘﻨﺒﺆ ﳍﻢ ﺑﺎﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ﺍﳌﺴﺘﻘﺒﻠﻲ ﺭﻓﻴﻊ ﺍﳌﺴﺘﻮﻯ. ﻭﻛﻮﻥ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﻻﻋﱯ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻋﻤﻠﻴﺔ ﻣﺘﻜﺎﻣﻠﺔ ﻭﺟﻮﺍﻧﺒﻬﺎ ﻣﺘﺪﺍﺧﻠﺔ ﻭﻣﺘﺮﺍﺑﻄﺔ ﻭﲣﻀﻊ ﳌﺨﺘﻠﻒ ﺍﶈﺪﺩﺍﺕ ﺍﻟﱵ ﻳﺒﲎ ﻋﻠﻰ ﺃﺳﺎﺳﻬﺎ ﺍﻧﺘﻘﺎﺀ ﻻﻋﺐ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻓﺈﻥ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺍﻻﻫﺘﻤﺎﻡ ﺬﻩ ﺍﶈﺪﺩﺍﺕ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ﺩﻭﻥ ﺇﳘﺎﻝ ﺃﻱ ﺟﺎﻧﺐ ﻣﻨﻬﺎ ،ﻭﺫﻟﻚ ﺑﻐﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ﺍﻟﺴﻠﻴﻢ ﻭﺍﳌﺘﻜﺎﻣﻞ ﻟﻼﻋﺐ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﻭﰲ ﺍﳉﺰﺍﺋﺮ ﲣﺘﻠﻒ ﻋﻤﻠﻴﺎﺕ ﺍﻧﺘﻘﺎﺀ ﻻﻋﱯ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻣﻦ ﻓﺮﻳﻖ ﺇﱃ ﺁﺧﺮ ﻭﻣﻦ ﻣﺪﺭﺏ ﺇﱃ ﺁﺧﺮ ﻭﻣﻦ ﻣﺴﺘﻮﻯ ﺇﱃ ﻣﺴﺘﻮﻯ ﺁﺧﺮ ،ﻭﻣﺎ ﺃﺭﺩﻧﺎ ﻣﻌﺮﻓﺘﻪ ﰲ ﲝﺜﻨﺎ ﻫﺬﺍ ﻫﻮ ﺍﻟﺘﻄﻠﻊ ﻭﺍﻟﻮﻗﻮﻑ ﻋﻨﺪ ﺟﺎﻧﺐ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﻻﻋﱯ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﺣﻴﺚ ﰎ ﺗﻘﺴﻴﻢ ﻫﺬﺍ ﺇﱃ ﺑﺎﺏ ﻧﻈﺮﻱ ﻳﺘﻀﻤﻦ ﺃﺭﺑﻊ ﻓﺼﻮﻝ ،ﰲ ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ ﺗﻨﺎﻭﻟﻨﺎ ﺍﻻﻧﺘﻘﺎﺀ ﰲ ﺍﺎﻝ ﺍﻟﺮﻳﺎﺿﻲ ،ﺃﻣﺎ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﱐ ﻓﻘﺪ ﺗﻄﺮﻕ ﻓﻴﻪ ﺍﻟﺒﺎﺣﺚ ﺇﱃ ﺍﻟﺸﺨﺼﻴﺔ ﻭ ﺍﻟﺮﻳﺎﺿﺔ ﻭﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻭﺃﻣﺎ ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ ﻓﻘﺪ ﺗﻀﻤﻦ ﻣﺘﻄﻠﺒﺎﺕ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳊﺪﻳﺜﺔ. ﺃﻣﺎ ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱐ ﻣﻦ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ،ﻓﻘﺪ ﺗﻀﻤﻦ ﺍﻟﺒﺎﺏ ﺍﻟﺘﻄﺒﻴﻘﻲ ،ﺍﻟﺬﻱ ﳛﺘﻮﻱ ﺑﺪﻭﺭﻩ ﻋﻠﻰ ﻓﺼﻠﲔ ،ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ ﻣﻨﻪ ﺗﻌﺮﺽ ﺍﻟﺒﺎﺣﺚ ﻓﻴﻪ ﺇﱃ ﻣﻨﻬﺠﻴﺔ ﺍﻟﺒﺤﺚ :ﺑﺪﺍﻳﺔ ﺑﺎﻟﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ ،ﰒ ﻭﺻﻒ ﺍﻷﺩﻭﺍﺕ ،ﻭﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ،ﻣﻨﻬﺞ ﺍﻟﺒﺤﺚ ،ﺻﻌﻮﺑﺎﺗﻪ ،ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﳌﺴﺘﻌﻤﻠﺔ ،ﺃﻣﺎ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﱐ ﻣﻦ ﺍﻟﺒﺎﺏ ﺍﻟﺘﻄﺒﻴﻘﻲ ﻓﻘﺪ ﺗﻄﺮﻕ ﺍﻟﺒﺎﺣﺚ ﺇﱃ ﻋﺮﺽ ﻭﻣﻨﺎﻗﺸﺔ ﳏﺎﻭﺭ ﺍﻟﺒﺤﺚ ،ﻣﻦ ﺧﻼﻝ ﻧﺘﺎﺋﺞ ﺍﻻﺳﺘﺒﻴﺎﻥ ﺍﳌﻮﺟﻪ ﺇﱃ ﺍﳌﺪﺭﺑﲔ. ﺍﻹﺷﻜﺎﻟﻴﺔ: ﻳﺮﺍﻋﻰ ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﺍﻟﺮﻳﺎﺿﻴﲔ ﺟﻮﺍﻧﺐ ﻭﳏﺪﺩﺍﺕ "ﺑﻴﻮﻟﻮﺟﻴﺔ ،ﺣﺮﻛﻴﺔ، ﺳﻴﻜﻮﻟﻮﺟﻴﺔ 1"...ﻭﻛﻠﻬﺎ ﺗﺴﺎﻫﻢ ﰲ ﲢﺪﻳﺪ ﻧﻮﻋﻴﺔ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ،ﺣﻴﺚ ﻳﺒﺪﺃ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺘﻄﻮﻳﺮ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ﻭﲢﻘﻴﻖ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﺑﺎﻛﺘﺸﺎﻑ ﺍﳌﻮﺍﻫﺐ ﻭﺍﳋﺎﻣﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻭﺍﺳﺘﻐﻼﳍﺎ ،ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﻋﻤﻠﻴﺎﺕ ﺍﻻﻧﺘﻘﺎﺀ ﺍﻟﺬﻱ ﻳﻌﺘﱪ ﺣﺠﺮ ﺍﻷﺳﺎﺱ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺍﻹﳒﺎﺯ ﺍﻟﺮﻳﺎﺿﻲ ﺭﻓﻴﻊ ﺍﳌﺴﺘﻮﻯ، ﺣﻴﺚ ﻳﺘﻢ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻮﻫﻮﺑﲔ ﺍﻟﺮﻳﺎﺿﻴﲔ ﺍﻟﺬﻳﻦ ﺗﻈﻬﺮ ﻓﻴﻬﻢ ﺍﳌﺆﻫﻼﺕ ﺍﻟﱵ ﺗﺴﺎﻋﺪﻫﻢ ﻋﻠﻰ ﺍﻟﺘﻔﻮﻕ ﰲ ﳎﺎﻝ ﲣﺼﺼﻬﻢ. ﻭﺭﻳﺎﺿﺔ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻛﺒﺎﻗﻲ ﺍﻟﺮﻳﺎﺿﺎﺕ ﲣﻀﻊ ﳌﻘﺎﻳﻴﺲ ﻭﻣﻌﺎﻳﲑ ﻭﺍﺟﺐ ﺗﻮﻓﺮﻫﺎ ﰲ ﺍﻟﻼﻋﺐ ﻟﻜﻲ ﻳﺘﻘﻦ ﻫﺬﻩ ﺍﻟﻠﻌﺒﺔ ،ﻭﻋﻦ ﻃﺮﻳﻖ ﻋﻤﻠﻴﺎﺕ ﺍﻻﻧﺘﻘﺎﺀ ﻳﺘﻢ ﺍﻹﺣﺎﻃﺔ ﲟﺨﺘﻠﻒ ﺍﳌﻤﻴﺰﺍﺕ ﻭﺍﳋﺼﺎﺋﺺ ﻟﻼﻋﺒﲔ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺍﻟﺘﻨﺒﺆ ﲟﺪﻯ ﻛﻔﺎﺀﻢ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﰲ ﻫﺬﻩ ﺍﻟﻠﻌﺒﺔ ،ﺣﻴﺚ ﳜﻀﻊ ﺍﻧﺘﻘﺎﺀ ﻻﻋﺐ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺇﱃ ﳐﺘﻠﻒ ﺍﶈﺪﺩﺍﺕ "ﺑﻴﻮﻟﻮﺟﻴﺔ ،ﺣﺮﻛﻴﺔ ،ﺳﻴﻜﻮﻟﻮﺟﻴﺔ "...،ﳝﻜﻦ ﻣﻦ ﺧﻼﳍﺎ ﺍﻛﺘﺸﺎﻑ ﺍﻟﻼﻋﺒﲔ ﺍﳌﻮﻫﻮﺑﲔ ﺫﻭﻱ ﺍﻻﺳﺘﻌﺪﺍﺩﺍﺕ ﻭﺍﻟﻜﻔﺎﺀﺍﺕ "ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﳌﻬﺎﺭﻳﺔ" ﰲ ﻟﻌﺒﺔ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﻭﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳉﺰﺍﺋﺮﻳﺔ ﻛﻐﲑﻫﺎ ﻣﻦ ﺍﻟﺒﻠﺪﺍﻥ ﲢﺘﻞ ﺍﻟﺸﻌﺒﻴﺔ ﺍﻟﻜﺒﲑﺓ ،ﻭﺗﺼﺮﻑ ﳍﺎ ﻣﻴﺰﺍﻧﻴﺎﺕ ﻫﺎﺋﻠﺔ ﻣﻦ ﻃﺮﻑ ﺍﻟﺪﻭﻟﺔ ،ﻟﻜﻦ ﻣﺎ ﻧﻼﺣﻈﻪ ﻫﻮ ﻋﺠﺰﻫﺎ ﻋﻦ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﻻﺣﺘﺮﺍﻑ ﻭﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻣﺜﻞ ﻣﺎ ﻭﺻﻠﺖ ﺇﻟﻴﻪ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻷﺧﺮﻯ ،ﻭﻟﻌﻞ ﻣﻦ ﺃﺳﺒﺎﺏ ﻫﺬﺍ ﺍﻟﺘﻘﻬﻘﺮ ﰲ ﻧﺘﺎﺋﺞ ﻫﺬﻩ ﺍﻟﻠﻌﺒﺔ ﻫﻮ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻃﺮﻕ ﻏﲑ ﻋﻠﻤﻴﺔ ﺳﻮﺍﺀ ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺪﺭﻳﺐ ﺃﻭ ﻋﻤﻠﻴﺎﺕ ﺍﻧﺘﻘﺎﺀ ﺍﻟﻼﻋﺒﲔ ﺍﳌﻮﻫﻮﺑﲔ. ﻭﻭﺍﺣﺪ ﻣﻦ ﺍﳉﻮﺍﻧﺐ ﺍﳍﺎﻣﺔ ﺍﻟﱵ ﻤﺶ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳉﺰﺍﺋﺮﻳﺔ ﻫﻮ ﺍﳉﺎﻧﺐ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻲ ﰲ ﺍﺎﻝ ﺍﻟﺮﻳﺎﺿﻲ ﻭﺍﻟﺬﻱ ﳛﻈﻰ ﺑﺎﻫﺘﻤﺎﻡ ﻛﺒﲑ ﰲ ﺩﻭﻝ ﺃﺧﺮﻯ ،ﺳﻮﺍﺀ ﰲ ﳎﺎﻝ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺮﻳﺎﺿﻲ ﺃﻭ ﰲ ﺍﻻﻧﺘﻘﺎﺀ. -1ﻣﻔﱵ ﺇﺑﺮﺍﻫﻴﻢ ﲪﺎﺩ :ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺮﻳﺎﺿﻲ ﺍﳊﺪﻳﺚ ،ﲣﻄﻴﻂ ﻭﺗﻄﺒﻴﻖ ﻭﻗﻴﺎﺩﺓ ،ﻁ ،2ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ ،ﺍﻟﻘﺎﻫﺮﺓ،2001،ﺹ.303 ﻭﺗﺘﺠﻪ ﺍﻟﻴﻮﻡ ﺁﺭﺍﺀ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ ﻭﺍﳌﺨﺘﺼﲔ ﰲ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﺇﱃ ﺗﺜﻤﲔ ﺩﻭﺭ ﺍﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﺃﻭ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻲ ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﻻﻧﺘﻘﺎﺀ ﺍﳉﻴﺪ ،ﻭﺫﻟﻚ ﺑﻨﺎﺀ ﻋﻠﻰ ﺣﺘﻤﻴﺔ ﺗﻮﻓﺮ ﺑﻌﺾ ﺍﶈﺪﺩﺍﺕ ﺍﻟﻨﻔﺴﻴﺔ ﰲ ﻣﻮﻫﻮﺏ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻭﺍﻟﱵ ﺗﺪﻓﻌﻪ ﺇﱃ ﺍﺳﺘﻐﻼﻝ ﻭ ﺍﺳﺘﺜﻤﺎﺭ ﻗﺪﺭﺍﺗﻪ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﳌﻬﺎﺭﻳﺔ ﻭﺍﳊﺮﻛﻴﺔ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﺃﺩﺍﺀ ﺭﻳﺎﺿﻲ ﺭﻓﻴﻊ ﺍﳌﺴﺘﻮﻯ. ﻻ ﺳﻴﻤﺎ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻋﻨﺪ ﻣﻮﻫﻮﺏ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻭﺍﻟﱵ ﲢﻈﻰ ﺑﺎﻻﻫﺘﻤﺎﻡ ﻣﻦ ﻃﺮﻑ ﺍﳌﺪﺭﺑﲔ ﻭﺍﳌﺨﺘﺼﲔ ﰲ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ،ﺣﻴﺚ ﺗﻠﻌﺐ ﻫﺬﻩ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺩﻭﺭﺍ ﻫﺎﻣﺎ ﰲ ﲢﺪﻳﺪ ﻧﻮﻋﻴﺔ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ﳍﺪﻩ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ﻭﻣﺪﻯ ﺻﻼﺣﻴﺘﻬﻢ ﳍﺬﻩ ﺍﻟﻠﻌﺒﺔ. ﻋﻠﻰ ﺿﻮﺀ ﻣﺎ ﺳﺒﻖ ،ﺗﺴﺘﻮﻗﻔﻨﺎ ﺍﻹﺷﻜﺎﻟﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ: * ﻣﺎ ﻫﻲ ﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺇﺗﺒﺎﻋﻬﺎ ﺣﱴ ﻳﻬﺘﻢ ﺍﳌﺪﺭﺑﻮﻥ ﺑﺎﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ "ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺑﺎﳉﺰﺍﺋﺮ؟ * ﻭﻣﺎ ﻫﻲ ﻣﻜﺎﻧﺔ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ"ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﻋﻨﺪ ﺍﳌﺪﺭﺑﲔ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ﺑﺎﳉﺰﺍﺋﺮ؟ ﻓﺮﺿﻴﺎﺕ ﺍﻟﺒﺤﺚ: "ﺇﻥ ﺍﻟﻔﺮﺽ ،ﻫﻮ ﺗﻔﺴﲑ ﺃﻭ ﺣﻞ ﳏﺘﻤﻞ ﻟﻠﻤﺸﻜﻠﺔ ﺍﻟﱵ ﻳﺪﺭﺳﻬﺎ ﺍﻟﺒﺎﺣﺚ ،ﻭﻟﻜﻦ ﺻﺤﺘﻪ ﲢﺘﺎﺝ ﺇﱃ ﲢﻘﻴﻖ ﻭﺇﺛﺒﺎﺕ ،ﻭﻟﺬﻟﻚ ﻳﺴﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﻨﺎﺳﺒﺔ ﳉﻤﻊ ﺍﳊﻘﺎﺋﻖ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ،ﺍﻟﱵ ﺗﺜﺒﺖ ﺻﺤﺔ ﺍﻟﻔﺮﺽ ﺃﻭ ﺗﻨﻔﻴﻪ". 1 ﻭﻗﺪ ﺍﻋﺘﻤﺪ ﺍﻟﺒﺎﺣﺚ ﻋﻠﻰ ﻓﺮﺿﻴﺔ ﻋﺎﻣﺔ ﻭﺛﻼﺙ ﻓﺮﺿﻴﺎﺕ ﺟﺰﺋﻴﺔ ﻫﻲ: -1ﺇﺧﻼﺹ ﳏﻤﺪ ،ﻣﺼﻄﻔﻰ ﺣﺴﲔ ﺑﺎﻫﻲ :ﻃﺮﻕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺘﺤﻠﻴﻞ ﺍﻹﺣﺼﺎﺋﻲ ،ﻣﺮﻛﺰ ﻛﺘﺎﺏ ﻟﻠﻨﺸﺮ ،2000 ،ﺹ .56 ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﻌﺎﻣﺔ:ﺍﻟﻐﻴﺎﺏ ﺍﻟﻜﻠﻲ ﻟﻼﻫﺘﻤﺎﻡ ﺑﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ "ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ، ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ. ﺍﻟﻔﺮﺿﻴﺎﺕ ﺍﳉﺰﺋﻴﺔ:ﺍﻟﻔﺮﺿﻴﺔ ﺍﳉﺰﺋﻴﺔ ﺍﻷﻭﱃ:ﺇﺗﺒﺎﻉ ﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳊﺪﻳﺜﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳉﺰﺍﺋﺮﻳﺔ،ﻳﺪﻓﻊ ﺇﱃﺍﻻﻫﺘﻤﺎﻡ ﺑﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ "ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﳍﺆﻻﺀ ﺍﳌﻮﻫﻮﺑﲔ. ﺍﻟﻔﺮﺿﻴﺔ ﺍﳉﺰﺋﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ:ﺍﻟﻌﻨﺎﻳﺔ ﻭﺍﻟﺘﻘﺮﺏ ﺍﻟﺰﺍﺋﺪﻳﻦ ﲟﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻧﺘﻘﺎﺋﻬﻢ،ﻳﺴﺎﻋﺪ ﰲ ﺍﻛﺘﺸﺎﻑﲰﺎﻢ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺎ. ﺍﻟﻔﺮﺿﻴﺔ ﺍﳉﺰﺋﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ: ﻻ ﲢﻈﻰ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ"ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﺑﺎﻻﻫﺘﻤﺎﻡﺍﻟﻜﻠﻲ ﻣﻦ ﻃﺮﻑ ﺍﳌﺪﺭﺑﲔ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ. ﲢﺪﻳﺪ ﺍﳌﺘﻐﲑﺍﺕ: -1ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ :ﻫﻮ ﺫﻟﻚ ﺍﻟﻌﺎﻣﻞ ﺍﻟﺬﻱ ﻳﺆﺛﺮ ﰲ ﺍﻟﻌﻼﻗﺔ ﻭﻻ ﻳﺘﺄﺛﺮ ﺎ ،ﻭﰲ ﲝﺜﻨﺎ ﻫﺬﺍ ﻣﺘﻤﺜﻞ ﰲ :ﺍﻻﻫﺘﻤﺎﻡ ﺑﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ "ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. -2ﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ :ﻫﻮ ﺫﻟﻚ ﺍﻟﻌﺎﻣﻞ ﺍﻟﺬﻱ ﻳﺘﺄﺛﺮ ﺑﺎﻟﻌﻼﻗﺔ ﻭﻻ ﻳﺆﺛﺮ ﻓﻴﻬﺎ ،ﻭﰲ ﲝﺜﻨﺎ ﻫﺬﺍ ﻣﺘﻤﺜﻞ ﰲ :ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﺃﳘﻴﺔ ﺍﻟﺒﺤﺚ: ﻟﻘﺪ ﻇﻬﺮﺕ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻻﻧﺘﻘﺎﺀ ﻧﺘﻴﺠﺔ ﻻﺧﺘﻼﻑ ﺧﺼﺎﺋﺺ ﺍﻷﻓﺮﺍﺩ ﰲ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﻟﻌﻘﻠﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ،ﺗﺒﻌﺎ ﻟﻨﻈﺮﻳﺔ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ،ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﺍﻻﻧﺘﻘﺎﺀ ﻳﺆﺩﻱ ﺇﱃ ﺍﻟﺘﻌﺮﻑ ﺍﳌﺒﻜﺮ ﻋﻠﻰ ﺍﳌﻮﺍﻫﺐ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻭﺫﻭﻱ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﳌﻬﺎﺭﻳﺔ ﻭ ﺍﻟﻨﻔﺴﻴﺔ ﺍﳌﻼﺋﻤﺔ ﻟﻠﻨﺸﺎﻁ ﺍﻟﺮﻳﺎﺿﻲ ﺍﻟﺘﺨﺼﺼﻲ ﳍﻢ ،ﻛﻤﺎ ﳚﺐ ﺃﻥ ﻳﺒﲎ ﺍﻧﺘﻘﺎﺀ ﻫﺬﻩ ﺍﳌﻮﺍﻫﺐ ﻋﻠﻰ ﳐﺘﻠﻒ ﺍﶈﺪﺩﺍﺕ "ﺑﻴﻮﻟﻮﺟﻴﺔ ،ﺣﺮﻛﻴﺔ، ﺳﻴﻜﻮﻟﻮﺟﻴﺔ ،"...ﺣﱴ ﻧﺴﺎﻫﻢ ﰲ ﺍﺳﺘﺜﻤﺎﺭ ﻫﺬﻩ ﺍﳌﻮﺍﻫﺐ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻭﺍﻛﺘﺸﺎﻓﻬﺎ ﺑﺎﻟﻄﺮﻕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﺼﺤﻴﺤﺔ ﻭﺍﻟﱵ ﺗﺴﺎﻫﻢ ﰲ ﺗﻄﻮﻳﺮ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺮﻳﺎﺿﻲ ﻭﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ﺭﻓﻴﻊ ﺍﳌﺴﺘﻮﻯ. ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﺃﳘﻴﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺗﻜﻤﻦ ﰲ ﳏﺎﻭﻟﺔ ﺇﻟﻘﺎﺀ ﺍﻟﻀﻮﺀ ﻋﻠﻰ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﺑﺎﶈﺪﺩﺍﺕ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻴﺔ "ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ" ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺋﻬﻢ ،ﻭﺫﻟﻚ ﳌﺎ ﳍﺎ ﻣﻦ ﺃﳘﻴﺔ ﰲ ﲢﺪﻳﺪ ﻧﻮﻋﻴﺔ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ﳍﺆﻻﺀ ﺍﳌﻮﻫﻮﺑﲔ ،ﺣﻴﺚ ﺗﻌﺘﱪ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻣﻮﺟﻬﺎ ﻭﳏﺮﻛﺎ ﳌﺨﺘﻠﻒ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﻟﻌﻘﻠﻴﺔ ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻭﺗﺘﺠﻪ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻴﻮﻡ ﺇﱃ ﺗﺜﻤﲔ ﺍﶈﺪﺩﺍﺕ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻴﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺧﺎﺻﺔ ،ﻭﺇﱃ ﺍﳉﺎﻧﺐ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻲ ﻭﺃﳘﻴﺘﻪ ﰲ ﺍﳌﻴﺪﺍﻥ ﺍﻟﺮﻳﺎﺿﻲ ﺑﺸﻜﻞ ﻋﺎﻡ. ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ: ﻳﻬﺪﻑ ﲝﺜﻨﺎ ﻫﺬﺍ ﺇﱃ ﺗﺴﻠﻴﻂ ﺍﻟﻀﻮﺀ ﻋﻠﻰ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﺑﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ "ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ"ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺑﺎﳉﺰﺍﺋﺮ ،ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺫﺍﺕ ﺃﳘﻴﺔ ﺑﺎﻟﻐﺔ ﰲ ﲢﺪﻳﺪ ﻭﺗﻮﺟﻴﻪ ﻧﻮﻋﻴﺔ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ﳍﺆﻻﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ﻣﺴﺘﻘﺒﻼ ،ﻭﺍﻟﺘﻜﻔﻞ ﺑﺎﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﳍﻢ ﻣﻦ ﺧﻼﻝ ﺑﺮﻣﺞ ﺍﻹﻋﺪﺍﺩ ﺍﻟﻨﻔﺴﻲ "ﻗﺼﲑ ﻭﻃﻮﻳﻞ ﺍﳌﺪﻯ" ،ﻭﺫﻟﻚ ﺑﻐﻴﺔ ﺍﻟﻮﺻﻮﻝ ﻢ ﺇﱃ ﺷﺨﺼﻴﺎﺕ ﺭﻳﺎﺿﻴﺔ ﺫﺍﺕ ﻣﺴﺘﻮﻯ ﺭﻳﺎﺿﻲ ﻋﺎﻝ ﻭﺍﺣﺘﺮﺍﰲ. ﲢﺪﻳﺪ ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﳌﺼﻄﻠﺤﺎﺕ: ﻫﻨﺎﻙ ﻋﺪﺓ ﻣﻔﺎﻫﻴﻢ ﻭﻣﺼﻄﻠﺤﺎﺕ ﰲ ﻣﻮﺿﻮﻉ ﲝﺜﻨﺎ ﲝﺎﺟﺔ ﺇﱃ ﺇﺯﺍﻟﺔ ﺍﻟﻐﻤﻮﺽ ﻋﻨﻬﺎ ﻭﺗﻮﺿﻴﺤﻬﺎ ﺑﺸﻜﻞ ﺟﻴﺪ ﺣﱴ ﻳﺴﻬﻞ ﺗﻨﺎﻭﳍﺎ ،ﻭﻫﻲ: ﺍﻻﻧﺘﻘﺎﺀ :ﻫﻮ ﻋﻤﻠﻴﺔ ﺍﺧﺘﻴﺎﺭ ﺍﻷﺷﺨﺎﺹ ﺃﻭ ﺍﻷﺷﻴﺎﺀ ﺍﳌﻨﺎﺳﺒﺔ ،ﻭﻫﻮ ﻣﺼﻄﻠﺢ ﻳﺴﺘﻌﻤﻞ ﰲ ﲨﻴﻊ ﳎﺎﻻﺕ ﺍﻟﻨﺸﺎﻁ ﺍﻹﻧﺴﺎﱐ ،ﺍﻟﻌﻠﻤﻴﺔ ،ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ،ﺍﻟﻄﺒﻴﺔ ﻭﺍﻟﺮﻳﺎﺿﻴﺔ. "ﻳﻌﺘﱪ ﺍﻻﻧﺘﻘﺎﺀ ﺍﻟﺮﻳﺎﺿﻲ ،ﻋﻤﻠﻴﺔ ﺗﺴﺘﻬﺪﻑ ﺍﺧﺘﻴﺎﺭ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﺗﺘﻮﻓﺮ ﻟﺪﻳﻬﻢ ﺧﺼﺎﺋﺺ ﻭﲰﺎﺕ ﻭﻗﺪﺭﺍﺕ ﻭﺍﺳﺘﻌﺪﺍﺩﺍﺕ ﻛﺒﲑﺓ ﻳﺘﻄﻠﺒﻬﺎ ﻧﺸﺎﻃﻬﻢ ﺍﻟﺮﻳﺎﺿﻲ ،ﺃﻱ ﻣﻦ ﺧﻼﻝ ﲢﺪﻳﺪ ﺻﻼﺣﻴﺔ ﺃﻭ ﻋﺪﻡ ﺻﻼﺣﻴﺔ ﻫﺆﻻﺀ ﺍﻷﻓﺮﺍﺩ ﻟﻠﻤﻤﺎﺭﺳﺔ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﺮﻳﺎﺿﺔ". 1 ﻛﻤﺎ ﻳﻌﺮﻓﻪ ﻣﻔﱵ ﺇﺑﺮﺍﻫﻴﻢ ﲪﺎﺩ ﺑﺄﻧﻪ" :ﻋﻤﻠﻴﺔ ﻳﺘﻢ ﻣﻦ ﺧﻼﳍﺎ ﺍﺧﺘﻴﺎﺭ ﺃﻓﻀﻞ ﺍﻟﻌﻨﺎﺻﺮ ﻣﻦ ﺍﻟﻼﻋﺒﲔ ﻣﻦ ﺧﻼﻝ ﻋﺪﺩ ﻛﺒﲑ ﻣﻨﻬﻢ ،ﻃﺒﻘﺎ ﶈﺪﺩﺍﺕ ﻣﻌﻴﻨﺔ". 2 ﺃﻳﻀﺎ ﻳﺮﻯ ﻛﻞ ﻣﻦ ﺍﻟﻌﻠﻤﲔ "ﺭﻳﲏ" ﻭ"ﺁﻝ" ﺑﺄﻥ ﺍﻻﻧﺘﻘﺎﺀ ﻫﻮ" :ﻋﻤﻠﻴﺔ ﺗﺘﻄﻠﺐ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﺃﻓﺮﺍﺩ ﻟﺪﻳﻬﻢ ﻗﺎﺑﻠﻴﺔ ﻹﻋﻄﺎﺀ ﻣﻬﺎﺭﺍﺕ ﻋﺎﻟﻴﺔ ﰲ ﺭﻳﺎﺿﺔ ﻣﻌﻴﻨﺔ ،ﻭﺫﻟﻚ ﰲ ﻭﺳﻂ ﻛﺒﲑ ﻣﻦ ﺍﻷﻓﺮﺍﺩ". 3 ﺍﶈﺪﺩﺍﺕ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻴﺔ ﺍﻟﻨﻔﺴﻴﺔ :ﻣﺜﻞ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﻌﻘﻠﻴﺔ ،ﻭﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ،ﻭﺍﻟﺴﻤﺎﺕ ﺍﻻﻧﻔﻌﺎﻟﻴﺔ ﺍﻟﻮﺟﺪﺍﻧﻴﺔ ،ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﻹﺩﺭﺍﻛﻴﺔ ﻭﺍﻻﲡﺎﻫﺎﺕ ﻭﺍﳌﻴﻮﻝ. ﺍﶈﺪﺩﺍﺕ ﺍﻟﺒﻴﻮﻟﻮﺟﻴﺔ :ﻣﺜﻞ ﺍﻟﺼﻔﺎ ﺍﻟﻮﺭﺍﺛﻴﺔ ،ﻭﺍﻟﺼﻔﺎﺕ ﺍﳌﻮﺭﻓﻮﻟﻮﺟﻴﺔ ،ﻭﺍﻟﻌﻤﺮ ﺍﻟﺰﻣﲏ ﻭﺍﻟﺒﻴﻮﻟﻮﺟﻲ ،ﻭﺻﻔﺎﺕ ﺍﻷﺟﻬﺰﺓ ﺍﳊﻴﻮﻳﺔ ،ﻭﺍﻟﺼﻔﺎﺕ ﺍﻟﺒﺪﻧﻴﺔ. -1ﳏﻤﺪ ﺣﺴﻦ ﻋﻼﻭﻱ ،ﳏﻤﺪ ﻧﺼﺮ ﺍﻟﺪﻳﻦ ﺭﺿﻮﺍﻥ :ﺍﻟﻘﻴﺎﺱ ﰲ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻭﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺮﻳﺎﺿﻲ ،ﻁ ،2ﺩﺍﺭ ﺍﻟﻔﻜـﺮ ﺍﻟﻌـﺮﰊ ،ﺍﻟﻘـﺎﻫﺮﺓ، ،1988ﺹ .93 -2ﻣﻔﱵ ﺇﺑﺮﺍﻫﻴﻢ ﲪﺎﺩ :ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺮﻳﺎﺿﻲ ﻟﻠﺠﻨﺴﲔ ﻣﻦ ﺍﻟﻄﻔﻮﻟﺔ ﺇﱃ ﺍﳌﺮﺍﻫﻘﺔ ،ﻁ ،1ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ ،ﺍﻟﻘﺎﻫﺮﺓ ،1996 ،ﺹ .306 - Richard Mon Peti: Problème lier à la détection des talons en sport, Edition vigot, 1989, P 106-109. 3 ﺍﶈﺪﺩﺍﺕ ﺍﳊﺮﻛﻴﺔ ﺍﳌﻌﺮﻓﻴﺔ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﺮﻳﺎﺿﺔ :ﻣﺜﻞ ﺍﻻﺳﺘﻌﺪﺍﺩﺍﺕ ﺍﳊﺮﻛﻴﺔ ﺍﻟﻌﺎﻣﺔ ﻭﺍﳋﺎﺻﺔ، ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﳌﻌﺮﻓﻴﺔ ﺍﻟﻌﺎﻣﺔ ﻭﺍﳋﺎﺻﺔ. ﺍﳌﻮﻫﻮﺏ :ﺇﻥ ﺍﻟﻄﻔﻞ ﺍﳌﻮﻫﻮﺏ ﻫﻮ ﺫﻟﻚ ﺍﻟﻄﻔﻞ ﺍﻟﺬﻱ ﻳﺘﻔﻮﻕ ﻋﻠﻰ ﺃﻗﺮﺍﻧﻪ ﻣﻦ ﺍﻷﻃﻔﺎﻝ ،ﻳﺆﻛﺪ ﻫﺬﺍ ﻓﺆﺍﺩ ﻧﺼﺤﻲ ﰲ ﻗﻮﻟﻪ" :ﺍﻟﻄﻔﻞ ﺍﳌﻮﻫﻮﺏ ﻫﻮ ﺍﻟﺬﻱ ﳝﻜﻨﻪ ﺍﻟﺘﻔﻮﻕ ﰲ ﺍﳌﺴﺘﻘﺒﻞ ،ﺇﺫﺍ ﻣﺎ ﺃﻋﻄﻴﺖ ﻟﻪ ﺍﻟﻌﻨﺎﻳﺔ ﰲ ﺗﻮﺟﻴﻬﻪ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺑﻪ". 1 ﺃﻣﺎ ﺳﻌﻴﺪ ﺣﺴﲏ ﺍﻟﻌﺰﺓ ،ﻳﺮﻯ ﺃﻥ ﺍﳌﻮﻫﻮﺏ" :ﻫﻮ ﺍﻟﺸﺨﺺ ﺍﻟﺬﻱ ﻳﺮﺗﻔﻊ ﻣﺴﺘﻮﻯ ﺃﺩﺍﺋﻪ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻌﺎﺩﻳﲔ ﰲ ﺍﺎﻻﺕ ﺍﻟﱵ ﺗﻘﺪﺭﻫﺎ ﺍﳉﻤﺎﻋﺔ". 2 ﻭﻗﺪ ﻋﺮﻑ ﻣﻴﺨﺎﺋﻴﻞ ﻣﻌﻮﺽ ﺍﻟﻄﻔﻞ ﺍﳌﻮﻫﻮﺏ ﺑﺄﻧﻪ" :ﺍﻟﺬﻱ ﻳﺒﺪﻱ ﺑﺸﻜﻞ ﻇﺎﻫﺮ ﻗﺪﺭﺓ ﻭﺍﺿﺤﺔ ﰲ ﺟﺎﻧﺐ ﻣﻦ ﺟﻮﺍﻧﺐ ﺍﻟﻨﺸﺎﻁ ﺍﻹﻧﺴﺎﱐ". 3 ﺍﳌﻮﻫﻮﺏ ﺍﻟﺮﻳﺎﺿﻲ :ﻳﻌﺮﻓﻪ " "Erwin. Hﺑﺄﻧﻪ" :ﻫﻮ ﺍﻟﺬﻱ ﳝﻠﻚ ﻗﺪﺭﺍﺕ ﺫﺍﺕ ﻣﺴﺘﻮﻯ ﻋﺎﻝ ﻓﻮﻕ ﺍﳌﺘﻮﺳﻂ ،ﰲ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ". 4 -1ﻓﺆﺍﺩ ﻧﺼﺤﻲ :ﺩﺭﺍﺳﺔ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺗﻮﺟﻴﻬﻬﻢ ،ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ ،1980 ،ﺹ .182 -2ﺳﻌﻴﺪ ﺣﺴﲏ ﺍﻟﻌﺰﺓ :ﺗﺮﺑﻴﺔ ﺍﳌﺘﻔﻮﻗﲔ ،ﻁ ،1ﺩﺍﺭ ﺍﻟﺜﻘﺎﻓﺔ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ ،ﺍﻷﺭﺩﻥ ،2000 ،ﺹ .35 -3ﻣﻴﺨﺎﺋﻴـﻞ ﻣﻌﻮﺽ :ﻗﺪﺭﺍﺕ ﻭﺻﺤﺔ ﺍﳌﻮﻫـﻮﺏ ،ﳎﻠﺔ ﺍﻟﻌﻠـﻮﻡ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴـﺎ ﻟﻠﻨﺸﺎﻃﺎﺕ ﺍﻟﺒﺪﻧﻴـﺔ ﻭﺍﻟﺮﻳﺎﺿﻴﺔ ،ﻣﺴـﺘﻐﺎﱎ ،ﺍﻟﻌـﺪﺩ ،01 ﺩﻳﺴﻤﱪ ،2001ﺹ .52 - Erwin H: Entraînement sportif des enfants, Imprimé en France, Edition vigot, 1987, P 98. 4 ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻭﺍﳌﺸﺎﺔ ﻟﻠﺒﺤﺚ: -1ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﱵ ﻗﺎﻡ ﺎ ﺍﻟﺒﺎﺣﺚ "ﺑﻦ ﻗﻮﺓ ﻋﻠﻲ": ﻫﻮ ﺃﺳﺘﺎﺫ ﻣﺴﺎﻋﺪ ،ﻣﻜﻠﻒ ﺑﺎﻟﺪﺭﻭﺱ ﻭﻋﻤﻴﺪ ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﻟﺮﻳﺎﺿﻴﺔ ﲜﺎﻣﻌﺔ ﻣﺴﺘﻐﺎﱎ ،ﲢﺖ ﻋﻨﻮﺍﻥ" :ﲢﺪﻳﺪ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﳌﻌﻴﺎﺭﻳﺔ ﻻﺧﺘﻴﺎﺭ ﺍﳌﻮﻫﻮﺑﲔ ﻣﻦ ﺍﻟﻨﺎﺷﺌﲔ ﳌﻤﺎﺭﺳﺔ ﻛﺮﺓ ﺍﻟﻘﺪﻡ" ) (12-11ﺳﻨﺔ. ﻣﻦ ﺧﻼﻝ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ،ﺣﺎﻭﻝ ﺍﻟﺒﺎﺣﺚ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻟﺘﺴﺎﺅﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ: ﻣﺎ ﻫﻲ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ ﺍﳌﻌﺘﻤﺪﺓ ﻟﺘﺤﺪﻳﺪ ﻗﺪﺭﺍﺕ ﻻﻋﱯ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻣﻦ ﺍﻟﻨﺎﺷﺌﲔ؟ ﻣﺎ ﻫﻲ ﺍﳌﻌﺎﻳﲑ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻻﺧﺘﻴﺎﺭ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻟﻌﺒﺔ ﻛﺮﺓ ﺍﻟﻘﺪﻡ؟ﻟﻘﺪ ﺍﺳﺘﻬﺪﻓﺖ ﺩﺭﺍﺳﺘﻪ ﲢﻘﻴﻖ ﺛﻼﺙ ﺃﻫﺪﺍﻑ ﺃﺳﺎﺳﻴﺔ ،ﻫﻲ: ﺃﻭﻻ :ﺍﺧﺘﻴﺎﺭ ﺑﻄﺎﺭﻳﺔ ﺍﺧﺘﺒﺎﺭﺍﺕ ﻣﻮﺿﻮﻋﻴﺔ ،ﺗﻌﺘﻤﺪ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻮﻫﻮﺑﲔ ﻣﻦ ﻧﺎﺷﺊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﺛﺎﻧﻴﺎ :ﺗﻘﻴﻴﻢ ﻗﺪﺭﺍﺕ ﺍﳌﻮﻫﻮﺑﲔ ﻣﻦ ﺍﻟﻨﺎﺷﺌﲔ ﰲ ﻟﻌﺒﺔ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﺛﺎﻟﺜﺎ :ﻭﺿﻊ ﻣﻌﺎﻳﲑ ﳏﺪﺩﺓ ،ﻳﺴﺘﻨﺪ ﻋﻠﻴﻬﺎ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻨﺎﺷﺌﲔ ﺍﳌﻮﻫﻮﺑﲔ ﳌﻤﺎﺭﺳﺔ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﺍﺳﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﺍﳌﻨﻬﺞ ﺍﳌﺴﺤﻲ ،ﺗﻜﻮﻧﺖ ﻋﻴﻨﺔ ﺍﺘﻤﻊ ﺍﻷﺻﻠﻲ ﻟﻠﺒﺤﺚ ﻣﻦ 140ﻻﻋﺐ ﻧﺎﺷﺊ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﺗﺮﺍﻭﺣﺖ ﺃﻋﻤﺎﺭﻫﻢ ﺑﲔ ) 12-11ﺳﻨﺔ( ،ﰎ ﺍﺧﺘﻴﺎﺭﻫﻢ ﺑﻄﺮﻳﻘﺔ ﻋﺸﻮﺍﺋﻴﺔ ﻣﻦ ﻣﺪﺍﺭﺱ ﺍﻟﻔﺮﻕ ﺍﻟﺮﻳﺎﺿﻴﺔ ،ﻭﻗﺪ ﺍﺳﺘﺒﻌﺪ ﺍﻟﺒﺎﺣﺚ ﻧﺘﺎﺋﺞ 38ﻻﻋﺐ ﻟﻸﺳﺒﺎﺏ ﺍﻟﺘﺎﻟﻴﺔ 18 :ﻻﻋﺐ ،ﰎ ﺍﻧﻘﻄﺎﻋﻬﻢ ﻋﻦ ﺑﻌﺾ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺑﺴﺒﺐ ﺗﻜﺮﺍﺭ ﻏﻴﺎﺑﺎﻢ ﻋﻦ ﺍﻟﺘﺪﺭﻳﺐ ،ﺗﻌﺮﺽ ﺍﻟﺒﻌﺾ ﻣﻨﻬﻢ ﻹﺻﺎﺑﺎﺕ ،ﺍﻋﺘﻤﺪ ﻋﻠﻰ 20ﻻﻋﺐ ﰲ ﻋﻴﻨﺔ ﺍﻟﺘﺠﺮﺑﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ ،ﻗﺪ ﰎ ﺇﺟﺮﺍﺀ ﲨﻴﻊ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﻟﺘﻘﻨﻴﺔ ﻟﻌﻴﻨﺔ ﺍﻟﺒﺤﺚ ﰲ ﻣﻼﻋﺐ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﺑﻌﺪ ﺃﻥ ﰎ ﺿﺒﻂ ﲨﻴﻊ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻹﺟﺮﺍﺋﻴﺔ ﻟﻠﺒﺤﺚ. ﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻼﺧﺘﺒﺎﺭﺍﺕ: ﺃﺟﺮﻯ ﺍﻟﺒﺎﺣﺚ ﲡﺮﺑﺔ ﺍﺳﺘﻄﻼﻋﻴﺔ ،ﴰﻠﺖ 20ﻻﻋﺐ ﻣﻦ ﳎﺘﻤﻊ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻠﻴﺔ ،ﺍﻟﱵ ﰎ ﺍﺳﺘﺒﻌﺎﺩ ﻧﺘﺎﺋﺠﻬﺎ ﻋﻦ ﺍﻟﺘﺠﺮﺑﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻟﻠﺒﺤﺚ ،ﻛﻤﺎ ﰎ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺻﺪﻕ ﻭﺛﺒﺎﺕ ﻭﻣﻮﺿﻌﻴﺔ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ،ﻭﺍﻟﱵ ﺃﻇﻬﺮﺕ ﺩﺭﺟﺔ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﻟﺼﺪﻕ ﻭﺍﻟﺜﺒﺎﺕ ،ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) ،(0.05ﻛﻤﺎ ﻋﻜﺴﺖ ﻫﺬﻩ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻣﻮﺿﻮﻋﻴﺔ ﺟﻴﺪﺓ ،ﻷﻥ ﻣﺴﺘﻮﻯ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﻟﺒﺤﺚ ﺳﻬﻠﺔ ﻭﻭﺍﺿﺤﺔ ﺍﻟﻔﻬﻢ ﻭﻏﲑ ﻗﺎﺑﻠﺔ ﻟﻠﺘﺄﻭﻳﻞ ،ﻭﻫﻮ ﺍﻟﺬﻱ ﺃﻛﺪﻩ ﺍﳋﱪﺍﺀ ﰲ ﳎﺎﻝ ﺍﻟﺒﺤﺚ ،ﻣﻦ ﺃﺳﺎﺗﺬﺓ ﻭﻣﺪﺭﺑﲔ ﻭﺑﺎﺣﺜﲔ. ﺑﻄﺎﺭﻳﺎﺕ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ: -1ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺒﺪﻧﻴﺔ: ﺍﺧﺘﺒﺎﺭ ﺍﻟﺮﻛﺾ 30ﻡ. ﺍﺧﺘﺒﺎﺭ ﺍﻟﻮﺛﺐ ﺍﻟﻌﻤﻮﺩﻱ ﻣﻦ ﺍﻟﺜﺒﺎﺕ. ﺍﺧﺘﺒﺎﺭ ﻣﺴﺎﻓﺔ ﺭﻣﻴﺔ ﺍﻟﺘﻤﺎﺱ. ﺍﺧﺘﺒﺎﺭ ﺍﳉﺮﻱ 5ﺩﻗﺎﺋﻖ. -2ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻔﻨﻴﺔ: ﺍﺧﺘﺒﺎﺭ ﺗﻨﻄﻴﻂ ﺍﻟﻜﺮﺓ ﺑﺎﳌﺴﺎﻓﺔ. ﺍﺧﺘﺒﺎﺭ ﺍﳉﺮﻱ ﺍﳌﺘﻌﺮﺝ. ﺍﺧﺘﺒﺎﺭ ﺿﺮﺏ ﺍﻟﻜﺮﺓ ،ﻷﺑﻌﺪ ﻣﺴﺎﻓﺔ ﻭﺍﻟﻜﺮﺓ ﺛﺎﺑﺘﺔ. ﺍﺧﺘﺒﺎﺭ ﺍﳉﺮﻱ ﺑﺎﻟﻜﺮﺓ.ﺍﺳﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ :ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ ،ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺳﺒﲑﻣﺎﻥ، ﺍﻟﻨﺴﺒﺔ ﺍﳌﺌﻮﻳﺔ ،ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ،Fﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ ،ﺍﻻﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ ،ﺛﺒﺎﺕ ﺍﻻﺧﺘﺒﺎﺭ ،ﺻﺪﻕ ﺍﻻﺧﺘﺒﺎﺭ ،ﺍﻟﺪﺭﺟﺔ ﺍﳌﻌﻴﺎﺭﻳﺔ. ﺍﺳﺘﻨﺘﺎﺟﺎﺕ :ﺗﻮﺻﻞ ﺍﻟﺒﺎﺣﺚ ﺇﱃ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﺎﻟﻴﺔ: -1ﺃﻇﻬﺮﺕ ﻣﺴﻄﺮﺓ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﻟﻔﻨﻴﺔ ﺻﺪﻗﺎ ﻭﺛﺒﺎﺗﺎ ﻋﺎﻟﻴﲔ ﻭﻋﻠﻰ ﺍﻟﺘﻮﺍﱄ(0.92) : ﻭ) (0.88ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ).(0.05 -2ﺗﺒﺎﻳﻨﺖ ﻧﺘﺎﺋﺞ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﺒﺪﻧﻴﺔ ﺑﲔ ﻋﻴﻨﺎﺕ ﺍﻟﺒﺤﺚ ) 12-11ﺳﻨﺔ( ﺑﲔ: ﻓﺮﻭﻕ ﻣﻌﻨﻮﻳﺔ ﻭﻇﺎﻫﺮﻳﺔ ﻟﺼﺎﱀ ﺍﻟﻌﻴﻨﺔ ﺍﻟﱵ ﺗﺄﻳﺪ ﻓﺮﺿﻴﺔ ﺍﻟﺒﺤﺚ. -3ﺗﺄﺳﺴﺖ ﻧﺘﺎﺋﺞ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ ﰲ ﻭﺿﻊ ﺍﻟﺪﺭﺟﺎﺕ ﺍﳌﺴﺘﻮﻳﺎﺕ ﻭﺍﳌﻌﻴﺎﺭﻳﺔ ﳉﻤﻴﻊ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﳌﻬﺎﺭﻳﺔ ﻟﻌﻴﻨﱵ ﺍﻟﺒﺤﺚ ﺑﻨﺴﺒﺔ ﻣﺌﻮﻳﺔ ﳏﺼﻮﺭﺓ ﺑﲔ ).(%76.31 ،%63.07 -2ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﱵ ﻗﺎﻡ ﺎ ﺍﻟﺒﺎﺣﺚ "ﻋﺒﺶ ﺍﻟﻔﻀﻴﻞ ﻋﻤﺮ": ﲢﺖ ﻋﻨﻮﺍﻥ "ﺍﻻﻧﺘﻘﺎﺀ ﻭﺍﻟﺘﻮﺟﻴﻪ ﺍﻟﺮﻳﺎﺿﻲ ﻟﻠﻨﺎﺷﺌﲔ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ )12-11 ﺳﻨﺔ(" ،ﰲ ﺇﻃﺎﺭ ﺇﳒﺎﺯ ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﻟﺴﻨﺔ 2003ﲜﺎﻣﻌﺔ ﺍﳉﺰﺍﺋﺮ ،ﻗﺴﻢ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﻟﺮﻳﺎﺿﻴﺔ. ﺪﻑ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺗﻘﺪﱘ ﺃﻫﻢ ﻣﻄﺎﻟﺐ ﺍﻻﻧﺘﻘﺎﺀ ﻭﺍﻟﺘﻮﺟﻴﻪ ﳌﺪﺭﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻟﻴﺘﻢ ﺃﺧﺬﻫﺎ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﻋﻨﺪ ﺍﺧﺘﻴﺎﺭ ﺃﻓﻀﻞ ﺍﳌﺒﺘﺪﺋﲔ ﻣﻦ ﺳﻦ ﻣﺒﻜﺮ ) 12-11ﺳﻨﺔ( ،ﻣﻦ ﺃﺟﻞ ﺗﻜﻮﻳﻦ ﻓﺮﻕ ﺭﻳﺎﺿﻴﺔ ﺗﺮﻗﻰ ﺇﱃ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻌﺎﱄ. ﺗﺘﻤﺜﻞ ﺇﺷﻜﺎﻟﻴﺔ ﺍﻟﺒﺤﺚ ﰲ :ﻛﻴﻒ ﻳﻨﻈﺮ ﻣﺪﺭﺑﻮ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﰲ ﺍﻟﻴﻤﻦ ،ﺇﱃ ﻋﻤﻠﻴﱵ ﺍﻻﻧﺘﻘﺎﺀ ﻭﺍﻟﺘﻮﺟﻴﻪ ،ﻛﺄﺩﺍﺓ ﻟﻼﺳﺘﻐﻼﻝ ﺍﻷﻣﺜﻞ ﻟﻺﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﺬﺍﺗﻴﺔ ﻟﻠﻨﺎﺷﺌﲔ. ﺍﻋﺘﻤﺪ ﺍﻟﺒﺎﺣﺚ ﻋﻠﻰ ﻓﺮﺿﻴﺔ ﻋﺎﻣﺔ ،ﺍﺷﺘﻘﺖ ﻣﻨﻬﺎ ﺃﺭﺑﻌﺔ ﻓﺮﺿﻴﺎﺕ ﺟﺰﺋﻴﺔ ﳌﻌﺎﳉﺔ ﻫﺬﻩ ﺍﻹﺷﻜﺎﻟﻴﺔ ﺍﺳﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﻟﺪﺭﺍﺳﺔ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ،ﻭﺩﻋﻢ ﺫﻟﻚ ﲟﻌﻄﻴﺎﺕ ﺇﺣﺼﺎﺋﻴﺔ، ﻗﺼﺪ ﺇﻋﻄﺎﺀ ﻣﺪﻟﻮﻝ ﻋﻠﻤﻲ ﻟﻜﻞ ﺧﻄﻮﺓ ﻣﻦ ﺧﻄﻮﺍﺕ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ،ﺃﻣﺎ ﻋﻦ ﺍﻷﺩﻭﺍﺕ ﺍﻟﱵ ﺍﺳﺘﻌﻤﻠﻬﺎ ﺍﻟﺒﺎﺣﺚ ﻻﺧﺘﻴﺎﺭ ﺻﺤﺔ ﻓﺮﺿﻴﺎﺗﻪ ﻓﻬﻲ ﻃﺮﻳﻘﺔ ﺍﻻﺳﺘﺒﻴﺎﻥ ،ﻣﺘﻜﻮﻥ ﻣﻦ 24ﺳﺆﺍﻝ ،ﰎ ﺗﻮﺟﻴﻬﻪ ﺇﱃ ﻣﺪﺭﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﺍﻋﺘﻤﺪ ﺍﻟﺒﺎﺣﺚ ﻋﻠﻰ ﻋﻴﻨﺔ ﻣﻦ ﺍﳌﺪﺭﺑﲔ ﻟﻜﺮﺓ ﺍﻟﻘﺪﻡ ،ﳑﻦ ﺗﺘﻮﻓﺮ ﻓﻴﻬﻢ ﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﳋﱪﺓ ﺍﳌﻬﻨﻴﺔ ﰲ ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﻴﻤﻨﻴﺔ ،ﺑﻠﻎ ﻋﺪﺩ ﺃﻓﺮﺍﺩﻫﺎ 120ﻣﺪﺭﺏ. ﺍﺳﺘﻌﻤﻞ ﺍﻟﺒﺎﺣﺚ ﻗﺎﻧﻮﻥ ﺍﻟﻨﺴﺐ ﺍﳌﺌﻮﻳﺔ ،ﻟﺘﺤﻠﻴﻞ ﺍﻟﻨﺘﺎﺋﺞ ﰲ ﲨﻴﻊ ﺍﻷﺳﺌﻠﺔ ،ﺑﻌﺪ ﺣﺴﺎﺏ ﻋﺪﺩ ﺗﻜﺮﺍﺭﺍﺕ ﻛﻞ ﻣﻨﻬﺎ ،ﻭﳌﻌﺮﻓﺔ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻫﻨﺎﻙ ﻓﺮﻭﻕ ﰲ ﺍﻷﺟﻮﺑﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﺍﺳﺘﻌﻤﻞ ﺍﻟﺒﺎﺣﺚ ﻛﺎ) 2ﺗﺮﺑﻴﻊ(. ﻣﻦ ﺧﻼﻝ ﲨﻴﻊ ﺍﳌﻌﻄﻴﺎﺕ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﺘﻄﺒﻴﻘﻴﺔ ،ﺗﻮﺻﻞ ﺍﻟﺒﺎﺣﺚ ﺇﱃ ﺧﻼﺻﺔ ﻣﻔﺎﺩﻫﺎ ﺃﻥ ﻫﻨﺎﻙ ﺭﻋﺎﻳﺔ ﻭﺍﻫﺘﻤﺎﻡ ﻛﺒﲑﻳﻦ ،ﺑﺎﻧﺘﻘﺎﺀ ﻭﺗﻮﺟﻴﻪ ﺍﻟﻨﺎﺷﺌﲔ ﺇﱃ ﳑﺎﺭﺳﺔ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﰲ ﺍﻷﻧﺪﻳﺔ ﺍﻟﻴﻤﻨﻴﺔ ،ﺍﻟﱵ ﺗﺘﻮﻓﺮ ﻓﻴﻬﻢ ﺍﳌﻴﻮﻝ ،ﺍﻻﺳﺘﻌﺪﺍﺩﺍﺕ ،ﺍﻟﻘﺪﺭﺍﺕ ،ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﻄﻠﻮﺑﺔ ﳌﻤﺎﺭﺳﺔ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. -3ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﱵ ﻗﺎﻡ ﺎ ﺍﻟﺒﺎﺣﺚ "ﺍﻟﻄﺎﺋﻲ ﻋﺒﺪ ﺍﳊﻜﻴﻢ": ﻫﻮ ﺃﺳﺘﺎﺫ ﳏﺎﺿﺮ ،ﺑﻜﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﲜﺎﻣﻌﺔ ﺑﻐﺪﺍﺩ :ﻇﻮﺍﻫﺮ ﺍﻛﺘﺸﺎﻑ ﺍﳌﻮﻫﻮﺑﲔ ﻟﺘﻼﻣﻴﺬ ﺍﳌﺪﺍﺭﺱ ﻟﻜﻼ ﺍﳉﻨﺴﲔ ،ﻭﺳﺒﻞ ﺗﻄﻮﻳﺮ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺮﻳﺎﺿﻲ ﰲ ﺍﻟﻮﻃﻦ ﺍﻟﻌﺮﰊ ) 12-11ﺳﻨﺔ(. ﻳﺘﻠﺨﺺ ﻣﻮﺿﻮﻉ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﰲ ﳏﺎﻭﻟﺔ ﺍﻛﺘﺸﺎﻑ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻭﺍﳌﺘﻮﺳﻄﺔ ﰲ ﻭﻗﺖ ﻣﺒﻜﺮ ،ﺿﻤﺎﻧﺎ ﻟﺘﺤﻘﻴﻖ ﺍﻹﳒﺎﺯ ﻭﺍﳌﺴﺘﻮﻯ ﺍﳉﻴﺪ ،ﻛﺬﻟﻚ ﻣﻌﺮﻓﺔ ﻇﻮﺍﻫﺮ ﺍﻟﺘﻄﻮﺭ ﺍﳊﺮﻛﻲ ﻟﺪﻯ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺇﻣﻜﺎﻧﻴﺔ ﺍﻻﺭﺗﻘﺎﺀ ﻢ. ﻗﺪ ﴰﻠﺖ ﳎﺎﻻﺕ ﺍﻟﺒﺤﺚ ﻋﻴﻨﺔ ﻣﻦ ﺍﻟﺒﺤﻮﺙ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺍﻵﺭﺍﺀ ﺍﻟﱵ ﻭﺿﻌﻬﺎ ﺍﻻﺧﺘﺼﺎﺻﻴﻮﻥ ﰲ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ،ﻭﺁﺭﺍﺀ ﳔﺒﺔ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ ،ﺣﻴﺚ ﺣﻠﻞ ﺍﻟﺒﺎﺣﺚ ﻧﺘﺎﺋﺞ ﺑﻌﺾ ﺍﳌﻘﺎﺭﻧﺎﺕ ﺑﲔ ﻧﺘﺎﺋﺞ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﺍﻟﺼﻒ ﺍﳋﺎﻣﺲ ﻭﺍﻟﺴﺎﺩﺱ ﺍﺑﺘﺪﺍﺋﻲ ،ﻭﻣﺴﺘﻮﻯ ﺍﻟﻠﻴﺎﻗﺔ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﻟﺘﻄﻮﺭ ﺍﳊﺮﻛﻲ ﻟﺪﻳﻬﻢ. ﺍﻋﺘﻤﺪ ﺍﻟﺒﺎﺣﺚ ﻋﻠﻰ ﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﺍﻟﺘﺤﻠﻴﻠﻲ ،ﺣﻴﺚ ﻗﺎﻡ ﺑﺘﺤﻠﻴﻞ ﺑﻌﺾ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺍﻟﺒﺤﻮﺙ ،ﻛﻤﺎ ﺍﻋﺘﻤﺪ ﻋﻠﻰ ﺍﳌﺮﺍﺟﻊ ﻭﺍﻟﻜﺘﺐ ﺍﳌﺘﻮﻓﺮﺓ ﻣﻦ ﺧﻼﻝ ﻋﺮﺽ ﻟﻶﺭﺍﺀ ﻭﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﺗﻮﺻﻞ ﺇﻟﻴﻬﺎ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ. ﺍﺳﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﻋﻴﻨﺔ ﺳﺒﻖ ﻭﺃﻥ ﺍﺳﺘﻌﻤﻠﻬﺎ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ ﰲ ﻭﺯﺍﺭﺓ ﺍﻟﺸﺒﺎﺏ ﻭﺍﻟﺮﻳﺎﺿﺔ، ﻭﻫﻲ 4172ﺗﻠﻤﻴﺬ ،ﻭﻣﻦ ﻛﻼ ﺍﳉﻨﺴﲔ ،ﰎ ﺍﺧﺘﻴﺎﺭﻫﻢ ﺑﻄﺮﻳﻘﺔ ﻋﺸﻮﺍﺋﻴﺔ ﻣﻦ ﺑﲔ ﺗﻼﻣﻴﺬ ﳐﺘﻠﻒ ﺍﳌﺪﺍﺭﺱ ﰲ ﺳﺒﻊ ﳏﺎﻓﻈﺎﺕ ﻋﺎﻡ 1983ﻡ ،ﺑﻠﻎ ﻋﺪﺩ ﺍﻹﻧﺎﺙ 2256ﻭﻋﺪﺩ ﺍﻟﺬﻛﻮﺭ 1503ﻣﻦ ﻣﺮﺣﻠﺔ ﺍﻟﺼﻒ ﺍﳋﺎﻣﺲ ﻭﺍﻟﺴﺎﺩﺱ ﺍﺑﺘﺪﺍﺋﻲ ،ﰎ ﺍﺳﺘﺒﻌﺎﺩ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﱵ ﻻ ﺗﺰﺍﻭﻝ ﺍﻟﺘﺪﺭﻳﺐ ﰲ ﺟﻬﺎﺕ ﺃﺧﺮﻯ ،ﻷﺳﺒﺎﺏ ﺗﺘﻌﻠﻖ ﲟﻌﺮﻓﺔ ﺍﻟﻠﻴﺎﻗﺔ ﺍﻟﺒﺪﻧﻴﺔ ﻟﻠﺘﻼﻣﻴﺬ ﰲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﺍﻟﻌﻤﺮﻳﺔ ﻻﺧﺘﻴﺎﺭ ﺍﳌﻮﻫﻮﺑﲔ ﻣﻨﻬﺎ. ﺍﺳﺘﻌﻤﻞ ﺍﻟﺒﺎﺣﺚ ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﳌﻘﺎﺭﻧﺔ ،ﰒ ﺩﻭﻧﺖ ﻧﺘﺎﺋﺞ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﰲ ﺍﺳﺘﻤﺎﺭﺍﺕ ﺧﺎﺻﺔ ﻭﻭﺿﻊ ﳍﺎ ﺟﺪﻭﻝ ﻭﳐﻄﻄﺎﺕ ،ﺍﺳﺘﺨﺪﻡ ﺑﻄﺎﺭﻳﺔ "ﺍﺧﺘﺒﺎﺭ ﺍﻟﻠﻴﺎﻗﺔ ﺍﻟﺒﺪﻧﻴﺔ" ،ﺑﻌﺪ ﺃﻥ ﰎ ﺍﻻﺗﻔﺎﻕ ﻋﻠﻴﻬﺎ ﻣﻦ ﻗﺒﻞ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ ،ﺿﻤﺖ ﻫﺬﻩ ﺍﻟﺒﻄﺎﺭﻳﺔ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ: -1ﺍﻟﻌﺪﻭ ﺍﻟﺴﺮﻳﻊ ﳌﺴﺎﻓﺔ 30ﻣﺘﺮ. -2ﺍﻟﺘﻮﺍﻓﻖ ﺍﳊﺮﻛﻲ. -3ﺍﻟﺪﻗﺔ ﰲ ﺍﳊﺮﻛﺔ -4ﺍﻟﻘﻮﺓ ﺍﻻﻧﻔﺠﺎﺭﻳﺔ. -5ﻭﺯﻥ ﻭﻃﻮﻝ ﺍﳉﺴﻢ -6ﻣﻌﺪﻝ ﺍﻟﻨﺒﺾ. -7ﺍﳌﻄﺎﻭﻟﺔ 300ﻣﺘﺮ ﻟﻺﻧﺎﺙ ﻭ 500ﻣﺘﺮ ﻟﻠﺬﻛﻮﺭ. ﺍﻋﺘﻤﺪ ﺍﻟﺒﺎﺣﺚ ﻋﻠﻰ ﺍﻟﻄﺮﻕ ﺍﻹﺣﺼﺎﺋﻴﺔ ،ﻹﳚﺎﺩ ﻋﻨﺎﺻﺮ ﺍﻟﻠﻴﺎﻗﺔ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﳌﻘﺎﺭﻧﺔ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻤﺎ، ﻭﻣﻦ ﺑﲔ ﻫﺬﻩ ﺍﻟﻄﺮﻕ ،ﺇﳚﺎﺩ ﺍﻟﻨﺴﺐ ﺍﳌﺌﻮﻳﺔ ﻭﺍﻷﻭﺳﺎﻁ ﺍﳊﺴﺎﺑﻴﺔ ،ﻟﻘﺪ ﺃﺩﺭﺟﺖ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ﰲ ﺟﺪﺍﻭﻝ ﺧﺎﺻﺔ ،ﻟﻜﻞ ﳏﺎﻓﻈﺔ ﺃﻭ ﻣﻨﻄﻘﺔ ﻳﻨﺘﻤﻲ ﺇﻟﻴﻬﺎ ﺍﻟﺘﻼﻣﻴﺬ ﻣﻦ ﻛﻼ ﺍﳉﻨﺴﲔ ،ﰒ ﺳﺠﻠﺖ ﻧﺘﺎﺋﺞ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻠﻴﺎﻗﺔ ﺍﻟﺒﺪﻧﻴﺔ ،ﺃﻣﺎﻡ ﻛﻞ ﻣﻨﻄﻘﺔ ﰲ ﺟﺪﻭﻟﲔ ﻣﻨﻔﺼﻠﲔ ﻟﻠﺬﻛﻮﺭ ﻭﺍﻹﻧﺎﺙ ﺣﺴﺐ ﻋﺪﺩ ﻛﻞ ﻣﻨﻬﺎ ،ﺳﺠﻠﺖ ﻧﺘﺎﺋﺞ ﻛﻞ ﻓﺮﺩ ﻣﻦ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ﻋﻠﻰ ﺍﻧﻔﺮﺍﺩ ،ﺣﺴﺐ ﺍﻟﻌﻤﺮ ﻭﺍﳉﻨﺲ ﻭﺍﳌﻨﻄﻘﺔ. ﰲ ﺍﻷﺧﲑ ﺗﻮﺻﻞ ﺍﻟﺒﺎﺣﺚ ﺇﱃ ﲨﻠﺔ ﻣﻦ ﺍﻻﺳﺘﻨﺘﺎﺟﺎﺕ ﻣﻨﻬﺎ: • ﺍﺑﺘﺪﺍﺀ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﻔﻌﻠﻲ ﺍﳌﻨﻈﻢ ﻣﻊ ﺍﳌﺒﺘﺪﺋﲔ ﻣﻦ ﺗﻼﻣﻴﺬ ﺍﳌﺪﺍﺭﺱ ﻟﻜﻼ ﺍﳉﻨﺴﲔ ﰲ ﺳﻦ ﻣﺒﻜﺮ. • ﺍﺗﺒﺎﻉ ﻃﺮﻕ ﻭﻭﺳﺎﺋﻞ ﺍﻹﻋﺪﺍﺩ ﺍﻟﻌﺎﻡ ﺧﻼﻝ ﺳﻨﻮﺍﺕ ﺍﻟﺘﺪﺭﺏ ﺍﻷﻭﱃ ﻟﻠﻤﺒﺘﺪﺋﲔ ﻣﻦ ﺍﻟﺘﻼﻣﻴﺬ ﻟﻜﻼ ﺍﳉﻨﺴﲔ. • ﻣﺮﺍﻗﺒﺔ ﺍﳌﻮﻫﺐ ﻭﺍﻹﺷﺮﺍﻑ ﻋﻠﻴﻪ ﺑﺸﻜﻞ ﺟﻴﺪ ،ﺿﻤﺎﻧﺎ ﻻﺳﺘﻤﺮﺍﺭ ﺗﻘﺪﻣﻪ ﺍﻟﺪﺍﺋﻢ. • ﻣﺮﺍﻋﺎﺓ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﺑﲔ ﻛﻼ ﺍﳉﻨﺴﲔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ،ﺧﺎﺻﺔ ﺃﺛﻨﺎﺀ ﻣﺮﺣﻠﺔ ﺍﻟﺒﻠﻮﻍ ﻭﺑﻌﺪﻫﺎ. • ﻣﺮﺍﻋﺎﺓ ﺍﳉﻮﺍﻧﺐ ﺍﻟﻮﺭﺍﺛﻴﺔ ﻭﺍﻟﻔﻄﺮﻳﺔ ،ﻟﺪﻯ ﺍﻟﺘﻼﻣﻴﺬ ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ. -4ﺩﺭﺍﺳﺔ ﺩﺍﺩﻱ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ: ﺃﺟﺮﻳﺖ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺳﻨﺔ 1996ﺑﺪﺍﱄ ﺇﺑﺮﺍﻫﻴﻢ ﲜﺎﻣﻌﺔ ﺍﳉﺰﺍﺋﺮ ،ﻭﻛﺎﻥ ﻣﻮﺿﻮﻋﻬﺎ "ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺑﺎﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﳌﻬﺎﺭﻱ ﰲ ﺍﻟﺮﻳﺎﺿﺎﺕ ﺍﳉﻤﺎﻋﻴﺔ" ﺃﻃﺮﻭﺣﺔ ﻟﻨﻴﻞ ﺷﻬﺎﺩﺓ ﻣﺎﺟﺴﺘﲑ. • ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ: -1ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻟﺪﻯ ﺍﻟﻄﻠﺒﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺑﺎﻷﺩﺍﺀ ﺍﳌﻬﺎﺭﻱ ﰲ ﺍﻟﺮﻳﺎﺿﺎﺕ ﺍﳉﻤﺎﻋﻴﺔ. -2ﻣﺪﻯ ﺗﺄﺛﲑ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ ﻋﻠﻰ ﺍﻛﺘﺴﺎﺏ ﻭﺗﻌﻠﻢ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻟﻠﺮﻳﺎﺿﺎﺕ ﺍﳉﻤﺎﻋﻴﺔ. -3ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺑﻜﻞ ﻧﻮﻉ ﻣﻦ ﺃﻧﻮﺍﻉ ﺍﻟﺮﻳﺎﺿﺎﺕ ﺍﳉﻤﺎﻋﻴﺔ. • ﻓﺮﺿﻴﺎﺕ ﺍﻟﺒﺤﺚ: -1ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺑﲔ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻷﺩﺍﺀ ﺍﳌﻬﺎﺭﻱ ﺍﻟﻌﺎﻡ ﰲ ﺍﻟﺮﻳﺎﺿﺎﺕ ﺍﳉﻤﺎﻋﻴﺔ. -2ﲣﺘﻠﻒ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻷﺩﺍﺀ ﺍﳌﻬﺎﺭﻱ ﺣﺴﺐ ﻧﻮﻉ ﺍﻟﺮﻳﺎﺿﺔ ﺍﳉﻤﺎﻋﻴﺔ. -3ﲣﺘﻠﻒ ﻧﻮﻉ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻷﺩﺍﺀ ﺍﳌﻬﺎﺭﻱ ﺣﺴﺐ ﻧﻮﻉ ﺍﻟﺴﻤﺔ ﺍﻟﺸﺨﺼﻴﺔ. -4ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﰲ ﺍﻷﺩﺍﺀ ﺍﳌﻬﺎﺭﻱ ﺍﻟﻌﺎﻡ ﰲ ﺍﻟﺮﻳﺎﺿﺎﺕ ﺍﳉﻤﺎﻋﻴﺔ ﺑﲔ ﺫﻭﻱ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﳌﺮﺗﻔﻌﺔ ﻭﺫﻭﻱ ﺍﻟﺪﺭﺟﺎﺕ ﺍﳌﻨﺨﻔﻀﺔ. -5ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﻣﺘﻌﺪﺩﺓ ﺑﲔ ﺍﻷﺩﺍﺀ ﺍﳌﻬﺎﺭﻱ ﰲ ﺍﻟﻜﺮﺓ ﺍﻟﻄﺎﺋﺮﺓ ﻭﻛﺮﺓ ﺍﻟﻴﺪ ﻭﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ. -6ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﻣﺘﻌﺪﺩﺓ ﺑﲔ ﺍﻟﻌﺼﺒﻴﺔ ﻭﺍﻟﻌﺪﻭﺍﻧﻴﺔ ﻭﺍﻻﻛﺘﺌﺎﺑﻴﺔ ﻭﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﻼﺳﺘﺜﺎﺭﺓ ﻭﺍﻟﺴﻴﻄﺮﺓ ﻭﺍﻟﻜﻒ ﻭﺍﻷﺩﺍﺀ ﺍﳌﻬﺎﺭﻱ ﰲ ﺍﻟﺮﻳﺎﺿﺎﺕ ﺍﳉﻤﺎﻋﻴﺔ. • ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ: ﺗﺘﻜﻮﻥ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ﻣﻦ ﻃﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﱃ ﺍﺧﺘﺼﺎﺹ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﻟﺮﻳﺎﺿﻴﺔ ﻭﻋﺪﺩﻫﻢ 100ﻃﺎﻟﺐ ،ﲟﻌﻬﺪ ﺩﺍﱄ ﺇﺑﺮﺍﻫﻴﻢ ﲜﺎﻣﻌﺔ ﺍﳉﺰﺍﺋﺮ ،ﻭﰎ ﺍﻻﺧﺘﻴﺎﺭ ﺑﻄﺮﻳﻘﺔ ﻋﺸﻮﺍﺋﻴﺔ ﺑﻌﺪ ﺇﺟﺮﺍﺀ ﺍﻟﻘﺮﻋﺔ ﻋﻠﻰ 8ﺃﻓﻮﺍﺝ ﻣﻦ ﻃﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﱃ. • ﺃﺩﻭﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ: -1 ﻗﺎﺋﻤﺔ ﻓﺮﺍﻳﺒﻮﺭﺝ ﻟﻠﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺑﺄﺑﻌﺎﺩﻫﺎ ﺍﻟﺜﻤﺎﻧﻴﺔ. -2 ﺇﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻜﺮﺓ ﺍﻟﻄﺎﺋﺮﺓ. -3 ﺇﺧﺘﺒﺎﺭﺍﺕ ﻛﺮﺓ ﺍﻟﺴﻠﺔ. -4 ﺇﺧﺘﺒﺎﺭﺍﺕ ﻛﺮﺓ ﺍﻟﻴﺪ. • ﺃﻫﻢ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ: -1ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﺑﲔ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﳌﻬﺎﺭﻱ ﰲ ﺍﻟﺮﻳﺎﺿﺎﺕ ﺍﳉﻤﺎﻋﻴﺔ. -2ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺟﻮﻫﺮﻳﺔ ﰲ ﺍﻷﺩﺍﺀ ﺍﳌﻬﺎﺭﻱ ﺑﲔ ﺫﻭﻱ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﳌﺮﺗﻔﻌﺔ ﻭﺫﻭﻱ ﺍﻟﺪﺭﺟﺎﺕ ﺍﳌﻨﺨﻔﻀﺔ ﻟﺼﺎﱀ ﺍﻟﻔﺌﺔ ﺍﻷﺧﲑﺓ. -3ﺍﺧﺘﻼﻑ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻷﺩﺍﺀ ﺍﳌﻬﺎﺭﻱ ﺣﺴﺐ ﻧﻮﻉ ﺍﻟﺮﻳﺎﺿﺔ. -4ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺍﺭﺗﺒﺎﻃﻴﺔ ﺩﺍﻟﺔ ﺑﲔ ﲰﺔ )ﺍﻟﻌﺼﺒﻴﺔ ﻭﺍﻟﻌﺪﻭﺍﻧﻴﺔ ﻭﺍﻻﻛﺘﺌﺎﺑﻴﺔ ﻭﺍﻟﻘﺎﺑﻠﺔ ﻟﻼﺳﺘﺜﺎﺭﺓ ﻭﺍﻟﺴﻴﻄﺮﺓ ﻭﺍﻟﻜﻒ( ﻭﺍﻷﺩﺍﺀ ﺍﳌﻬﺎﺭﻱ ﺍﻟﻌﺎﻡ ﰲ ﺍﻟﺮﻳﺎﺿﺎﺕ ﺍﳉﻤﺎﻋﻴﺔ. 1 -5ﺩﺭﺍﺳﺔ ﺑﻮﻣﺴﺠﺪ ﻋﺒﺪ ﺍﻟﻘﺎﺩﺭ: ﺃﺟﺮﻳﺖ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺳﻨﺔ 1996ﲜﺎﻣﻌﺔ ﻣﺴﺘﻐﺎﱎ ﻭﻛﺎﻥ ﻣﻮﺿﻮﻋﻬﺎ ﲢﺪﻳﺪ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻟﺪﻯ ﻻﻋﱯ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺣﺴﺐ ﻣﺮﺍﻛﺰﻫﻢ )ﺩﻓﺎﻉ ،ﻭﺳﻂ ،ﻫﺠﻮﻡ( ،ﺃﻃﺮﻭﺣﺔ ﻟﻨﻴﻞ ﺷﻬﺎﺩﺓ ﻣﺎﺟﺴﺘﲑ. • ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ: -1ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﻻﺧﺘﻼﻑ ﺃﻭ ﺍﻻﺗﻔﺎﻕ ﺑﲔ ﺍﳌﺮﺍﻛﺰ ﺍﻟﺜﻼﺛﺔ ﺗﺒﻌﺎ ﻟﻠﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ. -2ﲢﺪﻳﺪ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻼﻋﱯ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻛﻞ ﺣﺴﺐ ﻣﺮﻛﺰﻩ ،ﲟﺎ ﻳﺘﻮﺍﻓﻖ ﻭﻃﺒﻴﻌﺔ ﺍﻟﻮﺍﺟﺐ. -3ﻭﺿﻊ ﺑﲔ ﺃﻳﺪﻱ ﺍﳌﺪﺭﺑﲔ ﻣﻌﻄﻴﺎﺕ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺑﻮﺍﺳﻄﺘﻬﺎ ﳝﻜﻦ ﺍﺧﺘﻴﺎﺭ ﻻﻋﺒﲔ ﰲ ﻣﺮﺍﻛﺰ ﻟﻌﺐ ﺗﺘﻮﺍﻓﻖ ﻭﲰﺎﻢ ﺍﻟﺸﺨﺼﻴﺔ. -1ﺩﺍﺩﻱ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ :ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺑﺎﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ﰲ ﺍﻟﺮﻳﺎﺿﺎﺕ ﺍﳉﻤﺎﻋﻴﺔ ،ﺃﻃﺮﻭﺣﺔ ﻣﺎﺟﺴﺘﲑ ﻏﲑ ﻣﻨﺸﻮﺭﺓ ،ﺟﺎﻣﻌـﺔ ﺍﳉﺰﺍﺋـﺮ، .1996 • ﻓﺮﺿﻴﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ: -1ﺇﻥ ﺍﺧﺘﻼﻑ ﻭﺍﺟﺒﺎﺕ ﺍﻟﻼﻋﺒﲔ ﰲ ﻣﺮﺍﻛﺰ ﻟﻌﺒﻬﻢ ﳛﺘﻢ ﺍﺧﺘﻼﻑ ﲰﺎﻢ ﺍﻟﺸﺨﺼﻴﺔ ﲟﺎ ﻳﺘﻨﺎﺳﺐ ﻭﻃﺒﻴﻌﺔ ﺍﻟﻮﺍﺟﺐ. -2ﻛﻤﺎ ﺃﻥ ﺍﺧﺘﺒﺎﺭ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﺴﺘﺔ ﻋﺸﺮ ﻋﻨﺪ -ﻛﺎﺗﻞ -ﺳﻴﻤﻜﻨﻨﺎ ﻣﻦ ﲢﺪﻳﺪ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻼﻋﱯ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﰲ ﺍﳌﺮﺍﻛﺰ ﺍﻟﺘﺎﻟﻴﺔ ،ﺍﻟﺪﻓﺎﻉ ،ﺍﻟﻮﺳﻂ ،ﺍﳍﺠﻮﻡ ،ﻭﻳﻮﺿﺢ ﻟﻨﺎ ﻣﺪﻯ ﺍﻟﺘﻘﺎﺭﺏ ﻭﺍﻟﺘﺒﺎﻋﺪ ﺃﻭ ﺍﻻﺗﻔﺎﻕ ﻭﺍﻻﺧﺘﻼﻑ ﺑﻴﻨﻬﻤﺎ. • ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ: ﴰﻠﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ 189ﻻﻋﺒﺎ ﺭﺍﺷﺪﺍ ﲡﺎﻭﺯﺕ ﺃﻋﻤﺎﺭﻫﻢ 17ﺳﻨﺔ ﻣﻮﺯﻋﲔ ﻋﻠﻰ ﻓﺮﻕ ﻣﻦ ﺍﻟﻘﺴﻢ ﺍﻟﻮﻃﲏ ﺍﻷﻭﻝ ﻏﺮﺏ ،ﺷﺮﻕ ،ﻭﺳﻂ ﺍﳉﺰﺍﺋﺮ. • ﺃﺩﻭﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ: ﰎ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻮﺍﻣﻞ - 16ﻟﺮﳝﻮﻧﺪ ﻛﺎﺗﻞ -ﺍﻟﺬﻱ ﳛﺘﻮﻱ ﻋﻠﻰ 187ﺳﺆﺍﻝ. • ﺃﻫﻢ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ: -1ﺍﺷﺘﺮﺍﻙ ﻻﻋﱯ ﺍﳌﺮﺍﻛﺰ ﺍﻟﺜﻼﺛﺔ ﰲ ﺍﻟﺴﻤﺎﺕ ﺍﻵﺗﻴﺔ )ﺍﻻﻧﺒﺴﺎﻃﻴﺔ ،ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ،ﺍﻟﺬﻛﺎﺀ، ﺍﻹﺭﺍﺩﺓ(. -2ﺇﺷﺘﺮﺍﻙ ﻻﻋﱯ ﻣﺮﻛﺰﻱ ﺍﻟﻮﺳﻂ ﻭﺍﳍﺠﻮﻡ ﰲ ﲰﱵ )ﺍﻟﺪﻫﺎﺀ ﻭﻗﻮﺓ ﺍﻋﺘﺒﺎﺭ ﺍﻟﺬﺍﺕ(. -3ﲤﻴﺰ ﻻﻋﱯ ﺍﻟﻮﺳﻂ ﺑﺴﻤﺔ )ﺍﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ ﻭﺍﻻﻓﺘﻘﺎﺭ ﺇﱃ ﺍﻟﺘﻄﻮﺭ ﺍﻟﺬﺍﰐ(. -4ﲤﻴﺰ ﻻﻋﱯ ﺍﻟﺪﻓﺎﻉ ﺑﺴﻤﺔ )ﺍﻟﺴﻴﻄﺮﺓ ،ﺍﳉﺪﻳﺔ(. -5ﲤﻴﺰ ﻻﻋﱯ ﺍﳍﺠﻮﻡ ﺑﺴﻤﺔ )ﺍﻟﺘﺤﺮﺭ ،ﺍﻟﺼﻼﺑﺔ ،ﺿﻌﻒ ﺍﻟﺘﻮﺗﺮ ﺍﻟﻌﺼﱯ(. -6ﺩﺭﺍﺳﺔ ﺃﲪﺪ ﺑﻦ ﻗﻼﻭﺯ ﺗﻮﺍﰐ: ﺃﺟﺮﻳﺖ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺳﻨﺔ 2002ﲜﺎﻣﻌﺔ ﻣﺴﺘﻐﺎﱎ ،ﻭﻛﺎﻥ ﺍﳌﻮﺿﻮﻉ "ﺃﺛﺮ ﺑﻌﺾ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻋﻠﻰ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﺮﻳﺎﺿﻴﲔ" ﺃﻃﺮﻭﺣﺔ ﻟﻨﻴﻞ ﺷﻬﺎﺩﺓ ﻣﺎﺟﺴﺘﲑ. • ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ: -1ﻣﻌﺮﻓﺔ ﺃﺛﺮ ﲣﺼﺺ ﺃﻟﻌﺎﺏ ﺍﻟﻘﻮﻯ ﻭﺍﻟﻜﺮﺓ ﺍﻟﻄﺎﺋﺮﺓ ﻋﻠﻰ ﲰﺔ ﺍﻟﻌﺼﺒﻴﺔ ،ﺍﻟﻌﺪﻭﺍﻧﻴﺔ، ﺍﻻﻛﺘﺌﺎﺑﻴﺔ ،ﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﻼﺳﺘﺜﺎﺭﺓ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ،ﺍﳍﺪﻭﺀ ،ﺍﻟﺴﻴﻄﺮﺓ ،ﺍﻟﻜﻒ ،ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻟﺮﺍﺑﻌﺔ ﺍﺧﺘﺼﺎﺹ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﻟﺮﻳﺎﺿﻴﺔ ﻭﺭﻳﺎﺿﻴﻲ ﺍﻷﻧﺪﻳﺔ. -2ﻣﻌﺮﻓﺔ ﺍﻷﺛﺮ ﺍﻟﻀﺎﻏﻂ ﻟﺘﺨﺼﺺ ﺃﻟﻌﺎﺏ ﺍﻟﻘﻮﻯ ﻭﺍﻟﻜﺮﺓ ﺍﻟﻄﺎﺋﺮﺓ ﻋﻠﻰ ﺇﺣﺪﻯ ﺍﻟﺴﻤﺎﺕ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻟﺮﺍﺑﻌﺔ ﻭﺭﻳﺎﺿﻴﻲ ﺍﻷﻧﺪﻳﺔ. • ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ: ﴰﻠﺖ ﻋﻠﻰ ﻃﻼﺏ ﻣﻌﻬﺪ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﻟﺮﻳﺎﺿﻴﺔ ﻭﺭﻳﺎﺿﻴﻲ ﻓﺮﻳﻖ ﺍﻟﻜﺮﺓ ﺍﻟﻄﺎﺋﺮﺓ ﻭﺃﻟﻌﺎﺏ ﺍﻟﻘﻮﻯ ﻭﻋﺪﺩﻫﻢ 80ﻃﺎﻟﺒﺎ. • ﺃﺩﻭﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ: ﺍﻋﺘﻤﺪ ﺍﻟﺒﺎﺣﺚ ﰲ ﺩﺭﺍﺳﺘﻪ ﻋﻠﻰ ﻗﺎﺋﻤﺔ -ﻓﺮﺍﻳﱪﻭﺝ -ﻟﻠﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﺳﺘﻤﺎﺭﺓ ﺍﺳﺘﺒﻴﺎﻧﻴﺔ ﺃﻋﺪﻫﺎ ﺍﻟﺒﺎﺣﺚ ﻣﺴﺘﻨﺒﻄﺔ ﻣﻦ ﺍﺧﺘﺒﺎﺭ ﻓﺮﺍﻳﺒﻮﺭﺝ. • ﺃﻫﻢ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ: -1ﻃﻠﺒﺔ ﺍﺧﺘﺼﺎﺹ ﺃﻟﻌﺎﺏ ﺍﻟﻘﻮﻯ ﻭﺍﻟﻜﺮﺓ ﺍﻟﻄﺎﺋﺮﺓ ﺃﺛﺮ ﻓﻴﻬﻢ ﺍﺧﺘﺒﺎﺭ ﻓﺮﺍﻳﺒﻮﺭﺝ ﺇﳚﺎﺑﻴﺎ ﻋﻠﻰ ﲰﺔ ﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﻼﺳﺘﺜﺎﺭﺓ ،ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ،ﺍﳍﺪﻭﺀ ،ﻭﺳﻠﺒﺎ ﻋﻠﻰ ﲰﺔ ﺍﻟﻌﺪﻭﺍﻧﻴﺔ ،ﻭﻛﺎﻧﺖ ﺍﻟﺴﻤﺔ ﺍﻟﻀﺎﻏﻄﺔ ﻫﻲ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻋﻨﺪ ﻃﻠﺒﺔ ﺍﺧﺘﺼﺎﺹ ﺃﻟﻌﺎﺏ ﺍﻟﻘﻮﻯ ﻭﺍﳍﺪﻭﺀ ﻋﻨﺪ ﻃﻠﺒﺔ ﺍﺧﺘﺼﺎﺹ ﺍﻟﻜﺮﺓ ﺍﻟﻄﺎﺋﺮﺓ. -2ﻛﺎﻧﺖ ﻧﺘﺎﺋﺞ ﺍﻻﺳﺘﻤﺎﺭﺓ ﻣﻄﺎﺑﻘﺔ ﻟﻨﺘﺎﺋﺞ ﺍﺧﺘﺒﺎﺭ ﻓﺮﺍﻳﺒﻮﺭﺝ ﰲ ﲰﺔ )ﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﻼﺳﺘﺜﺎﺭﺓ، ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ،ﺍﳍﺪﻭﺀ( ﻭﻋﺪﻡ ﺗﻄﺎﺑﻘﻬﺎ ﰲ ﲰﺔ ﺍﻟﻌﺪﻭﺍﻧﻴﺔ ﻋﻨﺪ ﻃﻠﺒﺔ ﺍﺧﺘﺼﺎﺹ ﺃﻟﻌﺎﺏ ﺍﻟﻘﻮﻯ ﻭﺍﻟﻜﺮﺓ ﺍﻟﻄﺎﺋﺮﺓ. -3ﻛﺎﻧﺖ ﻧﺘﺎﺋﺞ ﺍﻻﺳﺘﻤﺎﺭﺓ ﻣﻄﺎﺑﻘﺔ ﻟﻼﺧﺘﺒﺎﺭﺍﺕ ﻋﻨﺪ ﺭﻳﺎﺿﻴﻲ ﺍﻷﻧﺪﻳﺔ ﰲ ﲰﺔ )ﺍﻻﻛﺘﺌﺎﺑﻴﺔ، ﻭﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﻼﺳﺘﺜﺎﺭﺓ ،ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ،ﺍﳍﺪﻭﺀ ،ﺍﻟﺴﻴﻄﺮﺓ( ﻭﻋﺪﻡ ﺗﻄﺎﺑﻘﻬﺎ ﰲ ﲰﺔ )ﺍﻟﻜﻒ(. ﺍﺳﺘﺨﺪﺍﻡ ﺍﺧﺘﺒﺎﺭ ﻓﺮﺍﻳﺒﻮﺭﺝ ﻟﻠﺸﺨﺼﻴﺔ ﺑﺄﺑﻌﺎﺩﻩ ﺍﻟﺜﻤﺎﻧﻴﺔ. -6ﺩﺭﺍﺳﺔ ﺳﺎﺝ: ﰲ ﺩﺭﺍﺳﺔ )ﺳﺎﺝ (Sage. Gﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻔﺮﻭﻕ ﰲ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺑﲔ ﻻﻋﱯ ﺍﻷﻧﺸﻄﺔ ﺍﻟﻔﺮﺩﻳﺔ ﻭﺍﳉﻤﺎﻋﻴﺔ ﺣﻴﺚ ﺍﺳﺘﻌﻤﻞ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻘﻴﺎﺱ ﺍﻟﺘﻔﺼﻴﻞ ﺍﻟﺸﺨﺼﻲ "ﻟﺪﻭﺍﺩﺯ" ﻭﺗﻮﺻﻞ ﻋﻠﻰ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﻣﻌﻨﻮﻳﺔ ﺑﲔ ﻫﺬﻩ ﺍﳌﺴﺘﻮﻳﺎﺕ ﰲ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ. 1 - Sage. G: An asseessement of personality profiles and withim intercollegiate athletes from differents sport. 1 c(ed), psychology of sports may field, publishing company 1976. -7ﺩﺭﺍﺳﺔ ﺑﺮﻳﻜﺴﻦ: ﺩﺭﺍﺳﺔ ﺑﺮﻳﻜﺴﻦ ﺃﺟﺮﻳﺖ ﺳﻨﺔ 1967ﻭﻫﻲ ﺩﺭﺍﺳﺔ ﺪﻑ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻔﺮﻭﻕ ﰲ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺑﲔ ﻣﺘﺴﺎﺑﻘﻲ ﺍﳌﺴﺎﻓﺎﺕ ﺍﻟﻄﻮﻳﻠﺔ ﰲ ﺃﻟﻌﺎﺏ ﺍﻟﻘﻮﻯ ،ﻭﺍﺳﺘﺨﺪﻡ ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻣﻘﻴﺎﺱ ﻋﻮﺍﻣﻞ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﺴﺘﺔ ﻋﺸﺮ ﻟﻜﺎﺗﻞ ،ﻭﺗﻮﺻﻞ ﺇﱃ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﻣﻌﻨﻮﻳﺔ ﺑﻴﻨﻬﻤﺎ ﰲ ﲰﺎﺕ 1 ﺍﻟﺸﺨﺼﻴﺔ. -8ﺩﺭﺍﺳﺔ ﻋﺼﺎﻡ ﺍﻟﺪﻳﻦ ﻋﺒﺪ ﺍﳋﺎﻟﻖ: ﺃﺟﺮﻳﺖ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺳﻨﺔ ،1979ﻭﺍﻟﱵ ﺪﻑ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻤﻼﻛﻤﲔ ،ﺣﻴﺚ ﺃﻇﻬﺮﺕ ﺃﻥ ﺍﳌﻼﻛﻤﲔ ﻳﺘﻤﻴﺰﻭﻥ ﺑﺎﻟﺴﻤﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ،ﺍﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ ،ﺍﳌﺜﺎﺑﺮﺓ ،ﺍﻻﺗﺰﺍﻥ 2 ﺍﻻﻧﻔﻌﺎﱄ ،ﺍﳌﺨﺎﻃﺮﺓ ،ﺍﻟﺘﺒﺼﺮ ﺑﺎﻷﻣﻮﺭ ﻭﺍﳊﺮﺹ ،ﺍﳊﻴﻮﻳﺔ ،ﺍﻻﻛﺘﻔﺎﺀ ﺍﻟﺬﺍﰐ. -9ﺩﺭﺍﺳﺔ ﺑﺎﺭﺳﺘﺮ: ﺪﻑ ﺍﻟﺪﺭﺍﺳﺔ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﱵ ﲤﻴﺰ ﺍﻟﺴﺒﺎﺣﲔ ﺫﻭﻱ ﺍﳌﻬﺎﺭﺓ ﺍﻟﻌﺎﻟﻴﺔ ﻭﺍﻷﻗﻞ ،ﻭﺍﺳﺘﺨﺪﻡ ﻟﺬﻟﻚ ﻣﻘﻴﺎﺱ ﻋﻮﺍﻣﻞ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﺴﺘﺔ ﻋﺸﺮ ﻟﻜﺎﺗﻞ ،ﻭﱂ ﺗﻜﺸﻒ ﺍﳌﻘﺎﺭﻧﺔ ﻋﻦ ﺃﻳﺔ ﻓﺮﻭﻕ ﺑﲔ ﺍﻤﻮﻋﺘﲔ. 3 -1ﳏﻤﻮﺩ ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ ﻋﻨﺎﻥ :ﺳﻴﻜﻮﻟﻮﺟﻴـﺔ ﺍﻟﺘﺮﺑﻴـﺔ ﺍﻟﺒﺪﻧﻴـﺔ ﻭﺍﻟﺮﻳـﺎﺿﻴـﺔ )ﻧﻈﺮﻳـﺔ ﻭﺗﻄﺒﻴـﻖ-ﺍﻟﺘﺠﺮﻳﺐ( ،ﺩﺍﺭ ﺍﻟﻔﻜـﺮ ﺍﻟﻌـﺮﰊ ،ﻁ،1 ﺍﻟﻘﺎﻫﺮﺓ ،1995 ،ﺹ .55 -2ﻋﺼﺎﻡ ﺍﻟﺪﻳﻦ ﻋﺒﺪ ﺍﳋﺎﻟﻖ :ﻋﻼﻗﺔ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺮﻳﺎﺿﻲ ﻟﺒﻌﺾ ﺍﳋﺼﺎﺋﺺ ﺍﻟﺸﺨﺼﻴﺔ ،ﺩﺭﺍﺳﺔ ﻣﻴﺪﺍﻧﻴﺔ ﻋﻠﻰ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﺒﺪﻧﻴﺔ ﻟﻠﻤﻼﻛﻢ ،ﺭﺳﺎﻟﺔ ﺩﻛﺘﻮﺭﺍﻩ ،ﻛﻠﻴﺔ ﺗﺮﺑﻴﺔ ﺭﻳﺎﺿﻴﺔ ﻟﻠﺒﻨﲔ ،ﺍﻹﺳﻜﻨﺪﺭﻳﺔ.1979 ، -3ﳏﻤﻮﺩ ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ ﻋﻨﺎﻥ :ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ ،ﺹ .55 -10ﺩﺭﺍﺳﺔ ﺃﲪﺪ ﻋﺮﻳﱯ ﻋﻮﺩﺓ: ﺩﺭﺍﺳﺔ ﻗﺎﻡ ﺎ ﺃﲪﺪ ﻋﻮﺩﺓ ﻋﻠﻰ ﻻﻋﱯ ﻛﺮﺓ ﺍﻟﻴﺪ ﻟﻠﺪﺭﺟﺔ ﺍﻷﻭﱃ ﰲ ﺩﻭﺭﻱ ﺍﻻﲢﺎﺩ ﺍﻟﺴﻮﻓﻴﺎﰐ ﻭﺍﺗﻀﺢ ﻣﻨﻬﺎ ﻭﺟﻮﺩ ﺍﺧﺘﻼﻑ ﰲ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺑﲔ ﻻﻋﱯ ﺍﻟﻮﺳﻂ ،ﻭﺍﻻﺭﺗﻜﺎﺯ ،ﻭﻗﺪ ﺍﺳﺘﺨﺪﻡ ﰲ ﺍﻟﺒﺤﺚ ﺍﺧﺘﺒﺎﺭ ﻛﺎﺗﻞ ﻟﻠﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺣﻴﺚ ﺍﻣﺘﺎﺯ ﻻﻋﺒﻮﺍ ﺍﻟﻮﺳﻂ ﺑﺴﻤﺎﺕ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻟﺘﻔﻜﲑ ﺍﳌﺮﻥ ،ﺍﻻﺳﺘﻐﻼﻝ ﻭﺍﳊﺬﺭ ،ﺃﻣﺎ ﺍﻟﺴﻤﺎﺕ ﺍﻟﱵ ﲤﻴﺰ ﺎ ﻻﻋﺒﻮﺍ ﺍﻻﺭﺗﻜﺎﺯ ﻓﻬﻲ ﺍﻹﺭﺍﺩﺓ ﺍﻟﻘﻮﻳﺔ ،ﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻰ ﺍﻟﺬﺍﺕ ،ﺍﻟﺪﻫﺎﺀ ﻭﺍﻟﻌﺪﻭﺍﻧﻴﺔ. 1 ﺩﺭﺍﺳﺎﺕ ﻣﺘﻔﺮﻗﺔ: ﻟﻘﺪ ﺃﻇﻬﺮﺕ ﻧﺘﺎﺋﺞ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﺃﺟﺮﻳﺖ ﰲ ﳎﺎﻝ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺃﻥ ﻫﻨﺎﻙ ﻓﺮﻭﻗﺎ ﲤﻴﺰ ﺍﻟﺮﻳﺎﺿﻴﲔ ﺑﻐﲑ ﺍﻟﺮﻳﺎﺿﻴﲔ ،ﻓﻌﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﺃﻇﻬﺮﺕ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺃﺟﺮﻳﺖ ﰲ ﺍﻟﺒﻴﺌﺔ ﺍﻷﺟﻨﺒﻴﺔ ﻣﺜﻞ "ﻛﻮﺑﺮ "1967ﻭ"ﻛﺎﻥ "1976ﻭ"ﺳﺘﺸﺮ "1977ﻭ"ﻣﻮﺭﺟﺎﻥ "1980ﺃﻥ ﺍﻟﺮﻳﺎﺿﻴﲔ ﻣﻘﺎﺭﻧﺔ ﺑﻐﲑ ﺍﻟﺮﻳﺎﺿﻴﲔ ﻳﺘﻤﻴﺰﻭﻥ ﺑﺎﻟﺴﻤﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ :ﺍﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ ،ﺍﳌﻨﺎﻓﺴﺔ ،ﺍﳔﻔﺎﺽ ﺍﻟﻘﻠﻖ، ﺍﻻﻧﺒﺴﺎﻃﻴﺔ ،ﺍﻻﺳﺘﻘﺮﺍﺭ. -1ﺃﲪﺪ ﻋﺮﰊ ﻋﻨﺎﻥ :ﺍﻹﳒﺎﺯ ﺍﻟﺮﻳﺎﺿﻲ ﻟﻼﻋﱯ ﻛﺮﺓ ﺍﻟﻴﺪ ﰲ ﳐﺘﻠﻒ ﺍﳌﺮﺍﻛﺰ ﻭﻋﻼﻗﺘﻪ ﺑﺎﻟﺴﻤﺎﺕ ،ﺭﺳﺎﻟﺔ ﺩﻛﺘﻮﺭﺍﻩ ﻏﲑ ﻣﻨﺸﻮﺭﺓ ،ﻣﻮﺳﻜﻮ.1984 ، ﻛﺬﻟﻚ ﺃﻭﺿﺤﺖ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺃﺟﺮﻳﺖ ﰲ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﺜﻞ" :ﻓﺮﻏﻠﻲ ،"1976 "ﺍﻟﺴﻨﺘﺮﻳﺴﻲ " ،"1976ﻋﻮﺽ " ،"1977ﻋﺒﺪ ﺍﷲ "1982ﺃﻥ ﺍﻟﺮﻳﺎﺿﻴﲔ ﻣﻘﺎﺭﻧﺔ ﺑﻐﲑ ﺍﻟﺮﻳﺎﺿﻴﲔ ﻳﺘﻤﻴﺰﻭﻥ ﺑﺎﻟﺴﻤﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ :ﺍﻻﻧﺒﺴﺎﻃﻴﺔ ،ﺍﳌﺴﺆﻭﻟﻴﺔ ،ﺍﻻﺗﺰﺍﻥ ﺍﻻﻧﻔﻌﺎﱄ ،ﺍﻟﻌﺪﻭﺍﻧﻴﺔ ،ﻭﻳﺬﻫﺐ ﺑﻌﺾ ﺍﳌﻬﺘﻤﲔ ﺑﺪﺭﺍﺳﺔ ﺍﻟﺸﺨﺼﻴﺔ ﺇﱃ ﺗﻮﻗﻊ ﺍﺧﺘﻼﻑ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺗﺒﻌﺎ ﳌﺮﺍﻛﺰ ﺍﻟﻠﻌﺐ ﻭﻧﻮﻉ ﺍﳌﺴﺎﺑﻘﺔ ﻟﻠﻨﺸﺎﻁ ﺍﻟﻮﺍﺣﺪ ،ﻭﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﺩﺭﺍﺳﺔ "ﺳﺎﱂ" ﻭﺧﻠﻴﻔﺔ" 1989ﺍﻟﱵ ﺗﻀﻤﻨﺖ ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﻣﺘﺴﺎﺑﻘﻲ ﺍﳌﻴﺪﺍﻥ ﻭﺍﳌﻀﻤﺎﺭ ﰲ ﻣﺮﻛﺰ ﺍﻟﺘﺤﻜﻢ ،ﻭﺩﺭﺍﺳﺔ "ﺣﻨﻔﻲ "1987ﺍﻟﱵ ﴰﻠﺖ ﺍﳌﻘﺎﺭﻧﺔ ﻟﺪﻯ ﻻﻋﱯ ﻛﺮﺓ ﺍﻟﺴﻠﺔ ﺗﺒﻌﺎ ﳌﺮﺍﻛﺰ ﺍﻟﻠﻌﺐ ،ﺻﺎﻧﻌﻲ ﺍﻟﻠﻌﺐ ،ﺍﻻﺭﺗﻜﺎﺯ ،ﺍﳉﻨﺎﺡ. 1 ﻛﺬﻟﻚ ﺃﻇﻬﺮﺕ ﺩﺭﺍﺳﺔ "ﺳﻨﺠﺮ" ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺑﲔ ﺭﻳﺎﺿﻴﻲ ﺍﻟﺒﻴﺴﺒﻮﻝ ﻣﻘﺎﺭﻧﺔ ﺑﺮﻳﺎﺿﻴﻲ ﺍﻟﺘﻨﺲ ،ﺣﻴﺚ ﲤﻴﺰ ﺭﻳﺎﺿﻴﻮ ﺍﻟﺘﻨﺲ ﺑﺪﺭﺟﺔ ﺃﻋﻠﻰ ﰲ ﲰﺎﺕ ﺍﻹﳒﺎﺯ ﻭﺍﻻﺳﺘﻘﻼﻝ ﻭﺍﻟﺴﻴﻄﺮﺓ. ﻭﳒﺪ ﺩﺭﺍﺳﺔ "ﻛﺮﻭﻝ" ﻭ"ﻛﺮﻧﺸﻮ" 1970ﳌﻌﺮﻓﺔ ﻫﻞ ﻫﻨﺎﻙ ﻓﺮﻭﻕ ﰲ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻋﻠﻰ ﺍﺧﺘﻼﻑ ﻧﻮﻉ ﺃﻭ ﳕﻂ ﺍﻟﺮﻳﺎﺿﺔ ﺍﳌﻤﺎﺭﺳﺔ ﻋﻠﻰ ﺭﻳﺎﺿﻴﻲ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻌﺎﱄ ﻟﺮﻳﺎﺿﺎﺕ )ﻛﺮﺓ ﺍﻟﻘﺪﻡ، ﺍﳌﺼﺎﺭﻋﺔ ،ﺍﳉﻤﺒﺎﺯ ﻭﺍﻟﻜﺮﺍﺗﻴﻪ(. 2 ﻭﺃﻇﻬﺮﺕ ﺃﻥ ﻫﻨﺎﻙ ﲰﺎﺕ ﲤﻴﺰ ﺭﻳﺎﺿﻴﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻭﺍﳌﺼﺎﺭﻋﺔ ﻣﻘﺎﺑﻞ ﲰﺎﺕ ﻧﻔﺴﻴﺔ ﺃﺧﺮﻯ ﲤﻴﺰ ﺎ ﺭﻳﺎﺿﻴﻮ ﺍﳉﻤﺒﺎﺯ ﻭﺍﻟﻜﺮﺍﺗﻴﻪ. 3 -1ﳏﻤﺪ ﺣﺴﻦ ﻋﻼﻭﻱ :ﻣﻮﺳﻮﻋﺔ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﺮﻳﺎﺿﻴﲔ ،ﻁ ،1ﻣﺮﻛﺰ ﺍﻟﻜﺘﺎﺏ ﻟﻠﻨﺸﺮ ،ﻣﺼﺮ ،1998 ،ﺹ .383-382 -2ﳏﻤﺪ ﺣﺴﻦ ﻋﻼﻭﻱ :ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ ،ﺹ .313 -3ﺃﺳﺎﻣﺔ ﻛﺎﻣﻞ ﺭﺍﺗﺐ :ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺮﻳﺎﺿﻲ ،ﻣﻔﺎﻫﻴﻢ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ،ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ ،ﻁ ،2ﺍﻟﻘﺎﻫﺮﺓ ،1997 ،ﺹ .44 ﺗﻌﻠﻴﻖ ﻋﻠﻰ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ: ﻣﻦ ﺧﻼﻝ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﻋﺮﺿﻨﺎﻫﺎ ﻭﺍﻟﱵ ﲤﺤﻮﺭﺕ ﻣﻮﺍﺿﻴﻌﻬﺎ ﺣﻮﻝ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ، ﻧﻼﺣﻆ ﺃﻥ ﻛﻞ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﺳﺘﻌﻤﻠﺖ ﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﻭﻫﺬﺍ ﻟﺘﻼﺅﻣﻪ ﻣﻊ ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ ،ﻛﻤﺎ ﺃﻥ ﺍﻟﻌﻴﻨﺔ ﺍﳌﺨﺘﺎﺭﺓ ﻛﺎﻧﺖ ﺗﻘﺮﻳﺒﺎ ﰲ ﻛﻞ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﻋﺮﺿﻨﺎﻫﺎ ﻣﻦ ﺍﻟﻼﻋﺒﲔ ﺃﻭ ﻃﻠﺒﺔ ﻛﻠﻴﺎﺕ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﻟﺮﻳﺎﺿﻴﺔ ،ﻭﻛﺎﻥ ﺳﻨﻬﻢ ﻻ ﻳﻘﻞ ﻋﻦ ﺳﺘﺔ ﻋﺸﺮﺓ ﺳﻨﺔ ،ﻛﻤﺎ ﺃﻇﻬﺮﺕ ﺑﻌﺾ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻧﻔﺲ ﺍﻟﻨﺘﺎﺋﺞ ﺗﻘﺮﻳﺒﺎ ﻛﺪﺭﺍﺳﺔ ﺑﻮﻣﺴﺠﺪ ﻋﺒﺪ ﺍﻟﻘﺎﺩﺭ ﻭﺩﺭﺍﺳﺔ ﺃﲪﺪ ﻋﺮﻳﱯ ﻋﻮﺩﺓ ،ﻓﻘﺪ ﺗﻮﺻﻼ ﺇﱃ ﺃﻥ ﻻﻋﱯ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻭﻻﻋﱯ ﻛﺮﺓ ﺍﻟﻴﺪ ﻳﺘﻤﻴﺰﻭﻥ ﺑﺴﻤﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﻌﺪﻭﺍﻧﻴﺔ ﻭﺍﻟﺴﻴﻄﺮﺓ ﺣﺴﺐ ﻣﺮﺍﻛﺰ ﻟﻌﺒﻬﻢ. ﻭﻛﺬﺍ ﺩﺭﺍﺳﺔ ﺩﺍﺩﻱ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﻓﻘﺪ ﺧﻠﺺ ﺇﱃ ﺃﻥ ﻃﻠﺒﺔ ﺍﺧﺘﺼﺎﺹ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﻟﺮﻳﺎﺿﻴﺔ ﻳﺘﻤﻴﺰﻭﻥ ﺑﻘﻠﺔ ﺍﻟﺘﻮﺗﺮ ﺍﻟﻌﺼﱯ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺴﻴﻄﺮﺓ ﻭﺍﻟﻜﻒ. ﺑﻴﻨﻤﺎ ﺍﻫﺘﻤﺖ ﺩﺭﺍﺳﺎﺕ ﺃﺧﺮﻯ ﺑﺪﺭﺍﺳﺔ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻼﻋﱯ ﺍﻷﻟﻌﺎﺏ ﺍﻟﻔﺮﺩﻳﺔ ﻛﺪﺭﺍﺳﺔ ﺳﻨﺠﺮ ﻭﺁﺧﺮﻭﻥ ﻭﺍﻟﱵ ﺧﻠﺼﺖ ﺇﱃ ﺃﻧﻪ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺑﲔ ﺭﻳﺎﺿﻴﻲ ﺍﻟﺒﻴﺴﺒﻮﻝ ﻭﺍﻟﺘﻨﺲ ،ﺣﻴﺚ ﲤﻴﺰ ﺭﻳﺎﺿﻴﻮ ﺍﻟﺘﻨﺲ ﺑﺪﺭﺟﺔ ﺃﻋﻠﻰ ﰲ ﲰﺎﺕ ﺍﻹﳒﺎﺯ ﻭﺍﻻﺳﺘﻘﻼﻝ ﻭﺍﻟﺴﻴﻄﺮﺓ. ﲤﻬﻴـﺪ: ﻳﻌﺘﱪ ﺍﻻﻧﺘﻘﺎﺀ ﺍﻟﺮﻳﺎﺿﻲ ﺣﺠﺮ ﺍﻷﺳﺎﺱ ﰲ ﺍﻛﺘﺸﺎﻑ ﺍﳌﻮﺍﻫﺐ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻭ ﺍﻟﻮﺻﻮﻝ ﻢ ﺇﱃ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻣﻦ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ﺣﻴﺚ ﻳﺘﻢ ﺍﺧﺘﻴﺎﺭ ﺍﻧﺴﺐ ﺍﻟﻌﻨﺎﺻﺮ ﺑﲔ ﺍﻟﻨﺎﺷﺌﲔ ﺍﻟﺮﻳﺎﺿﻴﲔ ،ﳑﻦ ﻳﺘﻤﺘﻌﻮﻥ ﺑﺎﺳﺘﻌﺪﺍﺩﺍﺕ ﻭﻗﺪﺭﺍﺕ ﺧﺎﺻﺔ ﺗﺘﻔﻖ ﻣﻊ ﻣﺘﻄﻠﺒﺎﺕ ﻧﻮﻉ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺮﻳﺎﺿﻲ ،ﺃﻱ ﺍﺧﺘﻴﺎﺭ ﻣﻦ ﺗﺘﻮﺍﻓﺮ ﻟﺪﻳﻬﻢ ﺍﻟﺼﻼﺣﻴﺔ ،ﻭﳝﻜﻦ ﺍﻟﺘﻨﺒﺆ ﳍﻢ ﺑﺎﻟﺘﻔﻮﻕ ﰲ ﺫﻟﻚ ﺍﻟﻨﺸﺎﻁ. ﻭﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ﰲ ﺍﺎﻝ ﺍﻟﺮﻳﺎﺿﻲ ،ﺗﺴﺎﻋﺪ ﰲ ﺍﺳﺘﺜﻤﺎﺭ ﺍﳉﻬﺪ ﺍﻟﺒﺸﺮﻱ ﰲ ﻫﺬﺍ ﺍﳌﻴﺪﺍﻥ ،ﻛﻤﺎ ﺃﺎ ﺗﺄﰐ ﺑﺄﻓﻀﻞ ﺍﻟﻌﻨﺎﺻﺮ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﺒﺪﻧﻴﺔ ،ﺍﻟﻨﻔﺴﻴﺔ ،ﺍﻟﻔﺴﻴﻮﻟﻮﺟﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ،ﺇﱃ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺮﻳﺎﺿﻲ ﺍﳌﻜﺜﻒ ﺍﳌﺘﻘﻦ ،ﳑﺎ ﻳﺴﺎﻋﺪ ﰲ ﺇﺣﺮﺍﺯ ﺃﻓﻀﻞ ﺍﻟﻨﺘﺎﺋﺞ. -1ﻣﻔﻬﻮﻡ ﺍﻻﻧﺘﻘﺎﺀ ﺍﻟﺮﻳﺎﺿﻲ: ﻳﻌﺮﻑ ﺍﻻﻧﺘﻘﺎﺀ ﰲ ﺍﻟﺮﻳﺎﺿﺔ ﺑﺄﻧﻪ ﻋﻤﻠﻴﺔ ﻣﺴﺘﻤﺮﺓ ﻳﺘﻢ ﻓﻴﻬﺎ ﺍﳌﻔﺎﺿﻠﺔ ﺑﲔ ﺍﻟﻼﻋﺒﲔ/ﺍﻟﻼﻋﺒﺎﺕ ﻣﻦ ﺧﻼﻝ ﻋﺪﺩ ﻛﺒﲑ ﻣﻨﻬﻢ ﻃﺒﻘﺎ ﶈﺪﺩﺍﺕ ﻣﻌﻴﻨﺔ. 1 ﻭﻳﻌﺮﻓﻪ "ﳏﻤﺪ ﻟﻄﻔﻲ ﻃﻪ" ﺑﺄﻧﻪ" :ﻋﻤﻠﻴﺔ ﺍﺧﺘﻴﺎﺭ ﺍﻧﺴﺐ ﻟﻌﻨﺎﺻﺮ ﺑﲔ ﺍﻟﻨﺎﺷﺌﲔ ﺍﻟﺮﻳﺎﺿﻴﲔ ،ﳑﻦ ﻳﺘﻤﺘﻌﻮﻥ ﺑﺎﺳﺘﻌﺪﺍﺩﺍﺕ ﻭﻗﺪﺭﺍﺕ ﺧﺎﺻﺔ ﺗﺘﻔﻖ ﻣﻊ ﻣﺘﻄﻠﺒﺎﺕ ﻧﻮﻉ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺮﻳﺎﺿﻲ ،ﺃﻱ ﺍﺧﺘﻴﺎﺭ ﻣﻦ ﺗﺘﻮﺍﻓﺮ ﻟﺪﻳﻬﻢ ﺍﻟﺼﻼﺣﻴﺔ ،ﻭﳝﻜﻦ ﺍﻟﺘﻨﺒﺆ ﳍﻢ ﺑﺎﻟﺘﻔﻮﻕ ﰲ ﺫﻟﻚ ﺍﻟﻨﺸﺎﻁ". 2 ﻭﺣﺴﺐ ﺗﻌﺮﻳﻒ ﺍﻟﺪﻛﺘﻮﺭﺓ "ﻫﺪﻯ ﳏﻤﺪ ﳏﻤﺪ ﺍﳋﻀﺮﻱ" ﺃﻥ ﺍﻻﻧﺘﻘﺎﺀ ﺍﻟﺮﻳﺎﺿﻲ ﻫﻮ" :ﺍﺧﺘﻴﺎﺭ ﺃﻓﻀﻞ ﺍﻟﻼﻋﺒﲔ ﻭﺍﻟﻼﻋﺒﺎﺕ ﰲ ﺍﻤﻮﻋﺔ ﺍﳌﺘﺎﺣﺔ ﻣﻨﻬﻢ ﻣﻦ ﺧﻼﻝ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﺘﻌﻠﻘﺔ ﲜﻤﻴﻊ ﺍﳉﻮﺍﻧﺐ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺮﻳﺎﺿﻲ ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻷﺳﺲ ﻭﺍﻟﻄﺮﻕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﺴﻮﻳﺔ". 3 ﻭﻳﻌﺮﻑ ﺍﻻﻧﺘﻘﺎﺀ ﺍﻟﺮﻳﺎﺿﻲ ﻛﺬﻟﻚ ﻋﻠﻰ ﺃﻧﻪ ﺍﻻﺧﺘﻴﺎﺭ ﺍﻷﻧﺴﺐ ﻟﻠﻤﻮﺍﻫﺐ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻣﻦ ﺑﲔ ﻋﺪﺩ ﻣﻦ ﺍﻟﺮﻳﺎﺿﻴﲔ ،ﲝﻴﺚ ﺗﺘﻮﻓﺮ ﻓﻴﻬﻢ ﻣﺆﺷﺮﺍﺕ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﺮﻳﺎﺿﻴﺔ ،ﻭﳝﻜﻦ ﺍﻟﺘﻨﺒﺆ ﳍﻢ ﺑﺎﻟﻮﺻﻮﻝ ﺇﱃ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺮﻳﺎﺿﺔ ﺍﻟﻌﻠﻴﺎ.(CF. RÖTHIG 1983.314) . 4 ﻭﻳﺸﲑ ﺍﻟﺪﻛﺘﻮﺭ "ﺯﻛﻲ ﳏﻤﺪ ﳏﻤﺪ ﺣﺴﻦ" ﺇﱃ ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ﺍﻟﺮﻳﺎﺿﻲ ﳚﺐ ﺃﻥ ﻳﻨﻈﺮ ﺇﻟﻴﻬﺎ ﻧﻈﺮﺓ ﻋﺎﻣﺔ ﺷﺎﻣﻠﺔ ﰲ ﺿﻮﺀ ﺍﻷﺳﺲ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻟﻄﺒﻴﺔ ﻭﺍﻟﻔﺴﻴﻮﻟﻮﺟﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ،ﻭﰲ ﺍﻵﻭﻧﺔ ﺍﻷﺧﲑﺓ -1ﻣﻔﱵ ﺇﺑﺮﺍﻫﻴﻢ ﲪﺎﺩ :ﺍﻟﺘﺪﺭﺏ ﺍﻟﺮﻳﺎﺿﻲ ﺍﳊﺪﻳﺚ،ﻣﺮﺟﻊ ﺳﺎﺑﻖ ،2001 ،ﺹ .303 -2ﳏﻤﺪ ﻟﻄﻔﻲ ﻃﻪ :ﺍﻷﺳﺲ ﺍﻟﻨﻔﺴﻴﺔ ﻻﻧﺘﻘﺎﺀ ﺍﻟﺮﻳﺎﺿﻴﲔ ،ﺍﻟﻘﺎﻫﺮﺓ ،2002 ،ﺹ .13 -3ﻫﺪﻯ ﳏﻤﺪ ﳏﻤـﺪ ﺍﳋﻀـﺮﻱ :ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳊﺪﻳﺜـﺔ ﻻﻧﺘﻘـﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﺍﻟﻨﺎﺷﺌﲔ ﰲ ﺍﻟﺴﺒﺎﺣـﺔ ،ﺍﳌﻜﺘﺒـﺔ ﺍﳌﺼﺮﻳﺔ ﻟﻠﻄﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ، ،2004ﺹ.19 - Jürgen Weineck: Manuel d'entraînement, 4e édition révisée et augmentée, vigot. 4 ﳒﺪ ﺃﻥ ﻣﻌﻈﻢ ﺍﻟﺒﺎﺣﺜﲔ ﺍﳌﺘﺨﺼﺼﲔ ﰲ ﳎﺎﻝ ﺍﻟﺮﻳﺎﺿﺔ ﻗﺪ ﺍﲡﻬﻮﺍ ﺑﺪﺍﺭﺳﺘﻬﻢ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﻌﻤﻠﻴﺔ ﺇﱃ ﺍﳋﻮﺽ ﰲ ﻫﺬﻩ ﺍﻷﺳﺲ ،ﺣﱴ ﻳﺘﺴﲎ ﳍﻢ ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﺇﺳﻬﺎﻡ ﻫﺬﻩ ﺍﻷﺳﺲ ﰲ ﺍﻧﺘﻘﺎﺀ ﺍﻟﻨﺎﺷﺌﲔ. 1 -2ﺃﳘﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ﰲ ﺍﺎﻝ ﺍﻟﺮﻳﺎﺿﻲ: ﻳﻌﺘﱪ ﺍﻻﻧﺘﻘﺎﺀ ﰲ ﺍﺎﻝ ﺍﻟﺮﻳﺎﺿﻲ ،ﳏﻮﺭ ﺃﺳﺎﺳﻲ ﰲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻭﺍﻟﺘﺪﺭﻳﺒﻴﺔ ،ﳌﺎ ﳛﻤﻠﻪ ﻣﻦ ﺃﳘﻴﺔ ﺑﺎﻟﻐﺔ ﰲ ﺍﻟﺘﺤﻀﲑ ﻭﺍﻟﺘﻨﺒﺆ ﳌﺴﺘﻘﺒﻞ ﺍﻟﻨﺨﺒﺔ ﺍﳌﺨﺘﺎﺭﺓ ﰲ ﻧﻮﻉ ﻣﻌﲔ ﻣﻦ ﺍﻟﺮﻳﺎﺿﺔ ﺣﻴﺚ ﻳﺒﲎ ﺍﻻﻧﺘﻘﺎﺀ ﻋﻠﻰ ﲨﻠﺔ ﻣﻦ ﺍﶈﺪﺩﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ" :ﺗﻘﻨﻴﺔ ،ﺑﺪﻧﻴﺔ ،ﻓﻴﺰﻳﻮﻟﻮﺟﻴﺔ ﻭﺗﺮﺑﻮﻳﺔ ،ﻭﻧﻔﺴﻴﺔ". ﻭﻳﺸﲑ ﺍﻟﺪﻛﺘﻮﺭ ﳏﻤﺪ ﺣﺎﺯﻡ ﺃﺑﻮ ﻳﻮﺳﻒ ﺇﱃ ﺃﻥ ﺃﳘﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ﰲ ﺍﺎﻝ ﺍﻟﺮﻳﺎﺿﻲ ﺗﺘﻀﺢ ﻣﻦ ﺧﻼﻝ ﻭﻇﻴﻔﺘﻪ ﺑﺎﻟﻜﺸﻒ ﺍﳌﺒﻜﺮ ﻋﻦ ﺍﻷﻓﺮﺍﺩ ﺫﻭﻱ ﺍﻻﺳﺘﻌﺪﺍﺩﺍﺕ ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﳋﺎﺻﺔ ،ﻭﻛﺬﻟﻚ ﺍﺧﺘﻴﺎﺭ ﻧﻮﻉ ﺍﻟﻨﺸﺎﻁ ﻟﺘﻠﻚ ﺍﻟﻘﺪﺭﺍﺕ ﻭﲤﻜﻨﻪ ﻣﻦ ﺍﻟﻮﺻﻮﻝ ﻟﻠﻤﺴﺘﻮﻳﺎﺕ ﺍﻟﻌﺎﻟﻴﺔ ﻣﻊ ﺍﺧﺘﺼﺮ ﺍﻟﻮﻗﺖ ﺍﻟﻼﺯﻡ ﻟﺘﺤﻘﻴﻖ ﺍﻟﺒﻄﻮﻟﺔ ﻭﻛﺬﻟﻚ ﻗﺼﺮ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﳌﺘﺎﺣﺔ ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﳝﻜﻨﻬﻢ ﺍﻟﻮﺻﻮﻝ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻌﺎﻟﻴﺔ ﰲ ﺍﻷﻧﺸﻄﺔ ﺍﳌﻤﺎﺭﺳﺔ. 2 ﻭﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ﰲ ﺍﺎﻝ ﺍﻟﺮﻳﺎﺿﻲ ،ﺗﺴﺎﻋﺪ ﰲ ﺍﺳﺘﺜﻤﺎﺭ ﺍﳉﻬﺪ ﺍﻟﺒﺸﺮﻱ ﰲ ﻫﺬﺍ ﺍﳌﻴﺪﺍﻥ ،ﻛﻤﺎ ﺃﺎ ﺗﺄﰐ ﺑﺄﻓﻀﻞ ﺍﻟﻌﻨﺎﺻﺮ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﺒﺪﻧﻴﺔ ،ﺍﻟﻨﻔﺴﻴﺔ ،ﺍﻟﻔﺴﻴﻮﻟﻮﺟﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ،ﺇﱃ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺮﻳﺎﺿﻲ ﺍﳌﻜﺜﻒ ﺍﳌﺘﻘﻦ ،ﳑﺎ ﻳﺴﺎﻋﺪ ﰲ ﺇﺣﺮﺍﺯ ﺃﻓﻀﻞ ﺍﻟﻨﺘﺎﺋﺞ. 3 ﺣﻴﺚ ﻳﺸﲑ ﻓﻴﺼﻞ ﻋﻴﺎﺵ ،ﺇﱃ ﺃﻥ ﺍﻻﻧﺘﻘﺎﺀ ﰲ ﺍﺎﻝ ﺍﻟﺮﻳﺎﺿﻲ ﻻ ﺗﻘﺘﺼﺮ ﺃﳘﻴﺘﻪ ﰲ ﺇﻋﺪﺍﺩ ﺍﻷﺑﻄﺎﻝ ﻓﻘﻂ ،ﺇﳕﺎ ﻳﻌﲏ ﺃﻳﻀﺎ ﺍﺧﺘﻴﺎﺭ ﻧﻮﻉ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺮﻳﺎﺿﻲ ﺍﻟﺬﻱ ﻳﻼﺋﻢ ﺍﻟﺮﻳﺎﺿﻲ ﻟﻐﺮﺽ ﺇﺷﺒﺎﻉ ﻣﻴﻮﻟﻪ ﻭﺭﻏﺒﺎﺗﻪ ﻋﻨﺪ ﳑﺎﺭﺳﺎﺗﻪ. 4 -1ﺯﻛﻲ ﳏﻤﺪ ﳏﻤﺪ ﺣﺴﻦ :ﺍﻟﺘﻔـﻮﻕ ﺍﻟﺮﻳـﺎﺿﻲ )ﺍﳌﻔﻬﻮﻡ-ﺍﳉﻮﺍﻧﺐ ﺍﻷﺳﺎﺳﻴـﺔ-ﺍﻟﺮﻋﺎﻳﺔ( ،ﺍﳌﻜﺘﺒﺔ ﺍﳌﺼﺮﻳـﺔ ﻟﻠﻄﺒﺎﻋـﺔ ﻭﺍﻟﻨﺸـﺮ ﻭﺍﻟﺘﻮﺯﻳـﻊ، ،2006ﺹ.231 -2ﳏﻤﺪ ﺣﺎﺯﻡ ﺃﺑﻮ ﻳﻮﺳﻒ:ﺃﺳﺲ ﺍﺧﺘﻴﺎﺭﺍ ﻟﻨﺎﺷﺌﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻁ ،1ﺩﺍﺭ ﺍﻟﻮﻓﺎﺀ ﻟﺪﻧﻴﺎ ﺍﻟﻄﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺮ ،ﺍﻹﺳﻜﻨﺪﺭﻳﺔ،2005 ،ﺹ.21 -3ﺭﻳﺴﺎﻥ ﺧﺮﻳﺒﻂ ،ﻭﺇﺑﺮﺍﻫﻴﻢ ﺭﲪﺔ ﳏﻤﺪ :ﻃﺮﻕ ﺍﺧﺘﻴﺎﺭ ﺍﻟﺮﻳﺎﺿﻴﲔ ،ﻁ ،1ﺩﺍﺭ ﺍﻟﻌﻠﻢ ﻟﻠﻤﻼﻳﲔ ،1990 ،ﺹ .11 -4ﻓﻴﺼﻞ ﻋﻴﺎﺵ :ﺍﻻﻧﺘﻘﺎﺀ ﺍﻟﺮﻳﺎﺿﻲ ،ﺍﻠﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻠﺜﻘﺎﻓﺔ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﻟﺮﻳﺎﺿﻴﺔ ،ﻋﺪﺩ ،02ﻣﺴﺘﻐﺎﱎ،1997،ﺹ.40 -3ﺃﻫﺪﺍﻑ ﺍﻻﻧﺘﻘﺎﺀ ﰲ ﺍﺎﻝ ﺍﻟﺮﻳﺎﺿﻲ: ﳛﻘﻖ ﺍﻻﻧﺘﻘﺎﺀ ﰲ ﺍﺎﻝ ﺣﺴﺐ ﻋﻤﺮ ﻋﺒﺪ ﺍﷲ ﻋﺶ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﺎﻟﻴﺔ: ü ü ü ü ü ü ﲢﺪﻳﺪ ﺍﻟﺼﻔﺎﺕ ﺍﻟﻨﻤﻮﺫﺟﻴﺔ )ﺍﻟﺒﺪﻧﻴﺔ ،ﺍﻟﻨﻔﺴﻴﺔ ،ﺍﳌﻬﺎﺭﻳﺔ ،ﺍﳋﻄﻄﻴﺔ( ﺍﻟﱵ ﺗﺘﻄﻠﺒﻬﺎ ﺍﻷﻧﺸﻄﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ ﻟﺘﺤﺪﻳﺪ ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﻟﺪﻗﻴﻘﺔ ﺍﻟﱵ ﳚﺐ ﺗﻮﺍﻓﺮﻫﺎ ﺣﱴ ﳛﻘﻖ ﺍﻟﺘﻮﺍﻓﻖ ﻣﻊ ﻧﻮﻉ ﻣﻌﲔ ﻣﻦ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺮﻳﺎﺿﻲ. ﺗﻮﺟﻴﻪ ﺍﻟﺮﺍﻏﺒﲔ ﰲ ﳑﺎﺭﺳﺔ ﺍﻟﺮﻳﺎﺿﺔ ﺇﱃ ﺍﺎﻻﺕ ﺍﳌﻨﺎﺳﺒﺔ ﳌﻴﻮﳍﻢ ﻭﺍﲡﺎﻫﺎﻢ ﻭﺍﺳﺘﻌﺪﺍﺩﺍﻢ ﻭﻗﺪﺭﺍﻢ ﺍﳋﺎﺻﺔ. ﺗﻜﺮﻳﺲ ﺍﳉﻬﺪ ﻭﺍﻟﻮﻗﺖ ﻭﺍﻟﺘﻜﺎﻟﻴﻒ ﰲ ﺗﻌﻠﻴﻢ ﻭﺗﺪﺭﻳﺐ ﻣﻦ ﻳﺘﻮﻗﻊ ﳍﻢ ﲢﻘﻴﻖ ﻣﺴﺘﻮﻳﺎﺕ ﻣﻦ ﺍﻷﺩﺍﺀ ﺍﻟﻌﺎﱄ ﰲ ﺍﳌﺴﺘﻘﺒﻞ. ﺗﻮﺟﻴﻪ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺮﻳﺎﺿﻲ ﳓﻮ ﻣﻼﻣﺢ ﺍﻟﺘﻔﻮﻕ ﰲ ﺍﻟﻔﺮﺩ ﺍﻟﺮﻳﺎﺿﻲ ﳊﺴﻦ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ. ﺍﻻﻗﺘﺼﺎﺩ ﰲ ﺍﳉﻬﺪ ﺍﻟﺮﻳﺎﺿﻲ ﻭﺍﻟﺘﻜﻠﻔﺔ ﻭﺍﻟﻮﻗﺖ. ﻣﻜﺎﻓﺤﺔ ﺗﺴﺮﺏ ﺍﳌﻮﺍﻫﺐ ﺍﻟﺸﺒﺎﻧﻴﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺎ ﺑﻜﻞ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﱵ ﺗﻌﻤﻞ ﻋﻠﻰ ﺍﻟﻮﺻﻮﻝ ﻢ 1 ﺇﱃ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻌﺎﻟﻴﺔ. -1ﻋﻤﺮ ﻋﺒﺪ ﺍﷲ ﻋﺒﺶ :ﺍﻻﻧﺘﻘﺎﺀ ﻭﺍﻟﺘﻮﺟﻴﻪ ﺍﻟﺮﻳﺎﺿﻲ ﻟﻠﻨﺎﺷﺌﲔ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﺟﺎﻣﻌﺔ ﺍﳉﺰﺍﺋﺮ ،2001 ،ﺹ.17 ﺕ ﻭﻳﻀﻴﻒ ﺍﻟﺪﻛﺘﻮﺭ ﻣﻔﱵ ﺇﺑﺮﺍﻫﻴﻢ ﲪﺎﺩ ﺇﱃ ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ﰲ ﺍﺎﻝ ﺍﻟﺮﻳﺎﺿﻲ ﲢﻘﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻵﺗﻴﺔ: üﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺃﻓﻀﻞ ﺍﻟﻨﺎﺷﺌﲔ ﻭﺍﻟﻨﺎﺷﺌﺎﺕ ﺍﻟﻮﺍﻋﺪﻳﻦ ﰲ ﺍﻟﺮﻳﺎﺿﺔ ﻣﺒﻜﺮﺍ ﳑﺎ ﳝﻜﻦ ﺍﻟﺘﺨﻄﻴﻂ ﳍﻢ ﲟﺪﻯ ﺯﻣﲏ ﺃﻃﻮﻝ ﳝﻜﻦ ﻣﻦ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻌﺎﻟﻴﺔ ﻣﺒﻜﺮﺍ ﻭﺍﻟﺒﻘﺎﺀ ﻓﻴﻬﺎ ﺃﻃﻮﻝ ﻓﺘﺮﺓ ﳑﻜﻨﺔ. üﺗﻮﺟﻴﻪ ﺍﻟﻼﻋﺒﲔ ﻣﻨﺬ ﺍﻟﺼﻐﺮ ﺇﱃ ﺃﻛﺜﺮ ﺃﻧﻮﺍﻉ ﺍﻟﺮﻳﺎﺿﺔ ﺗﻨﺎﺳﺒﺎ ﻣﻊ ﻗﺪﺭﺍﻢ ﻭﻣﻴﻮﳍﻢ ﻭﺍﲡﺎﻫﺎﻢ. üﺗﺮﻛﻴﺰ ﺍﳉﻬﻮﺩ ﻭﺍﳌﻴﺰﺍﻧﻴﺎﺕ ﻋﻠﻰ ﺃﻓﻀﻞ ﺍﻟﻼﻋﺒﲔ ﺍﻟﻮﺍﻋﺪﻳﻦ. üﺗﻄﻮﻳﺮ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺮﻳﺎﺿﺔ ﻣﻦ ﺧﻼﻝ ﲢﺴﲔ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻷﺩﺍﺀ ﻷﻓﻀﻞ ﺍﻟﻼﻋﺒﲔ ﳑﺎ ﻳﻨﻌﻜﺲ 1 ﺇﳚﺎﺑﺎ ﻋﻠﻰ ﺍﻟﺮﻏﺒﺔ ﰲ ﺍﳌﻤﺎﺭﺳﺔ ﻭﺯﻳﺎﺩﺓ ﻣﺘﻌﺔ ﺍﳌﺸﺎﻫﺪﺓ. -4ﺃﻧﻮﺍﻉ ﺍﻻﻧﺘﻘﺎﺀ ﰲ ﺍﺎﻝ ﺍﻟﺮﻳﺎﺿﻲ: ﻣﻦ ﺧﻼﻝ ﻣﺎ ﺳﺒﻖ ﺫﻛﺮﻩ ﻋﻦ ﻣﻔﻬﻮﻡ ﺍﻻﻧﺘﻘﺎﺀ ﻭﺃﳘﻴﺘﻪ ﻭﺃﻫﺪﺍﻓﻪ ﻳﺘﺒﲔ ﻟﻨﺎ ﺃﻥ ﺍﻻﻧﺘﻘﺎﺀ ﰲ ﺍﺎﻝ ﺍﻟﺮﻳﺎﺿﻲ ﻳﻨﻘﺴﻢ ﺇﱃ ﻧﻮﻋﲔ ،ﻭﻫﻲ ﻛﺎﻵﰐ: * ﺃﺷﺎﺭﺕ "ﺑﻮﳉﺎ ﻛﻮﻓﺎ" (1986) Bolga Kovaﺇﱃ ﺃﺭﺑﻌﺔ ﺃﻧﻮﺍﻉ ﻣﻦ ﺍﻻﻧﺘﻘﺎﺀ ﺍﻟﺮﻳﺎﺿﻲ: ü 2 ﺍﻻﻧﺘﻘﺎﺀ ﺑﻐﺮﺽ ﺗﺸﻜﻴﻞ ﻓﺮﻳﻖ )ﲨﺎﻋﺔ( ﺭﻳﺎﺿﻴﺔ ﻟﻼﺷﺘﺮﺍﻙ ﰲ ﺍﳌﻨﺎﻓﺴﺎﺕ ﻛﻤﺠﻤﻮﻋﺔ ﻣﺘﺠﺎﻧﺴﺔ ،ﻭﻳﺴﺎﻋﺪ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻻﻧﺘﻘﺎﺀ ﻋﻠﻰ ﲡﻨﺐ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﺸﻜﻼﺕ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﺘﻮﺍﻓﻖ ﺍﻟﻨﻔﺴﻲ ﺍﻟﱵ ﻗﺪ ﺗﻨﺸﺄ ﺑﲔ ﺃﻋﻀﺎﺀ ﺍﻟﻔﺮﻳﻖ. ü ﺍﻻﻧﺘﻘﺎﺀ ﺪﻑ ﺗﺸﻜﻴﻞ ﺍﳌﻨﺘﺨﺒﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻘﻮﻣﻲ ﺃﻭ ﺍﻷﻭﳌﱯ ﻣﻦ ﺑﲔ ﳎﻤﻮﻉ ﺍﻟﻼﻋﺒﲔ ﺫﻭﻱ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻌﺎﳌﻴﺔ ،ﻭﲤﻜﻦ ﺻﻌﻮﺑﺔ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻻﻧﺘﻘﺎﺀ ﰲ ﺍﻟﺘﻘﺎﺭﺏ ﺑﲔ ﻫﺆﻻﺀ ﺍﻟﻼﻋﺒﲔ ﻣﻦ ﺣﻴﺚ ﺍﳌﺴﺘﻮﻯ ﻭﺍﳊﺎﻟﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ...ﺇﱁ. -1ﻣﻔﱵ ﺇﺑﺮﺍﻫﻴﻢ ﲪﺎﺩ :ﺍﻟﺘﺪﺭﺏ ﺍﻟﺮﻳﺎﺿﻲ ﺍﳊﺪﻳﺚ،ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ ،ﺹ.304-303 -2ﳏﻤﺪ ﻟﻄﻔﻲ ﻃﻪ :ﺍﻷﺳﺲ ﺍﻟﻨﻔﺴﻴﺔ ﻻﻧﺘﻘﺎﺀ ﺍﻟﺮﻳﺎﺿﻴﲔ،ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ،ﺹ.19-18 * ﻭﻳﺬﻛﺮ "ﺃﻛﺮﺍﻣﻮﻑ" AKRAMOVﺃﻥ ﺍﻻﻧﺘﻘﺎﺀ ﺍﻟﺮﻳﺎﺿﻲ ﻳﻘﺴﻢ ﺇﱃ ﺛﻼﺛﺔ ﺃﻧﻮﺍﻉ: 1 -1-4ﺍﻻﻧﺘﻘﺎﺀ ﺍﻟﺘﺠﺮﻳﱯ: ﻫﻲ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻷﻛﺜﺮ ﺍﺳﺘﻌﻤﺎﻻ ﻣﻦ ﻃﺮﻑ ﺍﳌﺮﰊ ،ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺒﺤﺚ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻲ ،ﺃﻭ ﺍﻟﺘﻘﺴﻴﻢ ﺍﻟﺘﺠﺮﻳﱯ ﺣﻴﺚ ﺃﻥ ﺍﻟﺘﺠﺮﻳﺐ ﻳﻠﻌﺐ ﺩﻭﺭﺍ ﻫﺎﻣﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺮﰊ ﺍﻟﺬﻱ ﻳﻘﺎﺭﻥ ﺍﻟﻼﻋﺐ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻨﻤﻮﺫﺝ ﻣﻌﺮﻭﻑ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻌﺎﱂ ،ﻣﻌﺘﻤﺪﺍ ﰲ ﺫﻟﻚ ﻋﻠﻰ ﲡﺎﺭﺏ ﻭﺧﱪﺍﺕ ﺍﳌﺮﰊ )ﺍﳌﺪﺭﺏ( ﰲ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﺸﺒﺎﻧﻴﺔ. -2-4ﺍﻻﻧﺘﻘﺎﺀ ﺍﻟﺘﻠﻘﺎﺋﻲ: ﻳﺒﺪﺃ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻻﻧﺘﻘﺎﺀ ﻣﺒﻜﺮﺍ ﻣﻨﺬ ﻇﻬﻮﺭ ﺍﳌﻴﻞ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﺮﻳﺎﺿﺔ ،ﺣﻴﺚ ﻳﺘﻢ ﺍﻻﺧﺘﻴﺎﺭ ﺃﺛﻨﺎﺀ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﻔﺮﺩﻱ ﻭﰲ ﺍﳌﺒﺎﺭﻳﺎﺕ ﺍﳊﺮﺓ ﻭﻏﲑ ﺍﳌﻨﻈﻤﺔ ،ﺣﻴﺚ ﺗﺘﺨﺬ ﻫﻨﺎ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ﲟﻘﺎﺭﻧﺔ ﻧﺘﺎﺋﺞ ﺍﻟﻼﻋﺒﲔ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ ﻭﻣﻘﺎﺭﻧﺔ ﺧﺼﺎﺋﺼﻬﻢ ﻣﻊ ﳕﺎﺫﺝ ﺭﻳﺎﺿﻴﺔ ﻧﺎﺟﺤﺔ. -3-4ﺍﻻﻧﺘﻘﺎﺀ ﺍﳌﺮﻛﺐ: ﻳﺘﻄﻠﺐ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻻﻧﺘﻘﺎﺀ ﻣﺸﺎﺭﻛﺔ ﺍﳌﺮﰊ ﻭﺍﻟﻄﺒﻴﺐ ،ﻭﺍﻟﻨﻔﺴﺎﱐ ﻭﺍﻟﻘﻴﺎﻡ ﺑﺘﺤﻠﻴﻞ ﻣﻮﺣﺪ ﺍﻷﲝﺎﺙ ﻭﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺗﺴﻤﺢ ﺑﺎﻟﺘﻨﺒﺆ ﺑﺼﻼﺣﻴﺔ ﺍﻟﻼﻋﺐ ﻟﻠﻨﺸﺎﻁ ﺍﻟﺮﻳﺎﺿﻲ ،ﻭﺗﻄﻮﺭﻩ ﺍﳌﺴﺘﻘﺒﻠﻲ ،ﺇﺫ ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳉﻴﺪﺓ ﻓﻴﻤﺎ ﳜﺺ ﻣﺴﺘﻮﻯ ﺍﻟﻼﻋﺒﲔ ،ﳚﺐ ﺃﻥ ﻳﺮﻛﺰ ﻋﻠﻰ ﺍﻟﻨﻮﻉ ﺍﳌﺮﻛﺐ ﰲ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ،ﻷﻧﻪ ﺷﺎﻣﻞ ﻟﻜﻞ ﺍﻟﻌﻨﺎﺻﺮ ﺍﶈﻴﻄﺔ ﺑﺎﻟﺮﻳﺎﺿﻲ. 2 -5ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ﺍﻟﺮﻳﺎﺿﻲ: - AKRAMOV: sélection et préparation des jeunes footballeur, o.p.u, Alger, 1990, P 42 1 - AKRAMOV: sélection et préparation des jeunes footballeur¸ op cit, P 42. 2 ﻳﺬﻛﺮ ﺍﻟﺪﻛﺘﻮﺭ ﺯﻛﻲ ﳏﻤﺪ ﳏﻤﺪ ﺣﺴﻦ ﺃﻥ ﻫﻨﺎﻙ ﺍﲡﺎﻫﲔ ﺃﺳﺎﺳﻴﲔ ﻓﻴﻤﺎ ﳜﺺ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ: 1 ﺍﻻﲡﺎﻩ ﺍﻷﻭﻝ: ﻳﺆﻛﺪ ﻋﻠﻰ ﺍﻻﻧﺘﻘﺎﺀ ﰲ ﺿﻮﺀ ﻧﺘﺎﺋﺞ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻷﻭﻟﻴﺔ ﻋﻠﻰ ﺃﺳﺎﺱ ﺇﻣﻜﺎﻧﻴﺔ ﺇﺛﺒﺎﺕ ﻗﺪﺭﺍﺕ ﺍﻟﻔﺮﺩ ﻟﻔﺘﺮﺓ ﺯﻣﻨﻴﺔ ﳑﺘﺪﺓ ﻣﻦ 15-10ﺳﻨﺔ ﻣﺴﺘﻘﺒﻼ ،ﺧﺎﺻﺔ ﻭﺃﻥ ﺑﻌﺾ ﺍﻟﺒﺤﻮﺙ ﻗﺪ ﺃﺛﺒﺘﺖ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﺍﺭﺗﺒﺎﻃﻴﺔ ﺩﺍﻟﺔ ﺑﲔ ﻧﺘﺎﺋﺞ ﺑﻌﺾ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻷﻭﻟﻴﺔ ﰲ ﺍﻻﻧﺘﻘﺎﺀ ﻭﻧﺘﺎﺋﺞ ﺍﻟﻨﺎﺷﺊ ﰲ ﺃﺩﺍﺀ ﺑﻌﺾ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ. ﺍﻻﲡﺎﻩ ﺍﻟﺜﺎﱐ: ﻳﺆﻛﺪ ﻋﻠﻰ ﻛﻮﻥ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ﻣﺴﺘﻤﺮﺓ ﻭﺗﺸﻤﻞ ﲨﻴﻊ ﻣﺮﺍﺣﻞ ﺍﻹﻋﺪﺍﺩ ﺍﻟﺮﻳﺎﺿﻲ ﺍﻟﻄﻮﻳﻞ ﺍﳌﺪﻯ ،ﻭﺍﻻﲡﺎﻩ ﺍﻟﻐﺎﻟﺐ ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﱄ ﻫﻮ ﺗﻘﺴﻴﻢ ﻋﻤﻠﻴﺎﺕ ﺍﻻﻧﺘﻘﺎﺀ ﺇﱃ ﺛﻼﺙ ﻣﺮﺍﺣﻞ ﺭﺋﻴﺴﻴﺔ ،ﻟﻜﻞ ﻣﺮﺣﻠﺔ ﺃﻫﺪﺍﻓﻬﺎ ﻭﻣﺘﻄﻠﺒﺎﺎ ﻭﺍﳌﺆﺷﺮﺍﺕ ﺍﻟﱵ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻬﺎ ﺍﻟﺘﻨﺒﺆ ﺑﺎﳌﺴﺘﻘﺒﻞ ﺍﻟﺮﻳﺎﺿﻲ ﻟﻠﻨﺎﺷﺊ ،ﻣﻊ ﺍﻷﺧﺬ ﰲ ﺍﻻﻋﺘﺒﺎﺭ ﺃﻥ ﻫﺬﻩ ﺍﳌﺮﺍﺣﻞ ﻟﻴﺴﺖ ﻣﻨﻔﺼﻠﺔ ﻭﺇﳕﺎ ﻳﻌﺘﻤﺪ ﻛﻞ ﻣﻨﻬﺎ ﻋﻠﻰ ﺍﻵﺧﺮ. ﻭﻏﺎﻟﺒﺎ ﻣﺎ ﻳﺘﻢ ﺍﻧﺘﻘﺎﺀ ﺍﻟﺮﻳﺎﺿﻲ ﻣﻦ ﺧﻼﻝ ﺍﳌﺮﺍﺣﻞ ﺍﻟﺘﺎﻟﻴﺔ: -1-5ﺍﳌﺮﺣﻠﺔ ﺍﻷﻭﱃ )ﺍﻻﻧﺘﻘﺎﺀ ﺍﻷﻭﱄ(: ﻭﻳﺘﻢ ﻣﻦ ﺧﻼﳍﺎ ﺍﻟﻔﺮﺯ ﺍﻷﻭﱄ ﻟﻠﻨﺎﺷﺌﲔ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺮﻳﺎﺿﻲ ﺷﻜﻞ ﻋﺎﻡ. ﺪﻑ ﺇﱃ ﺍﻟﺘﻘﺎﻁ ﻛﻞ ﺍﻟﻨﺎﺷﺌﲔ ﺍﻟﺬﻳﻦ ﻳﻈﻬﺮﻭﻥ ﺍﺳﺘﻌﺪﺍﺩﺍﺕ ﺭﻳﺎﺿﻴﺔ ﻋﺎﻣﺔ ﺩﻭﻥ ﲣﺼﺼﻴﺔ. ﲡﺮﻱ ﻋﻠﻰ ﺍﻟﻨﺎﺷﺌﲔ ﺍﳌﺨﺘﺎﺭﻳﻦ ﻛﺎﻓﺔ ﺃﻧﻮﺍﻉ ﺍﻟﻘﻴﺎﺳﺎﺕ ﻭﺍﻟﻔﺤﻮﺻﺎﺕ ﺍﻟﻌﺎﻣﺔ ﻭﺗﺴﺘﻘﻲ ﻣﻨﻬﻢﻛﺎﻓﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ. -1ﺯﻛﻲ ﳏﻤﺪ ﳏﻤﺪ ﺣﺴﻦ:ﺍﻟﺘﻔـﻮﻕ ﺍﻟﺮﻳـﺎﺿﻲ )ﺍﳌﻔﻬﻮﻡ-ﺍﳉﻮﺍﻧﺐ ﺍﻷﺳﺎﺳﻴـﺔ-ﺍﻟﺮﻋﺎﻳﺔ(،ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ،ﺹ.232 ﻳﻄﺒﻖ ﺍﳌﺨﺘﺎﺭﻭﻥ ﺑﺮﺍﻣﺞ ﺭﻳﺎﺿﻴﺔ ﻋﺎﻣﺔ ﻣﻦ ﺧﻼﻝ ﻣﺆﺳﺴﺎﺕ ﺭﻳﺎﺿﻴﺔ ﻛﻤﺎ ﻫﻮ ﺍﳊﺎﻝ ﰲﺃﳌﺎﻧﻴﺎ ﻭﺍﻟﺼﲔ ﻭﻳﻄﻠﻖ ﻋﻠﻴﻬﺎ "ﺍﳌﺪﺭﺳﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ". ﲢﻠﻴﻞ ﻧﺘﺎﺋﺞ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻭﺍﻟﻘﻴﺎﺳﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻳﺴﺘﻌﺎﻥ ﺎ ﰲ ﺍﻻﻧﺘﻘﺎﺀ ﺧﻼﻝ ﺍﳌﺮﺣﻠﺔﺍﻟﺜﺎﻧﻴﺔ. -2-5ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ )ﺍﻻﻧﺘﻘﺎﺀ ﺍﻟﺘﺨﺼﺼﻲ(: ﻳﺘﻢ ﺍﻧﺘﻘﺎﺀ ﺍﻟﻨﺎﺷﺌﲔ ﻣﻦ ﺧﻼﻝ ﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﰎ ﺍﻧﺘﻘﺎﺅﻫﻢ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻷﻭﱃ. ﺿﺮﻭﺭﺓ ﻣﺮﻭﺭ ﻓﺘﺮﺓ ﺗﺪﺭﻳﺒﻴﺔ ﻛﺎﻓﻴﺔ ﻗﺒﻞ ﺇﺟﺮﺍﺀ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ )ﻣﻦ ﺳﻨﺔ ﺇﱃ 3ﺳﻨﻮﺍﺕ(. ﺗﺴﺘﺨﺪﻡ ﻧﺘﺎﺋﺞ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻭﺍﳌﻘﺎﻳﻴﺲ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﰎ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﰲ ﺍﳌﺮﺣﻠﺔﺍﻷﻭﱃ. ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺗﻄﺒﻴﻖ ﺍﺧﺘﺒﺎﺭﺍﺕ ﻟﻠﻘﺪﺭﺍﺕ ﻭﺍﻻﺳﺘﻌﺪﺍﺩﺍﺕ ﺃﻛﺜﺮ ﺗﻘﺪﻣﺎ ﻭﻣﻦ ﺧﻼﻝ ﺟﺪﺍﻭﻝﺃﻭ ﻣﻌﺎﺩﻻﺕ ﺗﻨﺒﺆﻳﺔ. ﺗﺴﺘﺨﺪﻡ ﰲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﻋﺪﺓ ﻭﺳﺎﺋﻞ ﻣﻨﻬﺎ ﺍﳌﻼﺣﻈﺔ ،ﺍﳌﻮﺿﻮﻋﻴﺔ ﻭﲢﻠﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ. -3-5ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻟﺜﺔ )ﺍﻧﺘﻘﺎﺀ ﳔﺒﺔ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻌﻠﻴﺎ(: ﻭﺗﺴﺘﻬﺪﻑ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﺃﻓﻀﻞ ﳔﺒﺔ ﻣﻦ ﺃﻭﻟﺌﻚ ﺍﳌﻮﻫﻮﺑﲔ ﺍﻟﺬﻳﻦ ﻧﻔﺬﻭﺍ ﺧﻄﻂ ﻭﺑﺮﺍﻣﺞﺍﻟﺘﺪﺭﻳﺐ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ. ﺗﺘﻢ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻭﺍﻟﻘﻴﺎﺳﺎﺕ ﰲ ﺿﻮﺀ ﺃﺭﻓﻊ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻷﺩﺍﺀ ﰲ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺮﻳﺎﺿﻲﺍﻟﺘﺨﺼﺼﻲ. 1 -6ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ﻭﺍﻟﻌﻤﺮ ﺍﻟﺰﻣﲏ: ﺗﺮﻯ ﺍﻟﺪﻛﺘﻮﺭﺓ ﻫﺪﻯ ﳏﻤﺪ ﳏﻤﺪ ﺍﳋﻀﺮﻱ ،ﲝﺴﺐ ﺭﺃﻱ ﺑﻌﺾ ﺍﻟﻌﻠﻤﺎﺀ ﻭﺍﳌﺘﺨﺼﺼﲔ ﰲ ﳎﺎﻝ ﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺮﻳﺎﺿﻴﺔ ﺃﻥ ﺍﻻﻧﺘﻘﺎﺀ ﺍﻟﺮﻳﺎﺿﻲ ﻋﻤﻠﻴﺔ ﻣﺴﺘﻤﺮﺓ ،ﻓﻬﻮ ﻳﺮﺗﺒﻂ ﺑﺎﻟﻌﻤﺮ ﺍﻟﺰﻣﲏ -1ﻣﻔﱵ ﺇﺑﺮﺍﻫﻴﻢ ﲪﺎﺩ:ﺍﻟﺘﺪﺭﺏ ﺍﻟﺮﻳﺎﺿﻲ ﺍﳊﺪﻳﺚ،ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ ،ﺹ .311 ﻭﻋﻠﻴﻪ ﻓﻤﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ﺗﺮﺗﺒﻂ ﺑﺎﻟﻌﻤﺮ ﺍﻟﺰﻣﲏ ﻭﺍﻟﺬﻱ ﻳﺘﻢ ﺗﻘﺴﻴﻤﻪ ﻣﻦ ﺍﻟﻮﺟﻬﺔ ﺍﻟﻨﻈﺮﻳﺔ ﺇﱃ ﺛﻼﺙ ﻣﺮﺍﺣﻞ ﺭﺋﻴﺴﻴﺔ ﻭﻫﻲ: 1 -1-6ﺍﳌﺮﺣﻠﺔ ﺍﻷﻭﱃ :ﺍﻻﻧﺘﻘﺎﺀ ﺍﻷﻭﱄ ) 9-7ﺳﻨﻮﺍﺕ( ﺗﺒﺪﺃ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﻣﻦ ﺍﻟﺴﺎﺑﻌﺔ ﺃﻭ ﺍﻟﺜﺎﻣﻨﺔ )ﲣﺘﻠﻒ ﺍﻟﺒﺪﺍﻳﺔ ﻓﻴﻬﺎ ﻣﻦ ﻧﺸﺎﻁ ﺭﻳﺎﺿﻲ ﺇﱃ ﺁﺧﺮ( ﻭﻳﺮﺍﻋﻰ ﰲ ﺫﻟﻚ ﺍﻟﻌﻤﺮ ﺍﻟﺒﻴﻮﻟﻮﺟﻲ ﺇﱃ ﺟﺎﻧﺐ ﺍﻟﻌﻤﺮ ﺍﻟﺰﻣﲏ ،ﻭﺗﺘﻀﻤﻦ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺍﻟﺴﻼﻣﺔ ﺍﻟﺼﺤﻴﺔ ﺍﻟﻌﺎﻣﺔ )ﺳﻼﻣﺔ ﲨﻴﻊ ﺍﻷﺟﻬﺰﺓ ﺍﻟﻌﻀﻮﻳﺔ( ،ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺑﻌﺾ ﺍﶈﺪﺩﺍﺕ ﺍﳌﺮﻓﻮﻟﻮﺟﻴﺔ ﺍﻟﻌﺎﻣﺔ ﺍﻟﱵ ﺗﺘﻌﻠﻖ ﺑﺸﻜﻞ ﻭﺗﻜﻮﻳﻦ ﺍﻟﺒﻨﺎﺀ ﺍﳉﺴﻤﻲ. -2-6ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ :ﺍﻻﻧﺘﻘﺎﺀ ﺍﳋﺎﺹ ) 12-9ﺳﻨﺔ( ﺗﺒﺪﺃ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﰲ ﺳﻦ ﺍﻟﺘﺎﺳﻌﺔ ﺗﻘﺮﻳﺒﺎ ﻭﺣﱴ ﺍﻟﺜﺎﻟﺜﺔ ﻋﺸﺮ ،ﺣﻴﺚ ﺗﺘﻀﻤﻦ ﻗﻴﺎﺳﺎﺕ ﺍﻟﻠﻴﺎﻗﺔ ﺍﻟﺒﺪﻧﻴﺔ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﻷﻧﺜﺮﻭﺑﻮﻣﺘﺮﻳﺔ ﻭﳕﻂ ﺍﳉﺴﻢ ﻭﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﻮﻇﻴﻔﻴﺔ ﺧﺎﺻﺔ ﻣﺎ ﻳﺘﻌﻠﻖ ﻣﻨﻬﺎ ﺑﺴﻼﻣﺔ ﺍﻟﻘﻠﺐ ﻭﺍﳉﻬﺎﺯﻳﻦ ﺍﻟﺪﻭﺭﻱ ﻭﺍﻟﺘﻨﻔﺴﻲ ﻭﻛﺬﻟﻚ ﺍﶈﺪﺩﺍﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺧﺎﺻﺔ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﳌﻼﺋﻤﺔ ﻟﻠﻨﺸﺎﻁ ﺍﻟﺮﻳﺎﺿﻲ. -3-6ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻟﺜﺔ :ﺍﻻﻧﺘﻘﺎﺀ ﻭﺍﻟﺘﺜﺒﻴﺖ ) 16-13ﺳﻨﺔ( ﺗﺒﺪﺃ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﰲ ﺍﻟﺜﺎﻟﺜﺔ ﻋﺸﺮ ﻭﺗﻨﺘﻬﻲ ﰲ ﺍﻟﺴﺎﺩﺳﺔ ﻋﺸﺮ ،ﻭﺗﺘﻀﻤﻦ ﺍﺧﺘﺒﺎﺭﺍﺕ ﻣﺘﻘﺪﻣﺔ ﺩﻗﻴﻘﺔ ﻭﻣﺘﻌﻤﻘﺔ ﻟﻠﻨﻮﺍﺣﻲ ﺍﻟﻔﺴﻴﻮﻟﻮﺟﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ،ﻭﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺍﳌﻮﺍﺻﻔﺎﺕ ﺍﳌﻮﺿﻮﻋﻴﺔ ﺍﳌﻼﺋﻤﺔ ﻟﻠﻌﺒﺔ )ﳕﻂ ﺍﳉﺴﻢ( ،ﻭﻛﺬﻟﻚ ﺍﺧﺘﺒﺎﺭﺍﺕ ﻟﻘﻴﺎﺱ ﺍﻟﻠﻴﺎﻗﺔ ﺍﻟﺒﺪﻧﻴﺔ ﺍﳋﺎﺻﺔ ﺑﺎﻟﻨﺸﺎﻁ ﺍﻟﺮﻳﺎﺿﻲ ﺍﻟﺘﺨﺼﺼﻲ ،ﻭﻳﻠﺰﻡ ﻛﺬﻟﻚ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺳﻼﻣﺔ ﺍﳉﻬﺎﺯ ﺍﻟﻌﻀﻠﻲ ﺑﺸﻜﻞ ﻋﺎﻡ ﻭﺍﻟﻌﻀﻼﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﻟﻌﺎﻣﻠﺔ ﰲ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺮﻳﺎﺿﻲ ﺍﻟﺘﺨﺼﺼﻲ ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ ﺃﺟﻬﺰﺓ ﺭﺳﻢ ﺍﻟﻌﻀﻼﺕ ،ﻭﰲ ﺎﻳﺔ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﳚﺐ ﺍﺳﺘﺨﺪﺍﻡ -1ﻫﺪﻯ ﳏﻤﺪ ﳏﻤﺪ ﺍﳋﻀﺮﻱ :ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳊﺪﻳﺜـﺔ ﻻﻧﺘﻘـﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﺍﻟﻨﺎﺷﺌﲔ ﰲ ﺍﻟﺴﺒﺎﺣـﺔ،ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ،ﺹ.37-36-35 ﻣﻨﺎﻓﺴﺎﺕ ﻋﺎﻟﻴﺔ ﺍﻟﺸﺪﺓ ،ﻭﺃﻥ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﻗﻨﺎﻋﺔ ﻣﻮﺿﻮﻋﻴﺔ ﺑﺎﻟﻌﻨﺎﺻﺮ ﺍﻟﺒﺸﺮﻳﺔ ،ﺍﳋﺎﺻﺔ ﻟﻼﻧﺘﻘﺎﺀ ﺑﺄﺎ ﲤﺜﻞ ﺃﻓﻀﻞ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﺘﺎﺣﺔ. -7ﳏﺪﺩﺍﺕ ﺍﻻﻧﺘﻘﺎﺀ ﺍﻟﺮﻳﺎﺿﻲ: ﺍﻻﻧﺘﻘﺎﺀ ﻳﻌﲏ ﺍﺧﺘﻴﺎﺭ ﺃﻓﻀﻞ ﺍﻟﻼﻋﺒﲔ/ﺍﻟﻼﻋﺒﺎﺕ ﰲ ﺍﻤﻮﻋﺔ ﺍﳌﺘﺎﺣﺔ ﻣﻨﻬﻢ ﻣﻦ ﺧﻼﻝ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﺘﻌﻤﻘﺔ ﳉﻤﻴﻊ ﺍﳉﻮﺍﻧﺐ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺮﻳﺎﺿﻲ ﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﺍﻷﺳﺲ ﻭﺍﳌﺒﺎﺩﺉ ﺃﻭ ﺍﻟﻄﺮﺍﺋﻖ ﺍﻟﻌﻠﻤﻴﺔ. ﺣﻴﺚ ﺃﻥ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﺘﻌﻤﻘﺔ ﺍﳌﺮﺗﺒﻄﺔ ﺑﻌﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ﺍﻟﺮﻳﺎﺿﻲ ﺗﺸﻤﻞ ﻣﺎ ﻳﻠﻲ: 1 -1-7ﺍﶈﺪﺩﺍﺕ ﺍﻟﺒﻴﻮﻟﻮﺟﻴﺔ :ﺗﺘﻤﺜﻞ ﰲ ﺍﻟﺼﻔﺎﺕ ﺍﻟﻮﺭﺍﺛﻴﺔ ،ﻭﺍﻟﺼﻔﺎﺕ ﺍﳌﻮﺭﻓﻮﻟﻮﺟﻴﺔ ،ﻭﺍﻟﻌﻤﺮ ﺍﻟﺰﻣﲏ ﻭﺍﻟﺒﻴﻮﻟﻮﺟﻲ ،ﻭﺻﻔﺎﺕ ﺍﻷﺟﻬﺰﺓ ﺍﳊﻴﻮﻳﺔ ،ﻭﺍﻟﺼﻔﺎﺕ ﺍﻟﺒﺪﻧﻴﺔ. -2-7ﺍﶈﺪﺩﺍﺕ ﺍﳊﺮﻛﻴﺔ ﺍﳌﻌﺮﻓﻴﺔ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﺮﻳﺎﺿﺔ :ﺗﺘﻤﺜﻞ ﰲ ﺍﻻﺳﺘﻌﺪﺍﺩﺍﺕ ﺍﳊﺮﻛﻴﺔ ﺍﻟﻌﺎﻣﺔ ﻭﺍﳋﺎﺻﺔ ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﳌﻌﺮﻓﻴﺔ ﺍﻟﻌﺎﻣﺔ ﻭﺍﳋﺎﺻﺔ. -3-7ﺍﶈﺪﺩﺍﺕ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻴﺔ )ﺍﻟﻨﻔﺴﻴﺔ( :ﺗﺘﻤﺜﻞ ﰲ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﻌﻘﻠﻴﺔ ،ﻭﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﺴﻤﺎﺕ ﺍﻻﻧﻔﻌﺎﻟﻴﺔ ﺍﻟﻮﺟﺪﺍﻧﻴﺔ ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﻹﺩﺭﺍﻛﻴﺔ ﻭﺍﻻﲡﺎﻫﺎﺕ ﻭﺍﳌﻴﻮﻝ. ﻭﻳﺸﲑ ﺍﻟﺪﻛﺘﻮﺭ ﺯﻛﻲ ﳏﻤﺪ ﳏﻤﺪ ﺣﺴﻦ ﺇﱃ ﺃﻥ ﺍﻻﻧﺘﻘﺎﺀ ﺍﻟﺮﻳﺎﺿﻲ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﳏﺪﺩﺍﺕ ﳐﺘﻠﻔﺔ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﻣﺆﺷﺮﺍﺕ ﺍﻟﺘﻔﻮﻕ ﺍﻟﺮﻳﺎﺿﻲ ﻭﻫﺬﻩ ﺍﶈﺪﺩﺍﺕ ﺗﺘﻤﺜﻞ ﰲ: 2 ﺍﶈﺪﺩﺍﺕ ﺍﻟﺒﻴﻮﻟﻮﺟﻴﺔ ﻭﺍﳌﻮﺭﻓﻮﻟﻮﺟﻴﺔ )ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﳉﺴﻤﻴﺔ( ،ﺍﶈﺪﺩﺍﺕ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻴﺔ )ﺍﻟﻨﻔﺴﻴﺔ( ،ﺍﶈﺪﺩﺍﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻟﻘﺪﺭﺍﺕ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﳊﺲ ﺣﺮﻛﻴﺔ ،ﻭﺍﶈﺪﺩﺍﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻻﺳﺘﻌﺪﺍﺩ ﻟﻠﻨﺠﺎﺡ ،ﻭﻛﺬﻟﻚ ﺍﶈﺪﺩﺍﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺴﻦ ﺍﳌﻨﺎﺳﺐ ﻟﻼﺧﺘﻴﺎﺭ ﺃﻭ ﺍﻻﻧﺘﻘﺎﺀ. -1ﺩ .ﻣﻔﱵ ﺇﺑﺮﺍﻫﻴﻢ ﲪﺎﺩ :ﺍﻟﺘﺪﺭﺏ ﺍﻟﺮﻳﺎﺿﻲ ﺍﳊﺪﻳﺚ،ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ،ﺹ .303 -2ﺯﻛﻲ ﳏﻤﺪ ﳏﻤﺪ ﺣﺴﻦ :ﺍﻟﺘﻔـﻮﻕ ﺍﻟﺮﻳـﺎﺿﻲ )ﺍﳌﻔﻬﻮﻡ-ﺍﳉﻮﺍﻧﺐ ﺍﻷﺳﺎﺳﻴـﺔ-ﺍﻟﺮﻋﺎﻳﺔ(،ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ،ﺹ.255 ﻭﺃﺷﺎﺭﺕ ﺍﻟﺪﻛﺘﻮﺭﺓ ﻫﺪﻯ ﳏﻤﺪ ﳏﻤﺪ ﺍﳋﻀﺮﻱ ﺇﱃ ﳏﺪﺩﺍﺕ ﺍﻻﻧﺘﻘﺎﺀ ﻛﻤﺎ ﻳﻠﻲ: 1 ﺍﶈﺪﺩﺍﺕ ﺍﻟﺒﻴﻮﻟﻮﺟﻴﺔ ،ﺍﶈﺪﺩﺍﺕ ﺍﳌﻮﺭﻓﻮﻟﻮﺟﻴﺔ ،ﺍﶈﺪﺩﺍﺕ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻴﺔ )ﺍﻟﻨﻔﺴﻴﺔ( ،ﻭﺍﶈﺪﺩﺍﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻟﻘﺪﺭﺍﺕ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﳊﺲ ﺣﺮﻛﻴﺔ ،ﻭﻛﺬﺍ ﺍﶈﺪﺩﺍﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻻﺳﺘﻌﺪﺍﺩﺍﺕ ﻟﻠﻨﺠﺎﺡ ،ﻭﻛﺬﻟﻚ ﳏﺪﺩﺍﺕ ﺳﻦ ﺍﻻﻧﺘﻘﺎﺀ ﺃﻭ ﺍﻻﺧﺘﻴﺎﺭ. -8ﺍﶈﺪﺩﺍﺕ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻴﺔ )ﺍﻟﻨﻔﺴﻴﺔ( ﻟﻼﻧﺘﻘﺎﺀ ﺍﻟﺮﻳﺎﺿﻲ: ﻛﻤﺎ ﻫﻮ ﻣﻌﺮﻭﻑ ﻟﺪﻳﻨﺎ ﲨﻴﻌﺎ ﺃﻥ ﳑﺎﺭﺳﺎﺕ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺮﻳﺎﺿﻲ ﳛﺘﺎﺝ ﻣﻦ ﻭﺟﻬﺔ ﺍﻟﻨﻈﺮ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻴﺔ ﺇﱃ ﻛﺜﲑ ﻣﻦ ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ )ﺍﳌﻌﺮﻓﻴﺔ ﻭﺍﻻﻧﻔﻌﺎﻟﻴﺔ( ﺣﱴ ﻳﺘﻤﻜﻦ ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﻟﺼﺤﻴﺤﺔ ﻟﻠﻤﻮﺍﻗﻒ ﺍﳌﺘﻐﲑﺓ ﺃﺛﻨﺎﺀ ﳑﺎﺭﺳﺔ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺮﻳﺎﺿﻲ. ﺣﻴﺚ ﺃﻥ ﺍﳉﻬﻮﺩ ﺍﻟﱵ ﺑﺬﻟﺖ ﻣﻦ ﻃﺮﻑ ﺍﻟﺒﺎﺣﺜﲔ ﻭﺍﳌﺨﺘﺼﲔ ﰲ ﺍﺎﻝ ﺍﻟﺮﻳﺎﺿﻲ ﺣﻘﻘﺖ ﰲ ﳎﺎﻝ ﺍﻻﻧﺘﻘﺎﺀ ﺗﻘﺪﻣﺎ ﻓﻴﻤﺎ ﳜﺘﺺ ﺑﺎﻟﺴﻤﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﱵ ﺗﺘﻄﻠﺒﻬﺎ ﺃﻧﺸﻄﺔ ﺭﻳﺎﺿﻴﺔ ﻣﻌﻴﻨﺔ ،ﻭﻳﺆﻛﺪ ﺫﻟﻚ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﺨﺘﺼﲔ ﰲ ﺃﻥ ﺍﶈﺪﺩﺍﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻼﻧﺘﻘﺎﺀ ﺗﺘﻀﻤﻦ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ )ﺍﳌﻌﺮﻓﻴﺔ، ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻴﺔ ،ﺍﳌﺰﺍﺟﻴﺔ( ،ﺳﻮﺍﺀ ﺍﻟﻌﻘﻠﻴﺔ ،ﺍﳌﻌﺮﻓﻴﺔ ،ﺍﻻﻧﻔﻌﺎﻟﻴﺔ ﻭﺍﻟﻮﺟﺪﺍﻧﻴﺔ ،...ﻭﳚﺐ ﺃﻥ ﻳﺘﻄﺮﻕ ﺍﻷﻣﺮ ﺇﱃ ﻗﻴﺎﺱ ﺍﻹﺩﺭﺍﻙ ﰲ ﺷﱴ ﺻﻮﺭﻩ ﺍﳌﺨﺘﻠﻔﺔ )ﺑﺼﺮﻱ ،ﲰﻌﻲ ،ﺣﺮﻛﻲ( ﻭﻛﺬﻟﻚ ﺍﳌﻴﻮﻝ ﺃﻭ ﺍﻻﲡﺎﻫﺎﺕ ﻭﺍﻻﺳﺘﻌﺪﺍﺩﺍﺕ ﺍﳋﺎﺻﺔ ﻭﺍﻟﺪﺍﻓﻌﻴﺔ ،ﻣﻦ ﺍﻷﻣﻮﺭ ﺍﻟﱵ ﳝﻜﻦ ﺇﻏﻔﺎﳍﺎ. 2 ﻭﻳﺸﲑ ﻣﻔﱵ ﺇﺑﺮﺍﻫﻴﻢ ﲪﺎﺩ ﺇﱃ ﺃﻥ ﺍﶈﺪﺩﺍﺕ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻴﺔ )ﺍﻟﻨﻔﺴﻴﺔ( ﻟﻼﻧﺘﻘﺎﺀ ﺗﺘﻤﺜﻞ ﰲ "ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ،ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﻌﻘﻠﻴﺔ ﻭﺍﻟﺴﻤﺎﺕ ﺍﻻﻧﻔﻌﺎﻟﻴﺔ ﻭﺍﻟﻮﺟﺪﺍﻧﻴﺔ ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﻹﺩﺭﺍﻛﻴﺔ ﻭﺍﻻﲡﺎﻫﺎﺕ ﻭﺍﳌﻴﻮﻝ". 3 -1ﻫﺪﻯ ﳏﻤﺪ ﳏﻤﺪ ﺍﳋﻀﺮﻱ :ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳊﺪﻳﺜـﺔ ﻻﻧﺘﻘـﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﺍﻟﻨﺎﺷﺌﲔ ﰲ ﺍﻟﺴﺒﺎﺣـﺔ،ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ،ﺹ.69 -2ﺯﻛﻲ ﳏﻤﺪ ﳏﻤﺪ ﺣﺴﻦ :ﺍﻟﺘﻔـﻮﻕ ﺍﻟﺮﻳـﺎﺿﻲ )ﺍﳌﻔﻬﻮﻡ-ﺍﳉﻮﺍﻧﺐ ﺍﻷﺳﺎﺳﻴـﺔ-ﺍﻟﺮﻋﺎﻳﺔ(،ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ،ﺹ.258 -3ﻣﻔﱵ ﺇﺑﺮﺍﻫﻴﻢ ﲪﺎﺩ :ﺍﻟﺘﺪﺭﺏ ﺍﻟﺮﻳﺎﺿﻲ ﺍﳊﺪﻳﺚ،ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ،ﺹ.303 ﻭﺗﺸﲑ ﺍﻟﺪﻛﺘﻮﺭﺓ ﻫﺪﻯ ﳏﻤﺪ ﳏﻤﺪ ﺍﳋﻀﺮﻱ ﺇﱃ ﺃﻥ ﻣﻌﻈﻢ ﺁﺭﺍﺀ ﺍﻟﺒﺎﺣﺜﲔ ﻭﺍﳌﺨﺘﺼﲔ ﺍﺗﻔﻘﺖ ﻋﻠﻰ ﺃﻥ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﻌﻘﻠﻴﺔ ﻭﺍﳉﻮﺍﻧﺐ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﳍﺎ ﺃﳘﻴﺔ ﺧﺎﺻﺔ ﻋﻨﺪ ﺍﻻﻧﺘﻘﺎﺀ ،ﻓﻤﺜﻼ :ﻳﻌﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺬﻛﺎﺀ ﻭﺍﻹﺩﺭﺍﻙ ﻣﻌﻴﺎﺭﺍ ﻫﺎﻣﺎ ﻟﻠﺘﻨﺒﺆ ﺑﺎﳌﺴﺘﻮﻯ ﺍﻟﺮﻳﺎﺿﻲ ﰲ ﺍﳌﺴﺘﻘﺒﻞ -9ﳏﻜﺎﺕ ﲢﺪﻳﺪ ﺍﳌﻮﻫﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ: ﻳﻌﺘﻤﺪ ﺍﻛﺘﺸﺎﻑ ﺍﳌﻮﻫﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻋﻠﻰ ﻧﻈﺎﻡ ﺍﺧﺘﻴﺎﺭ ﺍﳉﺪﺩ ﻣﻦ ﳎﻤﻮﻉ ﺍﻟﻨﺎﺷﺌﲔ ﰲ ﺍﺘﻤﻊ ﻭﺍﳌﺪﺍﺭﺱ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺑﺎﻷﻧﺪﻳﺔ ﻭﻣﺮﺍﻛﺰ ﺍﻟﺸﺒﺎﺏ ﻭﺍﻟﺴﺎﺣﺎﺕ ﺍﻟﺸﻌﺒﻴﺔ ﺑﺎﶈﺎﻓﻈﺎﺕ ﺃﻭ ﻭﻓﻖ ﺍﺧﺘﻴﺎﺭﺍﺕ ﳏﺪﺩﺓ ﻳﻌﲎ ﺎ ﺍﳋﱪﺍﺀ ﰲ ﳎﺎﻻﺕ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﰲ ﳎﺎﻻﺕ ﺍﻟﺮﻳﺎﺿﺎﺕ ﺍﻟﻔﺮﺩﻳﺔ ﻭﺍﳉﻤﺎﻋﻴﺔ ﻭﺗﺘﻀﻤﻦ: ﺍﻟﺒﻨﺎﺀ ﺍﻟﻨﻮﻋﻲ ﻟﻠﺮﻳﺎﺿﺔ. ﻣﺘﻄﻠﺒﺎﺕ ﻭﺧﺼﺎﺋﺺ ﺍﻟﺮﻳﺎﺿﺔ ﺍﳌﺨﺘﺎﺭﺓ. ﺍﻟﻌﻤﺮ ﺍﻟﺰﻣﲏ ﻟﻠﻄﻔﻞ. ﺍﻟﻌﻤﺮ ﺍﻟﺘﺪﺭﻳﱯ. ﺍﻟﱪﻭﻓﻴﻞ ﺍﻟﻨﻔﺴﻲ. ﺍﻟﻨﻤﻮ ﺍﳊﺮﻛﻲ. ﺍﳌﻬﺎﺭﺓ ﺍﳊﺮﻛﻴﺔ ﺍﻟﻨﻮﻋﻴﺔ. ﺍﻻﺳﺘﻌﺪﺍﺩﺍﺕ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﺒﺪﻧﻴﺔ. ﺍﻟﻠﻴﺎﻗﺔ ﺍﻟﺒﺪﻧﻴﺔ. ﺍﻟﻠﻴﺎﻗﺔ ﺍﳊﺮﻛﻴﺔ. -ﺍﶈﺪﺩﺍﺕ ﺍﻟﻮﺭﺍﺛﻴﺔ. 1 -10ﺧﺼﺎﺋﺺ ﻭﺻﻔﺎﺕ ﺍﻻﻧﺘﻘﺎﺀ ﺍﻟﺮﻳﺎﺿﻲ ﻟﻠﻤﻮﻫﻮﺑﲔ: -1ﻋﻤﺮﻭ ﺃﺑﻮ ﺍﺪ ،ﲨﺎﻱ ﺇﲰﺎﻋﻴﻞ ﺍﻟﻨﻤﻜﻲ :ﲣﻄﻴﻂ ﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺐ ﻭﺗﺮﺑﻴﺔ ﺍﻟﱪﺍﻋﻢ ﻭﺍﻟﻨﺎﺷﺌﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻁ ،1ﻣﺮﻛﺰ ﺍﻟﻜﺘﺎﺏ ﻟﻠﻨﺸﺮ ،ﻣﺼـﺮ ﺍﳉﺪﻳﺪﺓ ،ﺍﻟﻘﺎﻫﺮﺓ ،1997 ،ﺹ .107 ﺍﻫﺘﻢ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺑﺪﺭﺍﺳﺔ ﺍﳋﺼﺎﺋﺺ ﺍﻟﱵ ﲤﻴﺰ ﺍﳌﻮﻫﻮﺑﲔ ،ﺣﻴﺚ ﺃﻥ ﺍﻟﺘﻌﺮﻑ ﺍﳌﺒﻜﺮ ﻋﻠﻴﻬﻢ ﻫﻮ ﻣﻔﺘﺎﺡ ﺍﻟﺘﻮﺻﻞ ﻻﻛﺘﺸﺎﻑ ﺍﳌﺪﻯ ﺍﻟﻮﺍﺳﻊ ﻣﻦ ﺍﻟﻄﺎﻗﺎﺕ ﺍﻟﺒﺸﺮﻳﺔ ،ﺍﳌﺘﺎﺣﺔ ﰲ ﺃﻱ ﳎﺘﻤﻊ ﻣﻦ ﺍﺘﻤﻌﺎﺕ. ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﺘﻼﻣﻴﺬ ﺍﳌﻮﻫﻮﺑﲔ ،ﻟﻴﺲ ﺑﺎﻷﻣﺮ ﺍﻟﺴﻬﻞ ﻭﻟﻜﻲ ﻧﺘﺠﻨﺐ ﺍﻟﻮﻗﻮﻉ ﰲ ﺃﺧﻄﺎﺀ ﻋﻨﺪ ﺍﻧﺘﻘﺎﺋﻬﻢ ،ﻭﺟﺐ ﻋﻠﻴﻨﺎ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺧﱪﺍﺕ ﺍﻟﺪﻭﻝ ﺍﻟﺮﺍﺋﺪﺓ ﰲ ﻫﺬﺍ ﺍﺎﻝ ﻣﻦ ﺃﺟﻞ ﲢﺪﻳﺪ ﺍﻟﻄﻔﻞ ﺍﳌﻮﻫﻮﺏ ،ﻳﺮﻯ "" 1،"EDGARﺍﻧﻪ ﳝﻜﻦ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻴﻪ ﻣﻦ ﺧﻼﻝ ﺛﻼﺙ ﻣﺴﺘﻮﻳﺎﺕ ﻫﻲ: ﺍﻷﺳﺎﻟﻴﺐ ﺍﳌﻮﺭﻓﻮﻟﻮﺟﻴﺔ. ﻗﺎﺑﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ. -ﺍﻟﺪﺍﻓﻌﻴﺔ. -1-10ﺧﺼﺎﺋﺺ ﺍﳌﻮﻫﻮﺑﲔ: ﻳﻌﺘﱪ ﲢﺪﻳﺪ ﺧﺼﺎﺋﺺ ﺍﳌﻮﻫﻮﺑﲔ ،ﻋﻠﻰ ﺩﺭﺟﺔ ﻣﻦ ﺍﻷﳘﻴﺔ ﰲ ﺍﳌﺴﺎﻋﺪﺓ ﻋﻠﻰ ﺍﻛﺘﺸﺎﻓﻬﻢ ﻭﲢﺪﻳﺪ ﻣﻮﺍﻫﺒﻬﻢ ﺍﻟﻔﺎﺋﻘﺔ ،ﺣﺴﺐ "ﺃﺭﻭﻳﻦ ﺧﺼﺎﺋﺺ ﺍﳌﻮﻫﻮﺏ ،ﻭﻫﻲ: H " "ERWIN.ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﺎﻟﻴﺔ ﺗﻠﻌﺐ ﺩﻭﺭﺍ ﺃﺳﺎﺳﻴﺎ ﰲ ﻣﻌﺮﻓﺔ 2 -1-1-10ﺍﳋﺼﺎﺋﺺ ﺍﻟﺒﻴﻮﻣﺘﺮﻳﺔ :ﻳﺘﻤﻴﺰ ﺍﳌﻮﻫﻮﺑﲔ ،ﲟﻈﺎﻫﺮ ﳕﻮ ﺟﺴﻤﻲ ﻣﺘﻤﻴﺰﺓ ﺃﳘﻬﺎ ﺃﻢ: ﺃﻛﺜﺮ ﻃﻮﻻ ،ﺃﻛﺜﺮ ﻭﺯﻧﺎ ،ﺃﻗﻮﻯ ﻭﺃﻛﺜﺮ ﺣﻴﻮﻳﺔ. ﻳﺘﻤﺘﻌﻮﻥ ﺑﺼﺤﺔ ﺟﻴﺪﺓ ،ﺗﻔﻮﻕ ﺯﻣﻼﺀﻫﻢ ﺍﻟﻌﺎﺩﻳﲔ. -ﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺑﲔ ﺍﻷﻧﺴﺠﺔ ﺍﻟﻌﻀﻠﻴﺔ ﻭﺍﻷﻧﺴﺠﺔ ﺍﻟﻌﺼﺒﻴﺔ )ﺍﻟﺬﻫﻨﻴﺔ(. - EDGAR. H: Méthodologie d'Entraînement, Edition Vigot, Paris, 1985, P153. 1 - ERWIN H: Entraînement sportif des entfans, Imprimé en France, Edition Vigot, 1987, P88. 2 -2-1-10ﺍﳋﺼﺎﺋﺺ ﺍﻟﺒﺪﻧﻴﺔ :ﻧﻘﺼﺪ ﺎ ،ﺍﳌﺪﺍﻭﻣﺔ ﺍﳍﻮﺍﺋﻴﺔ ﻭﺍﻟﻼﻫﻮﺍﺋﻴﺔ ،ﺳﺮﻋﺔ ﺍﻟﻔﻌﻞ ﻭﺭﺩ ﺍﻟﻔﻌﻞ ،ﻗﻮﺓ ﺍﻟﺴﺮﻋﺔ ،ﺍﻟﻘﻮﺓ ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻴﺔ ،ﺍﳌﺮﻭﻧﺔ ﻭﺍﻟﺘﻮﺍﻓﻖ ﺍﳊﺮﻛﻲ. -3-1-10ﺍﳋﺼﺎﺋﺺ ﺍﻟﻨﻔﺴﻮﺣﺮﻛﻴﺔ :ﻧﻌﲏ ﺎ ،ﻗﺪﺭﺍﺕ ﺍﻟﺘﻮﺍﺯﻥ ،ﺍﻟﺮﺷﺎﻗﺔ ،ﺍﻟﻘﺪﺭﺓ ﺍﻟﺘﻘﻨﻴﺔ ﺑﺎﻟﻜﺮﺓ ﻭﺑﺪﻭﺎ. -4-1-10ﺍﳋﺼﺎﺋﺺ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ :ﳒﺪ ﺍﳌﻮﻫﻮﺑﲔ: ﺃﻛﺜﺮ ﺗﻮﺍﻓﻖ ﻣﻊ ﺍﻟﺰﻣﻼﺀ ﻭﺗﻨﻈﻴﻢ ﺍﻟﻔﺮﻳﻖ ﻭﻗﻴﺎﺩﺗﻪ . ﺃﻛﺜﺮ ﺍﺳﺘﻘﺎﻣﺔ ﻣﻊ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻌﻪ )ﺍﻟﺰﻣﻼﺀ ،ﺍﻷﺳﺮﺓ ،ﺍﳌﺮﰊ.(... -ﻳﺸﻌﺮﻭﻥ ﺑﺘﺄﻛﻴﺪ ﺍﻟﺬﺍﺕ ﻭﻣﺘﻌﺎﻭﻧﲔ ،ﺃﻛﺜﺮ ﺣﺴﺎﺳﻴﺔ ﻟﻮﺡ ﺍﻟﻔﻜﺎﻫﺔ ،ﻗﺒﻮﻝ ﺍﻟﺪﻭﺭ ﺍﳌﻠﻌﻮﺏ". 1 -2-10ﺻﻔﺎﺕ ﺍﳌﻮﻫﻮﺏ: ﺍﻟﺘﻠﻤﻴﺬ ﺍﻟﺬﻱ ﳝﻠﻚ ﻣﻮﻫﺒﺔ ﺟﻴﺪﺓ ﰲ ﺍﻟﺪﺭﻭﺱ ﺍﳌﺪﺭﺳﻴﺔ ﻭﻟﺪﻳﻪ ﺩﺭﺟﺎﺕ ﻋﺎﻟﻴﺔ ﰲ ﺍﻻﻣﺘﺤﺎﻧﺎﺕ، ﺳﺘﻜﻮﻥ ﻟﺪﻳﻪ ﻗﺎﺑﻠﻴﺔ ﻛﺒﲑﺓ ﰲ ﺃﺩﺍﺀ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺮﻳﺎﺿﻲ ﻭﺍﻟﻮﺻﻞ ﺑﺴﺮﻋﺔ ﻟﺘﺤﻘﻴﻖ ﺍﳍﺪﻑ ﺍﳌﻨﺸﻮﺩ. ﺇﻥ ﺍﻧﺘﻘﺎﺀ ﺍﻟﺮﻳﺎﺿﻴﲔ ،ﳚﺐ ﺃﻥ ﻳﺘﻢ ﻋﻦ ﻃﺮﻳﻖ ﺇﺟﺮﺍﺀ ﺍﺧﺘﺒﺎﺭﺍﺕ ﻛﺜﲑﺓ ﰲ ﳐﺘﻠﻒ ﺍﺎﻻﺕ ﻛﻤﺎ ﻳﻠﻲ: ﺗﺪﻗﻴﻖ ﻭﺿﺒﻂ ﺍﻟﺼﻔﺎﺕ ﺍﳉﺴﻤﻴﺔ ،ﺍﻟﺘﻘﻨﻴﺔ ،ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﺮﻛﻴﺔ ،ﺍﻟﻘﺎﺑﻠﻴﺎﺕ ﺍﻟﱵ ﺳﺘﻜﻮﻥﺃﺳﺎﺱ ﳒﺎﺡ ﺍﻟﺮﻳﺎﺿﻴﲔ ﰲ ﻛﻞ ﺍﺧﺘﺼﺎﺹ ﺭﻳﺎﺿﻲ. ﻣﻌﺮﻓﺔ ﺣﺎﻟﺔ ﺍﻟﻄﻮﺭ ،ﻟﻠﻘﺎﺑﻠﻴﺎﺕ ﺍﳉﺴﻤﻴﺔ ﻭﻗﺎﺑﻠﻴﺎﺕ ﺍﻹﳒﺎﺯ ﻣﻦ ﺍﻟﻄﻔﻮﻟﺔ ﺣﱴ ﻣﺮﺍﺣﻞﺍﻟﺸﺒﺎﺏ. ﺗﺜﺒﻴﺖ ﺍﳊﺮﻛﺔ ﺍﳌﺜﺎﻟﻴﺔ. -1ﻣﺎﺭﻳﺎﻥ ﺷﻴﻐﻞ :ﺍﻟﻄﻔﻞ ﺍﳌﻮﻫﻮﺏ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﻌﺎﺩﻱ ،ﺗﺮﲨﺔ ﳏﻤﺪ ﺳﻨﻴﻢ ﺭﻓﻌﺖ ،ﺩﺍﺭ ﺍﻟﻨﻬﻀﺔ ﺍﻟﻌﺮﺑﻴﺔ ،ﻣﺼﺮ ،ﺩﻭﻥ ﺳﻨﺔ ﻧﺸﺮ ،ﺹ -22 .24 -ﺗﺸﺠﻴﻊ ﺍﻟﺮﻳﺎﺿﻲ ﻋﻦ ﻃﺮﻳﻖ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻄﺮﻕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺘﺮﺑﻮﻳﺔ. 1 -11ﺃﺳﺎﻟﻴﺐ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ: ﺗﺘﻌﺪﺩ ﻃﺮﻕ ﻭﻭﺳﺎﺋﻞ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﺘﻼﻣﻴﺬ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺗﺸﺨﻴﺼﻬﻢ ،ﻣﻦ ﺃﳘﻬﺎ: 2 -1-11ﺍﺧﺘﺒﺎﺭ ﺍﻟﺬﻛﺎﺀ: ﻳﻨﻈﺮ ﺍﻟﺒﻌﺾ ،ﻋﻠﻰ ﺃﻥ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺬﻛﺎﺀ ﺗﻌﺘﱪ ﻭﺳﻴﻠﺔ ﻣﻮﺿﻮﻋﻴﺔ ﻟﻠﻜﺸﻒ ﻋﻦ ﺍﻟﺘﻼﻣﻴﺬ، ﺑﺪﻟﻴﻞ ﺃﻥ ﺍﳌﻼﻣﺢ ﺍﻷﻭﱃ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺗﺘﻤﺜﻞ ﰲ ﺍﺭﺗﻔﺎﻉ ﻣﻌﺪﻝ ﺫﻛﺎﺋﻬﻢ. -2-11ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﺪﺭﺍﺳﻲ: ﺗﻌﺘﱪ ﻫﺬﻩ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ،ﺃﺩﻭﺍﺕ ﻣﻬﻤﺔ ﳌﺎ ﻳﺘﻤﻴﺰ ﺑﻪ ﺍﳌﻮﻫﻮﺏ ﻋﻠﻰ ﺃﻗﺮﺍﻧﻪ ﰲ ﻧﻔﺲ ﺍﻟﻌﻤﺮ ﻣﻦ ﺍﻟﺴﺮﻋﺔ ﻭﺍﻟﺪﻗﺔ ،ﰲ ﺇﺟﺮﺍﺀ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﺮﻛﻴﺔ. -3-11ﺗﻘﺪﻳﺮﺍﺕ ﺍﳌﺮﺑﲔ: ﺗﻌﺘﱪ ﻣﻦ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﻔﻴﺪﺓ ،ﰲ ﺗﺸﺨﻴﺺ ﺍﻟﺘﻼﻣﻴﺬ ﺍﳌﻮﻫﻮﺑﲔ ،ﺍﻟﱵ ﺗﺒﺪﻭ ﻣﻦ ﺧﻼﻝ ﺍﻻﺗﺼﺎﻝ ﺍﳌﺒﺎﺷﺮ ﺑﲔ ﺍﳌﺮﰊ ﻭﺍﻟﺘﻠﻤﻴﺬ ﺃﺛﻨﺎﺀ ﳐﺘﻠﻒ ﺍﻷﻧﺸﻄﺔ ،ﻭﻫﺬﺍ ﻳﺘﻄﻠﺐ ﺃﻥ ﻳﻘﻮﻡ ﺍﳌﺮﰊ ﺑﺪﻭﺭ ﻓﻌﺎﻝ ﰲ ﲢﺪﻳﺪ ﺍﻷﻧﺸﻄﺔ ﺍﳌﺨﺘﻠﻔﺔ ،ﻣﻊ ﻭﺿﻊ ﺑﺮﻧﺎﻣﺞ ﻣﺘﻜﺎﻣﻞ ﻟﻠﻤﺸﺎﺭﻛﺔ ﺑﲔ ﺍﻟﺘﻼﻣﻴﺬ. -4-11ﺗﻘﺪﻳﺮﺍﺕ ﺍﻵﺑﺎﺀ ﻭﺍﻷﻣﻬﺎﺕ: -1ﻗﺎﺳﻢ ﺣﺴﻦ ﻗﺎﺳﻢ :ﺍﻟﺘﺪﺭﻳﺐ ﰲ ﺃﻟﻌﺎﺏ ﺍﻟﺴﺎﺣﺔ ﻭﺍﳌﻴﺪﺍﻥ ،ﻁ ،1ﺍﳌﻜﺘﺒﺔ ﺍﻟﻮﻃﻨﻴﺔ ،ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ،ﺑﻐﺪﺍﺩ ،1978 ،ﺹ .253-250 -2ﺯﻳﻨﺐ ﳏﻤﺪ ﺷﻘﲑ :ﺭﻋﺎﻳﺔ ﺍﳌﺘﻔﻮﻗﲔ ﻭﺍﳌﺘﻤﻴﺰﻳﻦ ﻭﺍﳌﻮﻫﻮﺑﲔ ،ﻁ ،1ﻣﻜﺘﺒﺔ ﺍﻟﻨﻬﻀﺔ ﺍﳌﺼﺮﻳﺔ ،1998 ،ﺹ .178 ﺑﺪﺕ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺃﻛﺜﺮ ﺃﳘﻴﺔ ﻣﻨﺬ ﺑﺪﺍﻳﺔ ﺩﺭﺍﺳﺎﺕ "ﺗﺮﻣﺎﻥ "TURMANﻋﻠﻰ ﺍﳌﻮﻫﻮﺑﲔ،ﺍﻟﱵ ﺍﻋﺘﻤﺪ ﻓﻴﻬﺎ ﻋﻠﻰ ﻣﻼﺣﻈﺎﺕ ﺍﻷﻣﻬﺎﺕ ﻭﺍﻵﺑﺎﺀ ﻷﻭﻻﺩﻫﻢ ﺍﳌﻮﻫﻮﺑﲔ ،ﻣﻦ ﺧﻼﻝ ﺍﻻﺣﺘﻜﺎﻙ ﺍﻟﻴﻮﻣﻲ ﺍﳌﺒﺎﺷﺮ ،ﺧﺎﺻﺔ ﰲ ﺍﳌﺮﺍﺣﻞ ﺍﻷﻭﱃ ﻣﻦ ﺣﻴﺎﺓ ﺍﻟﻄﻔﻞ. -5-11ﺍﻷﺳﻠﻮﺏ ﺍﻟﻌﻠﻤﻲ: ﺇﻥ ﻻﺗﺒﺎﻉ ﺍﻷﺳﻠﻮﺏ ﺍﻟﻌﻠﻤﻲ ،ﻋﺪﺩﺍ ﻣﻦ ﺍﳌﺰﺍﻳﺎ ﻫﻲ ﻛﻤﺎ ﻳﻠﻲ: 1 ﺃﻧﻪ ﻳﻘﺼﺮ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﳝﻜﻦ ﺃﻥ ﻳﺴﺘﻐﺮﻗﻪ ﺍﻟﺘﻠﻤﻴﺬ ﺃﻭ ﺍﻟﺘﻠﻤﻴﺬﺓ ،ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺃﻓﻀﻞﻣﺴﺘﻮﻯ ﳑﻜﻦ ﻟﻸﺩﺍﺀ. ﻳﺴﺎﻋﺪ ﺍﳌﺮﺑﲔ ﰲ ﺍﻟﻌﻤﻞ ،ﻣﻊ ﺃﻓﻀﻞ ﺍﳋﺪﻣﺎﺕ ﺍﳌﺘﻮﻓﺮﺓ ﻟﻠﺘﻼﻣﻴﺬ ﺍﳌﻮﻫﻮﺑﲔ. ﳝﻜﻦ ﺃﻥ ﻳﻮﻓﺮ ﳍﻢ ﺍﻟﻔﺮﺻﺔ ﻟﻠﻌﻤﻞ ﻣﻊ ﻣﺪﺭﺑﲔ ﺃﻓﻀﻞ. ﻳﺘﻴﺢ ﺍﻟﻔﺮﺻﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ،ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻌﺎﻟﻴﺔ. -ﻳﻌﻄﻴﻬﻢ ﺛﻘﺔ ﺃﻛﱪ ،ﺣﻴﺚ ﻳﺆﺛﺮ ﺫﻟﻚ ﺇﳚﺎﺑﺎ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻷﺩﺍﺀ. ﻫﺬﺍ ﻭﳝﻜﻦ ﻟﻠﻤﺮﰊ ﺃﻥ ﻳﺴﺎﻫﻢ ﰲ ﺗﺸﺨﻴﺺ ﺍﳌﻮﻫﻮﺑﲔ ﻣﻦ ﺧﻼﻝ ﺑﻌﺾ ﺍﶈﺎﻭﺭ ﺍﻟﺘﺎﻟﻴﺔ: 2 ﺗﻮﺟﻴﻪ ﺃﺳﺌﻠﺔ ﻣﺘﻤﻴﺰﺓ ﻟﻠﺘﻼﻣﻴﺬ. ﲢﺪﻳﺪ ﳎﺎﻻﺕ ﺍﻻﻫﺘﻤﺎﻡ ﻟﺪﻯ ﺍﻟﻄﻔﻞ ﺍﳌﻮﻫﻮﺏ. -ﻣﻼﺣﻈﺘﻪ ﻟﻠﻄﻔﻞ ﺍﳌﻮﻫﻮﺏ ﰲ ﺇﻃﺎﺭ ﺍﳉﻤﺎﻋﺔ ﺍﳌﺪﺭﺳﻴﺔ ﻭﰲ ﻓﻨﺎﺋﻬﺎ. -1ﻣﻔﱵ ﺇﺑﺮﺍﻫﻴﻢ :ﺍﻟﺘﺪﺭﺏ ﺍﻟﺮﻳﺎﺿﻲ ﺍﳊﺪﻳﺚ ،ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ ،ﺹ .310 -2ﺳﺎﻣﻴﺔ ﻣﻮﺳﻰ :ﺩﻭﺭ ﺍﳌﺪﺭﺳﺔ ﰲ ﺭﻋﺎﻳﺔ ﺍﳌﺘﻔﻮﻗﲔ –ﲝﻮﺙ ﻭﺩﺭﺍﺳﺎﺕ ﺍﳌﺆﲤﺮ ﺍﻟﻘﻮﻣﻲ ﺍﻟﺜﺎﱐ ﻟﺮﻋﺎﻳﺔ ﺍﳌﺘﻔﻮﻗﲔ ،ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴـﺔ ﻭﺍﻟﺘﻌﻠـﻴﻢ ،ﻣﺼـﺮ، ،1991ﺹ .28 ﻳﻌﺘﱪ ﺍﳌﺮﺑﻮﻥ ﺧﲑ ﻣﺼﺪﺭ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺍﻟﺘﻼﻣﻴﺬ ،ﻷﻢ ﻋﻠﻰ ﲤﺎﺱ ﻣﺒﺎﺷﺮ ﰲ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﻢ ﺃﺛﻨﺎﺀ ﺍﳊﺼﺺ ،ﻭﺧﻼﻝ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ ،ﻟﺬﻟﻚ ﺗﻌﺘﱪ ﻣﻼﺣﻈﺎﻢ ﻭﻣﻌﻠﻮﻣﺎﻢ ،ﻫﺎﻣﺔ ﻓﻴﻤﺎ ﳜﺺ ﻣﺸﻜﻼﺕ ﻭﻃﺮﻕ ﺗﻌﺪﻳﻠﻬﻢ ،ﳒﺎﺣﺎﻢ ،ﺇﺧﻔﺎﻗﺎﻢ ﻭﲰﺎﻢ ﺍﻟﺸﺨﺼﻴﺔ. -12ﳕﺎﺫﺝ ﻻﻧﺘﻘﺎﺀ ﺍﻟﺘﻼﻣﻴﺬ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﻟﺮﻳﺎﺿﺔ: -1-12ﳕﻮﺫﺝ ﺟﻴﻤﺒﻞ ":"GIMBEL 1 ﻫﻮ ﺑﺎﺣﺚ ﺃﳌﺎﱐ ،ﻳﺸﲑ ﻣﻦ ﺧﻼﻝ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﺇﱃ ﺗﺒﻴﲔ ﺃﳘﻴﺔ ﲢﻠﻴﻞ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻨﺎﺷﺌﲔ ،ﻣﻦ ﺧﻼﻝ ﺛﻼﺙ ﻋﻨﺎﺻﺮ ﻫﻲ :ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﻟﻔﻴﺴﻴﻮﻟﻮﺟﻴﺔ ﻭﺍﳌﻮﺭﻓﻮﻟﻮﺟﻴﺔ ،ﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﻠﺘﺪﺭﻳﺐ ،ﺍﻟﺪﻭﺍﻓﻊ. ﻛﻤﺎ ﳚﺐ ﺃﻥ ﳛﻠﻞ ﺍﻟﺘﻼﻣﻴﺬ ﻣﻦ ﺧﻼﻝ ﻋﻮﺍﻣﻞ ﺩﺍﺧﻠﻴﺔ ﻭﺧﺎﺭﺟﻴﺔ ﻛﻤﺎ ﻳﻠﻲ: ﻋﻮﺍﻣﻞ ﺩﺍﺧﻠﻴﺔ :ﺗﺘﻤﺜﻞ ﰲ ﺩﺭﺍﺳﺔ ﺟﻴﻨﺎﺕ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻨﺎﺷﺌﲔ ﻋﻮﺍﻣﻞ ﺧﺎﺭﺟﻴﺔ :ﺗﺘﻤﺜﻞ ﰲ ﺍﻟﻈﺮﻭﻑ ﺍﻟﺒﻴﺌﻴﺔ ﻭﺍﻟﻌﻮﺍﻣﻞ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﻇﺮﻭﻑ ﺍﻟﺘﺪﺭﻳﺐ ،ﻭﻗﺪ ﺍﻗﺘﺮﺡ "ﺟﻴﻤﺒﻞ" ،ﺍﳋﻄﻮﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻟﻌﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ: ﲢﺪﻳﺪ ﺍﻟﻔﺴﻴﻮﻟﻮﺟﻴﺔ ﻭﺍﳌﻮﺭﻓﻮﳉﻴﺔ ﻭﺍﻟﺒﺪﻧﻴﺔ ﺍﻟﱵ ﺗﺆﺛﺮ ﰲ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ﻟﻌﺪﺩ ﻛﺒﲑ ﻣﻦﺃﻧﻮﺍﻉ ﺍﻟﺮﻳﺎﺿﺔ. ﺇﺟﺮﺍﺀ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻔﺴﻴﻮﻟﻮﺟﻴﺔ ﻭﺍﳌﻮﺭﻓﻮﻟﻮﺟﻴﺔ ﻭﺍﻟﺒﺪﻧﻴﺔ ﰲ ﺍﳌﺪﺍﺭﺱ ﰒ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰﻧﺘﺎﺋﺠﻬﺎ ﰲ ﺗﻨﻔﻴﺬ ﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺐ ﺗﻨﺎﺳﺐ ﻛﻞ ﺗﻠﻤﻴﺬ ﺃﻭ ﺗﻠﻤﻴﺬﺓ. ﺗﻨﻔﻴﺬ ﺑﺮﻧﺎﻣﺞ ﺗﻌﻠﻴﻤﻲ ﻟﻠﺮﻳﺎﺿﺔ ﺍﳌﻌﻨﻴﺔ ،ﻳﺘﺮﺍﻭﺡ ﺯﻣﻨﻪ ﻣﻦ 12ﺇﱃ 24ﺷﻬﺮ ،ﻭﻳﺘﻢ ﺧﻼﻝﺫﻟﻚ ﺇﺧﻀﺎﻉ ﺍﻟﺘﻠﻤﻴﺬ ﻟﻼﺧﺘﺒﺎﺭﺍﺕ ﻭﺭﺻﺪ ﲢﻠﻴﻞ ﺗﻘﺪﻣﻬﻢ ﻭﺗﺘﺒﻌﻬﻢ. ﰲ ﺎﻳﺔ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺘﻌﻠﻴﻤﻲ ،ﻳﺘﻢ ﺇﺟﺮﺍﺀ ﺩﺭﺍﺳﺔ ﺗﻨﺒﺆﻳﺔ ﻟﻜﻞ ﺗﻠﻤﻴﺬ ﻭﲢﺪﻳﺪ ﺍﺣﺘﻤﺎﻝ ﳒﺎﺣﻪﻣﺴﺘﻘﺒﻼ ﰲ ﺍﻟﺮﻳﺎﺿﺔ ﺍﻟﺘﺨﺼﺼﻴﺔ ،ﻃﺒﻘﺎ ﻟﻠﻤﺆﺷﺮﺍﺕ ﺍﻹﳚﺎﺑﻴﺔ ﻭﺍﻟﺴﻠﺒﻴﺔ ﺍﻟﱵ ﺍﺗﻀﺤﺖ ﻣﻦ ﺗﻠﻚ ﺍﻟﺪﺭﺍﺳﺔ. -1ﻣﻔﱵ ﺇﺑﺮﺍﻫﻴﻢ ﲪﺎﺩ :ﺍﻟﺘﺪﺭﺏ ﺍﻟﺮﻳﺎﺿﻲ ﺍﳊﺪﻳﺚ ،ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ ،ﺹ .316 -2-12ﳕﻮﺫﺝ "ﺩﻳﺮﻙ :"DERKE 1 ﺍﻗﺘﺮﺡ "ﺩﻳﺮﻙ" ﺛﻼﺙ ﺧﻄﻮﺍﺕ ﻻﻧﺘﻘﺎﺀ ﺍﻟﻨﺎﺷﺌﲔ ﰲ ﺍﻟﺮﻳﺎﺿﺔ ﻭﻫﻲ ﻛﻤﺎ ﻳﻠﻲ: ﺍﳋﻄﻮﺓ ﺍﻷﻭﱃ: ﻫﻲ ﺗﺘﻀﻤﻦ ﺇﺟﺮﺍﺀﺍﺕ ﻗﻴﺎﺳﻴﺔ ﺗﻔﺴﲑﻳﺔ ﰲ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺘﺎﻟﻴﺔ :ﺍﻟﺘﺤﺼﻴﻞ ﺍﻷﻛﺎﺩﳝﻲ ،ﺍﻟﻈﺮﻭﻑ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺘﻜﻴﻒ ﺍﻻﺟﺘﻤﺎﻋﻲ ،ﺍﻟﻨﻤﻂ ﺍﳉﺴﻤﻲ ،ﺍﻟﻘﺪﺭﺓ ﺍﻟﻌﻘﻠﻴﺔ. ﺍﳋﻄﻮﺓ ﺍﻟﺜﺎﻧﻴﺔ: ﻳﻄﻠﻖ ﻋﻠﻴﻬﺎ ﻣﺮﺣﻠﺔ ﺍﻟﺘﻨﻈﻴﻢ ﻭﻫﻲ ﺗﺘﻀﻤﻦ :ﻣﻘﺎﺭﻧﺔ ﲰﺎﺕ ﻭﺧﺼﺎﺋﺺ ﺟﺴﻢ ﺍﻟﻨﺎﺷﺊ ،ﻣﻦ ﺣﻴﺚ ﳕﻄﻪ ﻭﺗﻜﻮﻳﻨﻪ ﺑﺎﳋﺼﺎﺋﺺ ﺍﳌﻘﺎﺑﻠﺔ ﰲ ﺍﻟﺮﻳﺎﺿﺔ ﺍﻟﺘﺨﺼﺼﻴﺔ ،ﻛﺬﻟﻚ ﻣﻘﺎﺭﻧﺘﻬﺎ ﺑﺎﳋﺼﺎﺋﺺ ﺫﺍﺎ ﰲ ﺍﻟﺮﻳﺎﺿﺔ ﺑﺸﻜﻞ ﻋﺎﻡ. ﺍﳋﻄﻮﺓ ﺍﻟﺜﺎﻟﺜﺔ: ﺗﺘﻀﻤﻦ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﲣﻄﻴﻂ ﺑﺮﻧﺎﻣﺞ ﺗﺪﺭﻳﱯ ،ﻳﻨﻔﺬ ﻗﺒﻞ ﺑﺪﺀ ﺍﳌﻮﺳﻢ ﻭﻳﺘﻢ ﺗﺘﺒﻊ ﺃﺩﺍﺀ ﺍﻟﻨﺎﺷﺌﲔ ﰲ ﻛﺎﻓﺔ ﺍﳉﻮﺍﻧﺐ ﻭﺩﺭﺟﺔ ﺗﻜﻴﻔﻬﻢ ﻟﻠﺘﻤﺮﻳﻦ ،ﰒ ﺑﻌﺪ ﺫﻟﻚ ﺗﺘﻢ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻘﻴﻴﻢ ،ﺍﻟﱵ ﻣﻦ ﺧﻼﳍﺎ ﻳﺘﻢ ﺍﻻﻧﺘﻘﺎﺀ ﻭﺍﻟﺘﻮﺟﻴﻪ. ﺧﻼﺻـﺔ: ﺗﻜﺘﺴﻲ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ،ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﻟﻜﺮﻭﻳﺔ ﻟﻠﻨﺎﺷﺌﲔ ﺃﳘﻴﺔ ﻛﺒﲑﺓ ،ﺧﺎﺻﺔ ﻟﺬﻭﻱ ﺍﻻﺳﺘﻌﺪﺍﺩﺍﺕ ﻭﺍﳌﻮﺍﻫﺐ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻣﻨﻬﻢ ،ﻭﻳﻌﺘﱪ ﺍﳌﺪﺭﺏ ﺃﺳﺎﺱ ﺍﻟﻘﻴﺎﻡ ﺑﺬﻟﻚ ،ﲝﻜﻢ ﻛﻔﺎﺀﺗﻪ ﺍﳌﻬﻨﻴﺔ ﻭﺧﱪﺗﻪ ﰲ ﺍﳌﻴﺪﺍﻥ ،ﻓﻌﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ﻫﻲ ﺃﺳﺎﺱ ﺗﻄﻮﺭ ﰲ ﺃﻱ ﻟﻌﺒﺔ ﺃﻭ ﺍﺧﺘﺼﺎﺹ ﺭﻳﺎﺿﻲ ،ﻷﺎ ﲢﻤﻞ ﰲ ﻃﻴﺎﺎ ﺃﻓﻀﻞ ﺍﻟﻌﻨﺎﺻﺮ ﻭﺍﳌﻮﺍﻫﺐ ﺍﻟﺸﺎﺑﺔ ،ﻭﻛﺬﻟﻚ ﺃﺳﺒﺎﺏ ﺍﻟﻨﺠﺎﺡ ﻭﺍﻟﺘﻔﻮﻕ. -1ﻣﻔﱵ ﺇﺑﺮﺍﻫﻴﻢ ﲪﺎﺩ :ﺍﻟﺘﺪﺭﺏ ﺍﻟﺮﻳﺎﺿﻲ ﺍﳊﺪﻳﺚ ،ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ ،ﺹ .317 ﺇﻥ ﺍﻻﻧﺘﻘﺎﺀ ﺍﻟﺮﻳﺎﺿﻲ ﻳﻌﺘﱪ ﻋﻤﻠﻴﺔ ﻣﻬﻤﺔ ﺟﺪﺍ ،ﻭﲢﻘﻴﻘﻪ ﻳﺘﻄﻠﺐ ﻋﻤﻼ ﲨﺎﻋﻴﺎ ﻳﺸﺘﺮﻙ ﻓﻴﻪ ﺍﳌﺪﺭﺏ ﻭﺍﻟﻄﺒﻴﺐ ﻭﺍﻷﺧﺼﺎﺋﻲ ﺍﻟﻨﻔﺴﻲ ﻋﻠﻰ ﻣﺪﻯ ﻣﺮﺍﺣﻠﻪ ﺍﳌﺨﺘﻠﻔﺔ ،ﺣﻴﺚ ﻳﻘﻮﻡ ﺍﳌﺪﺭﺏ ﻫﻨﺎ ﺑﺎﻟﺪﻭﺭ ﺍﻟﺮﺋﻴﺴﻲ ﻷﻧﻪ ﻳﻜﻮﻥ ﻋﻠﻰ ﺍﺗﺼﺎﻝ ﺩﺍﺋﻢ ﺑﺎﻟﺘﻼﻣﻴﺬ ،ﻟﻴﻜﺘﺸﻒ ﻣﻦ ﺑﻴﻨﻬﻢ ﺍﳌﻮﻫﻮﺑﲔ ﻭﻻ ﻳﻨﺘﻈﺮ ﺑﺮﻭﺯﻫﻢ ﺇﻟﻴﻪ ﻣﻦ ﺗﻠﻘﺎﺀ ﺃﻧﻔﺴﻬﻢ. ﻭﻋﻠﻴﻪ ،ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ﻟﻠﻨﺎﺷﺌﲔ ﺍﳌﻮﻫﻮﺑﲔ ﻟﻴﺲ ﺑﺎﻷﻣﺮ ﺍﻟﺴﻬﻞ ،ﻷـﺎ ﺗـﺘﻢ ﺑﻔﻌﻞ ﺳﻠﺴﻠﺔ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﺪﺍﺧﻠﺔ ﻭﺍﳌﺘﻜﺎﻣﻠﺔ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ ،ﻓﻜﻞ ﻣﺮﺣﻠﺔ ﻣﻦ ﺍﳌﺮﺍﺣﻞ ﺍﻟﺴـﺎﺑﻘﺔ ،ﳍـﺎ ﺃﳘﻴﺘﻬﺎ ﳌﻮﺍﺻﻠﺔ ﺍﳌﺸﻮﺍﺭ ﺍﻟﺮﻳﺎﺿﻲ ﺇﱃ ﺃﻋﻠﻰ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻨﺨﺒﻮﻳﺔ. ﲤﻬﻴـﺪ: ﳛﺎﻭﻝ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺮﻳﺎﺿﻲ ﺃﻥ ﻳﺪﺭﺱ ﺑﺼﻮﺭﺓ ﻋﻠﻤﻴﺔ ﺳﻠﻮﻙ ﻭﺧﱪﺓ ﺍﻟﻔﺮﺩ ﻭﻋﻤﻠﻴﺎﺗﻪ ﺍﻟﻌﻘﻠﻴـﺔ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﻨﺸﺎﻁ ﺍﻟﺮﻳﺎﺿﻲ ﻋﻠﻰ ﳐﺘﻠﻒ ﳎﺎﻻﺎ ﻭ ﻣﺴﺆﻭﻟﻴﺎﺎ ﻭﳑﺎﺭﺳﺎﺎ ﻭﳏﺎﻭﻟﺔ ﺍﻟﻮﺻﻒ ﻭﺍﻟﺘﻔﺴـﲑ ﻭﺍﻟﺘﻨﺒﺆ ﺎ ﻋﻠﻰ ﳐﺘﻠﻒ ﻟﻺﻓﺎﺩﺓ ﻣﻦ ﺍﳌﻌﺎﺭﻑ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻜﺘﺴﺒﺔ ﰲ ﺍﻟﺘﻄﺒﻴﻖ ﺍﻟﻌﻤﻠﻲ . ﻭﺗﻌﺪ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺣﺪﺓ ﺍﳊﻴﺎﺓ ﺍﻟﻌﻘﻠﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻭﻫﻲ ﺃﺳﺎﺱ ﺩﺭﺍﺳﺔ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭﻟﺬﺍ ﺍﻫـﺘﻢ ﻋﻠﻤـﺎﺀ ﺍﻟﻨﻔﺲ ﺑﺪﺭﺍﺳﺘﻬﺎ ﻭﲢﻠﻴﻠﻬﺎ ﲜﺎﻧﺐ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺪﺭﺍﺳﺔ ﺍﻟﺼﻔﺎﺕ ﺍﳌﻤﻴﺰﺓ ﻟﻜﻞ ﻓﺮﺩ .ﻭﺍﻟﱵ ﲡﻌﻞ ﻣﻨﻪ ﻭﺣﺪﺓ ﻓﺮﻳﺪﺓ ﰲ ﺫﺍﺎ ﻭﳐﺘﻠﻔﺔ ﻋﻦ ﻏﲑﻫﺎ ﺇﻥ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻠﺸﺨﺼﻴﺔ ﺑﻌﺎﻣﺔ ﱂ ﺗﺒـﺪﺃ ﺇﻻ ﰲ ﻣﻨﺘﺼـﻒ ﺍﻟﻌﻘﺪ ﺍﻟﺜﺎﻟﺚ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺇﻻ ﺃﻥ ﳏﺎﻭﻻﺕ ﺗﺼﻨﻴﻒ ﺍﻷﺷﺨﺎﺹ ﰲ ﺃﳕﺎﻁ ﺃﻭ ﺃﻗﺴﺎﻡ ﺍﺳﺘﻨﺎﺩﺍﹰ ﺇﱃ ﺍﳋﺼﺎﺋﺺ ﺍﳉﺴﻤﻴﺔ ﺃﻭ ﺍﻟﻔﺴﻴﻮﻟﻮﺟﻴﺔ ﻛﺎﻧﺖ ﺳﺎﺋﺪﺓ ﻗﺒﻞ ﺫﻟﻚ ﺑﺰﻣﻦ ﺑﻌﻴﺪ ﻭﻧﻈﺮﺍﹰ ﻷﻥ ﻫﺬﻩ ﺍﶈـﺎﻭﻻﺕ ﺍﳌﺒﻜﺮﺓ ﺗﺒﲔ ﻋﺪﻡ ﺻﺤﺘﻬﺎ ﻓﻘﺪ ﺃﺻﺒﺤﺖ ﻏﲑ ﻣﻘﺒﻮﻟﺔ ﰲ ﻋﺼﺮﻧﺎ ﻫﺬﺍ. ﻭﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺳﻨﺘﻄﺮﻕ ﺇﱃ ﲢﺪﻳﺪ ﻣﻌﺎﱐ ﺍﻟﺸﺨﺼﻴﺔ ﻭ ﳐﺘﻠﻒ ﺍﳉﻮﺍﻧﺐ ﺍﶈﻴﻄﺔ ﺎ ﻭ ﻛـﺬﺍ ﻋﻼﻗﺘﻬﺎ ﺑﺎﻟﻨﺸﺎﻁ ﺍﻟﺮﻳﺎﺿﻲ. -1ﻣﻔﻬﻮﻡ ﺍﻟﺸﺨﺼﻴﺔ: ﻫﻨﺎﻙ ﺍﻟﺒﻌﺾ ﻣﻦ ﻳﻘﻮﻝ ﻫﺬﻩ ﺷﺨﺼﻴﺔ ﻗﻮﻳﺔ ﻭ ﺃﺧﺮﻯ ﺟﺬﺍﺑﺔ ﻭ ﺃﺧﺮﻯ ﻣﺘﻔﺮﺩﺓ،ﻭﻋﻨﺪﻣﺎ ﻧﺴـﺘﻌﺮﺽﺍﳌﻠﺤﻮﻅ ﺑﲔ ﺍﻟﻨﺎﺱ ﺣﻮﻝ ﻣﻔﻬﻮﻡ ﺍﻟﺸﺨﺼﻴﺔ ﳒﺪ ﻣﻔﺎﻫﻴﻢ ﺃﺧﺮﻯ ﺟﺰﺋﻴﺔ: ﻓﻔﻲ ﺍﳉﺎﻧﺐ ﺍﳉﺴﻤﻲ ﻟﻠﺸﺨﺼﻴﺔ ﻫﻲ ﺫﻟﻚ ﺍﻟﺮﺟﻞ ﺍﻟﻄﻮﻳﻞ ﺍﻟﻌﺮﻳﺾ،ﻭ ﰲ ﺍﳉﺎﻧـﺐ ﺍﻟﻌﻘﻠـﻲ ﻫـﻲ ﺍﻟﺸﺨﺺ ﺍﻟﺬﻱ ﻟﻪ ﻋﻼﻗﺎﺕ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻭ ﻗﺪﺭﺓ ﻋﻠﻰ ﺣﻞ ﺍﳌﺸﺎﻛﻞ ﺑﲔ ﺍﻟﻨﺎﺱ،ﻭ ﰲ ﺍﳉﺎﻧﺐ ﺍﻻﻧﻔﻌـﺎﱄ ﺍﻟﺸﺨﺼﻴﺔ ﻫﻲ ﺍﻟﺸﺨﺺ ﺍﳌﺘﺰﻥ ﺍﻟﺜﺎﺑﺖ ﺍﳍﺎﺩﺉ ﺍﻧﻔﻌﺎﻟﻴﺎ،ﻭ ﻟﻜﻦ ﰲ ﺣﻘﻴﻘﺔ ﺍﻷﻣﺮ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻴﺴﺖ ﳎﺰﺃﺓ ﻭ ﺇﳕﺎ ﻫﻲ ﻛﻞ ﻣﺘﻜﺎﻣﻞ. 1 ﻓﺎﻟﺸﺨﺼﻴﺔ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺣﺼﻴﻠﺔ ﺗﻔﺎﻋﻞ ﻋﻮﺍﻣﻞ ﺗﻜﻮﻳﻨﻴﺔ ﺑﺎﻃﻨﺔ ﻭ ﻋﻮﺍﻣﻞ ﺑﻴﺌﻴـﺔ ﺧﺎﺭﺟﻴـﺔ،ﻭ ﻳﻘﺼـﺪﺑﺎﻟﺘﻜﻮﻳﻦconstitution ﺍﻤﻮﻉ ﺍﻟﻜﻠﻲ ﳋﺼﺎﺋﺺ ﺍﻟﻔﺮﺩ ﺍﻟﺒﻨﺎﺋﻴﺔ ﰲ ﺍﳉﺴﻢ )ﺍﳌﻮﺭﻓﻮﻟﻮﺟﻴﺔ( ﻭ ﺍﻟﻮﻇﻴﻔﻴﺔ ﰲ ﺍﻷﻋﻀﺎﺀ )ﺍﻟﻔﻴﺰﻳﻮﻟﻮﺟﻴﺔ( ﻭ ﺍﻟﻌﻘﻠﻴﺔ ﰲ ﺍﻟﻨﻔﺲ ﳑﺎ ﲢﺪﺩﻩ ﺍﻟﻮﺭﺍﺛﺔ ﰲ ﺍﻷﺻﻞ. 2 ﻭﺍﻟﺸﺨﺼﻴﺔ ﺗﺘﺄﻟﻒ ﻣﻦ ﻋﻮﺍﻃﻒ ﻭ ﺍﺳﺘﻌﺪﺍﺩﺍﺕ ﺍﻧﻔﻌﺎﻟﻴﺔ ﻭ ﻧﺰﻭﻋﻴﺔ،ﻭ ﳜﺘﻠﻒ ﺍﻷﻓﺮﺍﺩ ﺑﻌﻀـﻬﻢ ﻋـﻦﺑﻌﺾ ﰲ ﻫﺬﻩ ﺍﳉﻮﺍﻧﺐ،ﻛﻤﺎ ﳜﺘﻠﻔﻮﻥ ﰲ ﺍﻟﻘﺪﺭﺍﺕ ﻭ ﺍﳌﻌﺮﻓﺔ. ﺣﻴﺚ ﻋﺮﻓﺖ ﺍﻟﺸﺨﺼﻴﺔ ﺑﺄﺎ ﳎﻤﻮﻋﺔ ﺍﳋﺼﺎﺋﺺ ﺍﻟﱵ ﺗﺆﺩﻱ ﺑﺎﻷﻓﺮﺍﺩ ﺍﳌﺘﻤﺎﺛﻠﲔ ﰲ ﺍﻟﺬﻛﺎﺀ ﻭ ﺍﳌﻌﺮﻓـﺔ ﺇﱃ ﺍﻻﺳﺘﺠﺎﺑﺔ ﺑﻄﺮﺍﺋﻖ ﳐﺘﻠﻔﺔ ﻟﺪﻯ ﻭﺿﻌﻬﻢ ﰲ ﻇﺮﻭﻑ ﻣﺘﺸﺎﺔ. 3 -2-1ﺗﻌﺎﺭﻳﻒ ﺍﻟﺸﺨﺼﻴﺔ ﻣﻦ ﺟﻬﺔ ﻧﻈﺮ ﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺲ: ﻳﺬﻫﺐ ﻏﺎﻟﺒﻴﺔ ﺍﻟﺒﺎﺣﺜﲔ ﺍﱃ ﺍﻥ ﻟﻔـﻆ personalityﰲ ﺍﻟﻠﻐـﺔ ﺍﻻﳒﻠﻴﺰﻳـﺔ،ﺍﻭ personalitè ﺑﺎﻟﻔﺮﻧﺴﻴﺔ ﻣﺴﺘﻤﺪ ﻣﻦ ﻟﻔﻆ personaﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻼﺗﻴﻨﻴﺔ ﺍﻟﻘﺪﳝﺔ،ﻭ ﻳﺘﻔﻖ ﺍﳉﻤﻴـﻊ ﻋﻠـﻰ ﺍﻥ ﻟﻔـﻆ ﺑﺮﺳﻮﻧﺎ ﻳﻌﲏ ﺍﻟﻘﻨﺎﻉ،ﻭ ﻟﻘﺪ ﺍﺭﺗﺒﻂ ﻫﺬﺍ ﺍﻟﻠﻔﻆ ﺑﺎﳌﺴﺮﺡ ﺍﻟﻴﻮﻧﺎﱐ ﺍﻟﻘﺪﱘ،ﺍﺫ ﺍﻋﺘﺎﺩ ﳑﺜﻠﻮ ﺍﻟﻴﻮﻧﺎﻥ ﻭ ﺍﻟﺮﻭﻣﺎﻥ ﰲ ﺍﻟﻌﺼﻮﺭ ﺍﻟﻘﺪﳝﺔ ﺍﺭﺗﺪﺍﺀ ﺍﻗﻨﻌﺔ ﻋﻠﻰ ﻭﺟﻮﻫﻬﻢ ﻟﻜﻲ ﻳﻌﻄﻮ ﺍﻧﻄﺒﺎﻋﺎ ﻋﻦ ﺍﻟﺪﻭﺭ ﺍﻟﺬﻱ ﻳﻘﻮﻣﻮﻥ ﺑﺘﻤﺜﻴﻠﻪ، -1ﻧﺒﻴﻞ ﺳﻔﻴﺎﻥ:ﺍﳌﺨﺘﺼﺮ ﰲ ﺍﻟﺸﺨﺼﻴﺔ ﻭ ﺍﻹﺭﺷﺎﺩ ﺍﻟﻨﻔﺴﻲ)ﺍﳌﻔﻬﻮﻡ-ﺍﻟﻨﻈﺮﻳﺔ-ﺍﻟﻨﻤﻮ-ﺍﻟﺘﻮﺍﻓﻖ-ﺍﻻﺿﻄﺮﺍﺑﺎﺕ-ﺍﻹﺭﺷﺎﺩ ﻭﺍﻟﻌﻼﺝ(،ﻁ،1ﺍﻳﺘﺮﺍﻙ ﻟﻠﻨﺸﺮ ﻭ ﺍﻟﺘﻮﺯﻳﻊ،ﺍﻟﻘﺎﻫﺮﺓ ،2004 ،ﺹ .17 -2ﻛﻤﺎﻝ ﺩﺳﻮﻗﻲ:ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭ ﺩﺭﺍﺳﺔ ﺍﻟﺘﻮﺍﻓﻖ،ﻁ ،3ﻣﺼﺮ ،1985 ،ﺹ.229 -3ﺭﻛﺲ ﻧﺎﻳﺖ،ﻣﺮﺟﺮﻳﺖ ﻧﺎﻳﺖ :ﺍﳌﺪﺧﻞ ﺇﱃ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﳊﺪﻳﺚ،ﺗﻌﺮﻳﺐ ﺩﻛﺘﻮﺭ ﻋﺒﺪ ﺍﻟﻌﺎﱄ ﺍﳉﺴﻤﺎﱐ ،ﻁ،2ﺍﳌﺆﺳﺴﺔ ﺍﻟﻌﺮﺑﻴـﺔ ﻟﻠﺪﺭﺍﺳـﺎﺕ ﻭ ﺍﻟﻨﺸﺮ،ﺑﲑﻭﺕ ,1993 ،ﺹ.282 ﻭ ﰲ ﻧﻔﺴﻪ ﻟﻜﻲ ﳚﻌﻠﻮﺍ ﻣﻦ ﺍﻟﺼﻌﺒﺎﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﺸﺨﺼﻴﺎﺕ ﺍﻟﱵ ﺗﻘﻮﻡ ﺬﺍ ﺍﻟﺪﻭﺭ. 1 ﻭ ﻟﻠﺸﺨﺼﻴﺔ ﰲ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺗﻌﺮﻳﻔﺎﺕ ﻛﺜﲑﺓ ﻣﻨﻬﺎ ﻣﺎ ﻳﻠﻲ "ﺍﻟﺸﺨﺼﻴﺔ ﺗﻨﻈﻴﻢ ﺩﻳﻨﺎﻣﻲ ﺩﺍﺧﻞ ﺍﻟﻔﺮﺩ،ﻟـﻪ ﻗﺪﺭ ﻛﺒﲑ ﻣﻦ ﺍﻟﺪﻭﺍﻡ ﻭ ﺍﻟﺜﺒﺎﺕ،ﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺟﻬﺰﺓ ﺍﻹﺩﺭﺍﻛﻴﺔ ﻭ ﺍﻟﱰﻭﻋﻴﺔ ﻭ ﺍﻻﻧﻔﻌﺎﻟﻴﺔ ﻭ ﺍﳌﻌﺮﻓﻴـﺔ ﻭ ﺍﻟﺪﺍﻓﻌﻴﺔ ﻭ ﺍﳉﺴﻤﻴﺔ،ﻭ ﺍﻟﱵ ﲢﺪﺩ ﻃﺮﻳﻘﺔ ﺍﻟﻔﺮﺩ ﺍﳌﻤﻴﺰﺓ ﰲ ﺍﻻﺳﺘﺠﺎﺑﺔ ﻟﻠﻤﻮﺍﻗﻒ،ﻭ ﺃﺳﻠﻮﺑﻪ ﺍﳋـﺎﺹ ﰲ ﺍﻟﺘﻜﻴﻒ ﻟﻠﺒﻴﺌﺔ ﲟﺎ ﻳﻨﺘﺞ ﻋﻨﻪ ﻣﻦ ﺗﻮﺍﻓﻖ ﺃﻭ ﺳﻮﺀ ﺗﻮﺍﻓﻖ". 2 ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﺑﻌﺾ ﺍﻟﺘﻌﺎﺭﻳﻒ ﺍﳍﺎﻣﺔ ﻟﻠﺸﺨﺼﻴﺔ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺲ: • ﺗﻌﺮﻳﻒ ﺟﻮﺭﺩﻥ ﺃﻟﺒﻮﺭﺕ ):(Allport¸1937¸p48 ﺍﻟﺸﺨﺼﻴﺔ ﻫﻲ" :ﺍﻟﺘﻨﻈﻴﻢ ﺍﻟﺪﻳﻨﺎﻣﻲ ﺩﺍﺧﻞ ﺍﻟﻔﺮﺩ ﻟﺘﻠﻚ ﺍﻷﺟﻬﺰﺓ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﳉﺴﺪﻳﺔ ﺍﻟﱵ ﲢﺪﺩ ﻃﺎﺑﻌـﻪ ﺍﳋﺎﺹ ﰲ ﺗﻮﺍﻓﻘﻪ ﻟﺒﻴﺌﺘﻪ"ﻭ ﻗﺪ ﺍﺳﺘﺒﺪﻝ ﺍﳌﺆﻟﻒ ﻧﻔﺴﻪ) (1961¸p28ﰲ ﻧﺺ ﺃﺣﺪﺙ ﺑﻌﺒـﺎﺭﺓ"ﺗﻮﺍﻓﻘـﻪ ﻟﺒﻴﺌﺘﻪ"ﻋﺒﺎﺭﺓ"ﺍﻟﱵ ﲢﺪﺩ ﺧﺼﺎﺋﺺ ﺳﻠﻮﻛﻪ ﻭﻓﻜﺮﻩ". • ﺗﻌﺮﻳﻒ ﺟﻴﻠﻔﻮﺭﺩ(Guilford¸1959¸p5): "ﺷﺨﺼﻴﺔ ﺍﻟﻔﺮﺩ ﻫﻲ ﺫﻟﻚ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﻔﺮﻳﺪ ﺍﻟﺬﻱ ﺗﺘﻜﻮﻥ ﻣﻨﻪ ﲰﺎﺗﻪ" 3 . ﺣﻴﺚ ﻳﺮﻛﺰ ﻫﺬﺍ ﺍﻟﺘﻌﺮﻳﻒ ﻋﻠﻰ ﻣﺒﺪﺃ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﻭ ﻋﻠﻰ ﻣﻔﻬﻮﻡ ﺍﻟﺴﻤﺔ. • ﺗﻌﺮﻳﻒ ﻣﻮﺭﺗﲔ ﺑﺮﻧﺲ :morton prince "ﺍﻟﺸﺨﺼﻴﺔ ﻫﻲ ﳎﻤﻮﻉ ﻣﺎ ﻟﺪﻯ ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﺳﺘﻌﺪﺍﺩﺍﺕ ﻭ ﺩﻭﺍﻓﻊ ﻭ ﻧﺰﻋﺎﺕ ﻭ ﺷﻬﻮﺍﺕ ﻭ ﻏﺮﺍﺋﺰ ﻓﻄﺮﻳﺔ ﻭ ﺑﻴﻮﻟﻮﺟﻴﺔ،ﻛﺬﻟﻚ ﻣﺎ ﻟﺪﻳﻪ ﻣﻦ ﻧﺰﻋﺎﺕ ﻭ ﺍﺳﺘﻌﺪﺍﺩﺍﺕ ﻣﻜﺘﺴﺒﺔ. • ﺗﻌﺮﻳﻒ ﻛﻴﻤﻒkemph: ﻳﻌﺮﻓﻬﺎ ﺑﺄﺎ ﺃﺳﻠﻮﺏ ﺍﻟﺘﻮﺍﻓﻖ ﺍﻟﻌﺎﺩﻱ ﺍﻟﺬﻱ ﻳﺘﺨﺬﻩ ﺍﻟﻔﺮﺩ ﺑﲔ ﺩﻭﺍﻓﻌﻪ ﺍﻟﺬﺍﺗﻴﺔ ﺍﳌﺮﻛﺰﻳﺔ ﻭ ﻣﻄﺎﻟﺐ ﺍﻟﺒﻴﺌﺔ. • ﺗﻌﺮﻳﻒ ﻓﻠﻮﻳﺪ ﺍﻟﺒﻮﺭﺕ :albort -1ﺳﻴﺪ ﳏﻤﺪ ﻏﻨﻴﻢ:ﺍﻟﺸﺨﺼﻴﺔ ،ﺩﺍﺭ ﺍﳌﻌﺎﺭﻑ،ﺍﻟﻘﺎﻫﺮﺓ ،1983 ،ﺹ .04 -2ﺍﲪﺪ ﳏﻤﺪ ﻋﺒﺪ ﺍﳋﺎﻟﻖ:ﺃﺳﺲ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ،ﻁ ،3ﺩﺍﺭ ﺍﳌﻌﺮﻓﺔ ﺍﳉﺎﻣﻌﻴﺔ،ﺍﻹﺳﻜﻨﺪﺭﻳﺔ،ﻣﺼﺮ ،2000،ﺹ.450 -3ﺍﲪﺪ ﳏﻤﺪ ﻋﺒﺪ ﺍﳋﺎﻟﻖ :ﺍﻷﺑﻌﺎﺩ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﺸﺨﺼﻴﺔ،ﻁ،4ﺩﺍﺭ ﺍﳌﻌﺮﻓﺔ ﺍﳉﺎﻣﻌﻴﺔ،ﺇﺳﻜﻨﺪﺭﻳﺔ،ﻣﺼﺮ ،1987 ،ﺹ .39 ﻓﲑﻯ ﺃﺎ ﺍﺳﺘﺠﺎﺑﺎﺕ ﺍﻟﻔﺮﺩ ﺍﳌﻤﻴﺰﺓ ﻟﻠﻤﺜﲑﺍﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭ ﻛﻴﻔﻴﺔ ﺗﻮﺍﻓﻘﻪ ﻣﻊ ﺍﳌﻈﺎﻫﺮ ﺍﻻﺟﺘﻤﺎﻋﻴـﺔ ﰲ ﺍﻟﺒﻴﺌﺔ. 1 ﺗﻌﺮﻳﻒ ﻗﻴﻠﻔﻲ ﻭ ﻫﺎﺭﺩﻱ • Guelfi et Hardy ﺍﻟﺸﺨﺼﻴﺔ ﻫﻲ ﺍﻻﻧﺪﻣﺎﺝ ﺍﻟﺜﺎﺑﺖ ﻭ ﺍﻟﻔﺮﺩﻱ ﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺴﻠﻮﻛﻴﺎﺕ،ﺍﻻﻧﻔﻌﺎﻻﺕ ﻭ ﺍﳌﻌﺎﺭﻑ. ).(cottraux¸in fèline¸Guelfi et Hardy¸2002¸p47 ﺗﻌﺮﻳﻒ ﺟﻮﻥ ﺑﻴﺎﺭ ﺭﻭﻟﻮﻥ • Jean-Pierre Rolland ﻳﻘﻮﻝ ﺑﺄﻥ ﺷﺨﺼﻴﺔ ﺍﻟﻔﺮﺩ ﺗﻌﻄﻲ ﺷﻜﻼ ﻭﺍﺣﺪﺍ ﻣﺪﻣﺞ ﺃﻭ ﺩﻳﻨﺎﻣﻲ ﻟﻠﺴﻤﺎﺕ ﺍﻟﱵ ﲤﻴﺰ ﻫﺬﺍ ﺍﻟﺸﺨﺺ ﻋﻦ ﺍﻵﺧﺮﻳﻦ. • 2 ﺗﻌﺮﻑ ﺗﻮﻣﺎ ﺟﻮﺭﺝ ﺧﻮﺭﻱ ﺍﻟﺸﺨﺼﻴﺔ ﻫﻲ ﺫﻟﻚ ﺍﻟﺘﻨﻈﻴﻢ ﺍﻟﻔﺮﻳﺪ ﻻﺳﺘﻌﺪﺍﺩﺍﺕ ﺍﻟﺸﺨﺺ ﻟﻠﺴﻠﻮﻙ ﰲ ﺍﳌﻮﺍﻗﻒ ﺍﳌﺨﺘﻠﻔﺔ. 3 3-1ﳏﺘﻮﻳﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ: ﻳﺘﺤﺪﺙ ﻓﺮﻭﻳﺪ ﻋﻦ ﺛﻼﺙ ﻣﻜﻮﻧﺎﺕ ﻟﻠﺸﺨﺼﻴﺔ ﻫﻲ: 1-3-1ﺍﳍﻮ:Id -1ﺇﺑﺮﺍﻫﻴﻢ ﻭﺟﻴﻪ ﻭ ﺁﺧﺮﻭﻥ:ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺘﻌﻠﻴﻤﻲ،ﻣﺮﻛﺰ ﺍﻹﺳﻜﻨﺪﺭﻳﺔ ﻟﻠﻜﺘﺎﺏ،ﻣﺼﺮ،2002،ﺹ.9 - Jean-Pierre Rolland:l’évaluation de la personnalité(le modèle en cinq facteurs)¸pierre mardaga 2 éditeur¸Belgique¸2004¸p19. -3ﺗﻮﻣﺎ ﺟـﻮﺭﺝ ﺧـﻮﺭﻱ:ﺍﻟﺸﺨﺼـﻴﺔ ﻣﻔﻬﻮﻣﻬـﺎ-ﺳـﻠﻮﻛﻬﺎ ﻭ ﻋﻼﻗﺘـﻬﺎ ﺑـﺎﻟﺘﻌﻠﻢ،ﻁ،1ﺍﳌﺆﺳﺴـﺔ ﺍﳉﺎﻣﻌﻴـﺔ ﻟﻠﺪﺭﺍﺳـﺎﺕ ﻭ ﺍﻟﻨﺸـﺮ ﻭ ﺍﻟﺘﻮﺯﻳﻊ،ﺑﲑﻭﺕ،1996،ﺹ.6 ﳛﺘﻮﻱ ﺍﳍﻮ ﻋﻠﻰ ﻛﻞ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳌﻮﺭﻭﺛﺔ،ﻭ ﻛﻤﺎ ﳛﺘﻮﻱ ﻋﻠﻰ ﻋﻤﻠﻴﺎﺕ ﻣﻜﺘﺴﺒﺔ ﺗﻜﻮﻧﺖ ﻧﺘﻴﺠﺔ ﻟﻌﻤﻠﻴﺔ ﺍﻟﻜﺒﺖ ﰲ ﺃﺛﻨﺎﺀ ﺍﻟﺼﺮﺍﻉ ﻣﻊ ﺍﻟﺒﻴﺌﺔ ،ﻭ ﺍﳍﻮ ﻫﻮ ﺍﻟﺬﻱ ﻳﺪﻓﻊ ﺍﻟﻔﺮﺩ ﻟﺘﺤﻘﻴـﻖ ﻣﻠﺬﺍﺗـﻪ ﻭ ﺷـﻬﻮﺍﺗﻪ ﻭ ﻻ ﻳﻌﺘﺮﻑ ﺑﺎﻟﻮﺍﻗﻊ ﺃﻭ ﺍﻟﻘﻴﻢ ﻭ ﺍﻟﻘﻮﺍﻧﲔ. 2-3-1ﺍﻷﻧﺎ:Ego ﺗﻨﺸﺄ ﻋﻦ ﻣﻮﺍﺟﻬﺔ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻐﺮﻳﺰﻳﺔ ﺑﻮﺍﻗﻊ ﺍﻟﺒﻴﺌﺔ،ﻭ ﺗﻌﻤﻞ ﻋﻠﻰ ﲢﻘﻴﻖ ﺭﻏﺒﺎﺕ ﺍﳍﻮ ﲟﺎ ﻳﺘﻔﻖ ﻭ ﺍﻟﻮﺍﻗﻊ. 3-3-1ﺍﻷﻧﺎ ﺍﻷﻋﻠﻰSuper Ego ﻭ ﻳﻨﺸﺄ ﻋﻦ ﺍﻣﺘﺼﺎﺹ ﺍﻟﺴﻠﻄﺔ ﺍﳋﺎﺭﺟﻴﺔ ﻭ ﲤﺜﻴﻠﻬﺎ،ﻭ ﻳﻘﻮﻡ ﺑﻌﻤﻠﻴﺔ ﺍﻟﻜﻒ ﻭ ﺭﺩﻉ ﺍﻟﻔﺮﺩ ﻋﻦ ﺇﺗﻴﺎﻥ ﻣـﺎ ﳜﺎﻟﻒ ﺍﻟﻘﻴﻢ ﻭ ﺍﳌﺜﻞ ﻭ ﺍﻟﻘﻮﺍﻧﲔ ﻭ ﻫﻮ ﻻ ﺷﻌﻮﺭﻱ ﺇﱃ ﺣﺪ ﻛﺒﲑ. ﻭ ﻳﺮﻯ ﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺲ ﺍﻟﺘﺤﻠﻴﻠﻲ ﺃﻥ ﺍﻟﺴﻠﻮﻙ ﺍﻟﻨﻔﺴﻲ ﳜﻀﻊ ﻟﺜﻼﺛﺔ ﻣﺒﺎﺩﺉ: *ﻣﺒﺪﺃ ﺍﻟﻠﺬﺓ: ﻭ ﺗﺒﻌﺎ ﳍﺬﺍ ﺍﳌﺒﺪﺃ ﻓﺎﻥ ﺍﻟﻔﺮﺩ ﻳﺴﻠﻚ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺬﻱ ﳛﻘﻖ ﻟﻪ ﲡﻨﺐ ﺍﻷﱂ ﻭ ﳛﺪﺙ ﻟﻪ ﺍﻹﺷﺒﺎﻉ. *ﻣﺒﺪﺃ ﺍﻟﻮﺍﻗﻊ: ﻳﺴﻴﻄﺮ ﻫﺬﺍ ﺍﳌﺒﺪﺃ ﻋﻠﻰ ﺳﻠﻮﻙ ﺍﻟﻔﺮﺩ ﻣﻊ ﺗﻄﻮﺭ ﺣﻴﺎﺗﻪ ﺍﻟﻨﻔﺴﻴﺔ ،ﻭ ﻻ ﺗﻌﲏ ﺍﻟﺴﻴﻄﺮﺓ ﺯﻭﺍﻝ ﻣﺒﺪﺃ ﺍﻟﻠﺬﺓ ﺑﻞ ﻫﻮ ﳎﺮﺩ ﺗﻌﺪﻳﻞ ﻟﻪ ﺣﱴ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻔﺮﺩ ﲢﻘﻴﻖ ﺍﺗﺰﺍﻧﻪ ﻣﻊ ﻭﺍﻗﻊ ﺍﳊﻴﺎﺓ. *ﻣﺒﺪﺃ ﻣﺎ ﻭﺭﺍﺀ ﺍﻟﻠﺬﺓ):ﺍﻟﺘﻜﺮﺍﺭ ﺍﻹﺟﺒﺎﺭﻱ( ﻫﻮ ﻣﻴﻞ ﺍﻹﻧﺴﺎﻥ ﺇﱃ ﺗﻜﺮﺍﺭ ﺍﻷﺣﺪﺍﺙ ﺍﳌﺎﺿﻴﺔ ﺳﻮﺍﺀ ﻛﺎﻧﺖ ﻣﻔﻴﺪﺓ ﺃﻭ ﺿﺎﺭﺓ. 1 -4-1ﺗﻄﻮﺭ ﺍﻟﺸﺨﺼﻴﺔ: ﺗﺘﺪﺧﻞ ﻋﺪﺓ ﻋﻮﺍﻣﻞ ﺧﻼﻝ ﳐﺘﻠﻒ ﻣﺮﺍﺣﻞ ﺗﻜﻮﻳﻦ ﻭ ﳕﻮ ﺍﻟﺸﺨﺼﻴﺔ ﻭ ﺫﻟﻚ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ:-1-4-1ﺍﻟﻮﺭﺍﺛﺔ: -1ﺇﺑﺮﺍﻫﻴﻢ ﻋﺼﻤﺖ ﻣﻄﺎﻭﻉ :ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭ ﺃﳘﻴﺘﻪ ﰲ ﺣﻴﺎﺗﻨﺎ،ﺩﺍﺭ ﺍﳌﻌﺎﺭﻑ )ﺝ.ﻡ.ﻉ( ،ﺍﻟﻘﺎﻫﺮﺓ ،1981 ،ﺹ .127-126 ﻳﻘﺼﺪ ﺑﺎﻟﻮﺭﺍﺛﺔ ﺗﻠﻚ ﺍﻟﺼﻔﺎﺕ ﺍﻟﱵ ﲢﻤﻠﻬﺎ ﺍﳉﻴﻨﺎﺕ ﻣﻦ ﺍﻷﺑﻮﻳﻦ ﺇﱃ ﺍﻷﺑﻨﺎﺀ ،ﻭ ﺍﻟﻜﺎﺋﻦ ﺍﳊﻲ ﻳﺒﺪﺃ ﲞﻠﻴﺔ ﻭﺍﺣﺪﺓ ﻫﻲ -zygotoﻣﻜﻮﻧﺔ ﻣﻦ 24ﺯﻭﺟﺎ ﻣﻦ ﺍﻟﻜﺮﻭﻣﻮﺯﻭﻣﺎﺕ-chromosomes-ﻧﺼﻔﻬﺎ ﻳـﺄﰐ ﻋﻦ ﻃﺮﻳﻖ ﺍﻷﺏ ﻭ ﺍﻟﻨﺼﻒ ﺍﻷﺧﺮ ﻳﺄﰐ ﻋﻦ ﻃﺮﻳﻖ ﺍﻷﻡ.ﻫﺬﻩ ﺍﻟﻜﺮﻭﻣﻮﺯﻭﻣﺎﺕ ﻳﺆﺛﺮ ﺑﻌﻀﻬﺎ ﻋﻠﻰ ﺑﻌﺾ ﻭ ﺗﺘﻔﺎﻋﻞ ﺑﻄﺮﻕ ﻋﺪﻳﺪﺓ ﻳﻨﺘﺞ ﺍﻟﺘﺸﺎﺑﻪ ﺃﻭ ﺍﻻﺧﺘﻼﻑ ﺑﲔ ﺍﻵﺑﺎﺀ ﻭ ﺍﻷﺑﻨﺎﺀ ﻭ ﻫﺬﺍ ﺍﻟﺘﻔﺎﻋـﻞ ﻣﻌﻘـﺪ ﺇﱃ ﺩﺭﺟﺔ ﻛﺒﲑﺓ ﻭ ﺫﻟﻚ ﻳﺮﺟﻊ ﺇﱃ ﺃﻥ ﻛﻞ ﻛﺮﻭﻣﻮﺯﻭﻡ ﳛﻤﻞ ﻋﺪﺩﺍ ﻣﻦ ﺍﳌﻮﺭﺛﺎﺕ "ﺍﳉﻴﻨﺎﺕ"ﻫﻲ ﺍﻟﱵ ﲢﺪﺩ ﻛﻞ ﻋﻠﻰ ﺣﺪﻯ ﺍﻟﺼﻔﺎﺕ ﺍﻟﻮﺭﺍﺛﻴﺔ. 1 -2-4-1ﺍﻟﺒﻴﺌﺔ: ﺍﳌﻘﺼﻮﺩ ﺑﺎﻟﺒﻴﺌﺔ ﻛﻞ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭ ﺍﳋﺎﺭﺟﻴﺔ ﺍﻟﱵ ﻳﺘﻔﺎﻋﻞ ﻣﻌﻬﺎ ﺍﻟﻔﺮﺩ،ﻭ ﲤﺜﻞ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ ﲨﻴﻊ ﺍﳌﻮﺍﻗﻒ ﺃﻭ ﺍﳌﺜﲑﺍﺕ ﺍﻟﱵ ﻳﺴﺘﺠﻴﺐ ﳍﺎ ﺍﻟﻔﺮﺩ ﻭ ﺬﺍ ﺍﳌﻌﲎ ﺗﺸﻤﻞ ﻛﻠﻤﺔ ﺍﻟﺒﻴﺌﺔ ﻛﻞ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭ ﺍﳋﺎﺭﺟﻴﺔ ﺍﻟﱵ ﺗﺆﺛﺮ ﰲ ﳕﻮﻩ ﻭ ﺳﻠﻮﻛﻪ ﺳﻮﺍﺀ ﺑﻄﺮﻳﻖ ﻣﺒﺎﺷﺮ ﺃﻭ ﻏﲑ ﻣﺒﺎﺷﺮ. ﻭ ﺃﻣﺜﻠﺔ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺪﺍﺧﻠﻴﺔ ﺍﳍﺮﻣﻮﻧﺎﺕ ﻭ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳋﻠﻮﻳﺔ ﺃﻭ ﺑـﲔ ﺍﳋﻼﻳـﺎ ﻭ ﻛـﺬﻟﻚ ﺍﻟﻌﻤﻠﻴـﺎﺕ ﺍﻟﻔﺴﻴﻮﻟﻮﺟﻴﺔ،ﻣﺜﻞ ﺍﻟﺪﻭﺭﺓ ﺍﻟﺪﻣﻮﻳﺔ ﻭ ﻋﻤﻠﻴﺔ ﺍﳍﻀﻢ ﻭ ﻋﻤﻠﻴﺔ ﺍﻹﺧﺮﺍﺝ...ﺍﱁ. ﻭﺗﺸﻤﻞ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳋﺎﺭﺟﻴﺔ ﻛﻞ ﺍﻟﻘﻮﻯ ﻭ ﺍﳌﻮﺍﻗﻒ ﻭ ﺍﻟﻌﻼﻗﺎﺕ ﻭ ﻏﲑﻫﺎ ﰲ ﺍﻟﻌﺎﱂ ﺍﳋﺎﺭﺟﻲ ﳑﺎ ﻳـﺆﺛﺮ ﻋﻠﻰ ﺍﻟﻔﺮﺩ ﻣﺜﻞ ﺍﳊﺮﺍﺭﺓ ﻭ ﺍﻟﺮﻃﻮﺑﺔ ﻭ ﺍﻟﻀﻮﺀ،ﻭ ﺃﻱ ﻣﺜﲑﺍﺕ ﺿﻮﺋﻴﺔ ﺃﻭ ﺻـﻮﺗﻴﺔ ﻭ ﻛـﺬﻟﻚ ﺃﻧـﻮﺍﻉ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ )ﺳﻠﻮﻙ ﺍﻵﺧﺮﻳﻦ،ﻋﻼﻗﺔ ﺍﻟﻔﺮﺩ ﺑﻐﲑﻩ ﻣﻦ ﻭﺍﻟﺪﻳﻦ ﻭ ﺇﺧﻮﺓ ﻭ ﺃﺻﺪﻗﺎﺀ ﻭ ﻏﲑﻫﺎ ﻣـﻦ ﺃﻧﻮﺍﻉ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ ﺃﻭ ﲟﻌﲎ ﺃﻭﺳﻊ ﲨﻴﻊ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺘﺪﺍﺧﻠﺔ ﰲ ﺇﻃﺎﺭﻩ ﺍﻟﺜﻘـﺎﰲ ﻭ ﰲ ﺣﻴﺎﺗﻪ ﺍﳌﺎﺩﻳﺔ ﻭ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ. 2 3-4-1ﺍﻟﻐﺬﺍﺀ: ﻟﻠﻐﺬﺍﺀ ﺃﳘﻴﺔ ﻧﻔﺴﻴﺔ،ﺣﻴﺚ ﻳﻌﺘﱪ ﺍﻟﺪﻋﺎﻣﺔ ﺍﻷﻭﱃ ﺍﻟﱵ ﺗﻘﻮﻡ ﻋﻠﻴﻬﺎ ﻋﻼﻗﺔ ﺍﻟﻄﻔﻞ ﺑﺄﻣﻪ،ﺣﻴﺚ ﺗﻌﺘﱪ ﺍﳌﺼﺪﺭ ﺍﻷﻭﻝ ﺍﻟﺬﻱ ﳝﺘﺺ ﻣﻨﻪ ﺍﻟﻄﻔﻞ ﻏﺬﺍﺋﻪ،ﰒ ﺗﺘﻄﻮﺭ ﻫﺬﻩ ﺍﻟﻌﻼﻗﺔ ﺇﱃ ﻋﻼﻗﺎﺕ ﻧﻔﺴﻴﺔ ﻭ ﺍﺟﺘﻤﺎﻋﻴﺔ. -1ﳏﻤﺪ ﻣﺼﻄﻔﻰ ﺯﻳﺪﺍﻥ :ﺍﻟﻨﻤﻮ ﺍﻟﻨﻔﺴﻲ ﻟﻠﻄﻔﻞ ﻭ ﺍﳌﺮﺍﻫﻖ ﻭ ﺃﺳﺲ ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ،ﻁ،1ﺍﻹﺳﻜﻨﺪﺭﻳﺔ،ﺍﻟﻘﺎﻫﺮﺓ ،1972 ،ﺹ .76 -2ﻋﺜﻤﺎﻥ ﻟﺒﻴﺐ ﻓﺮﺍﺝ ﻭ ﺍﲪﺪ ﺯﻛﻲ ﳏﻤﺪ:ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺘﻌﻠﻴﻤﻲ،ﻣﻜﺘﺒﺔ ﺍﻟﻨﻬﻀﺔ ﺍﳌﺼﺮﻳﺔ،1967،ﺹ.284 ﻭ ﻳﺘﺄﺛﺮ ﺍﻟﻄﻔﻞ ﰲ ﻣﻴﻠﻪ ﺇﱃ ﺑﻌﺾ ﺃﻟﻮﺍﻥ ﺍﻟﻄﻌﺎﻡ ﺃﻭ ﰲ ﻋﺰﻭﻓﻪ ﻋﻦ ﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ ﻭ ﻛﺮﺍﻫﻴﺘﻪ ﻟﻪ، ﺑﺎﻟﻌﺎﺩﺍﺕ ﺍﻟﻐﺬﺍﺋﻴﺔ ﺍﻟﱵ ﺗﺴﻴﻄﺮ ﻋﻠﻰ ﺟﻮ ﺍﻷﺳﺮﺓ،ﻭ ﺑﺎﺘﻤﻊ ﺍﻟﺬﻱ ﳛﻴﺎ ﻓﻴﻪ،ﻭ ﺑﺎﻟﺜﻘﺎﻓﺔ ﺍﻟﱵ ﻴﻤﻦ ﻋﻠـﻰ ﻧﺸﺄﺗﻪ ﺍﻷﻭﱃ ﻭ ﻋﻠﻰ ﻣﺮﺣﻞ ﳕﻮﻩ،ﺣﻴﺚ ﺗﺆﺛﺮ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﻌﻨﺼﺮﻳﺔ ﻭ ﺍﻟﺪﻳﻨﻴﺔ ﺍﳉﻐﺮﺍﻓﻴﺔ ﻋﻠﻰ ﺍﲡﺎﻫﺎﺕ ﺍﻟﻄﻔﻞ ﳓﻮ ﺃﻟﻮﺍﻥ ﺍﻟﻐﺬﺍﺀ ﺍﳌﺨﺘﻠﻔﺔ،ﻭ ﻋﻠﻰ ﺗﻌﺼﺒﻪ ﺍﻟﻨﻔﺴﻲ،ﻓﺎﻟﻄﻔﻞ ﺍﻟﺼﻐﲑ ﻭ ﺍﻹﻧﺴـﺎﻥ ﺍﻟﺒﺪﺍﺋﻲ،ﻳﺘﺮﺩﺩﺍﻥ ﻃﻮﻳﻼ ﻗﺒﻞ ﺃﻥ ﳝﺪﺍ ﺃﻳﺪﻳﻬﻤﺎ ﺇﱃ ﻃﻌﺎﻡ ﱂ ﻳﺘﻌﻮﺩﺍ ﻋﻠﻴﻪ،ﻭ ﱂ ﻳﺮﻳﺎ ﻋﺸﲑﻤﺎ ﻭ ﺫﻭﻳﻬﻤـﺎ ﻳﺄﻛﻼﻧﻪ ﻣﻦ ﻗﺒﻞ. 1 4-4-1ﺍﳌﺪﺭﺳﺔ: ﺍﳌﺪﺭﺳﺔ ﻫﻲ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺍﻟﱵ ﻳﻮﺍﺻﻞ ﻓﻴﻬﺎ ﺍﻟﻄﻔﻞ ﳕﻮﻩ ﻭ ﺇﻋﺪﺍﺩﻩ ﻟﻠﺤﻴﺎﺓ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﻭ ﺍﻟﱵ ﺗﺘﻌﻬﺪ ﺍﻟﻘﺎﻟﺐ ﺍﻟﺬﻱ ﺻﺎﻏﻪ ﺍﳌﱰﻝ ﻟﺸﺨﺼﻴﺔ ﺍﻟﻄﻔﻞ ﺑﺎﻟﺘﻬﺬﻳﺐ ﻭ ﺍﻟﺘﻌﺪﻳﻞ ﲟﺎ ﻴﺌﻪ ﻟﻪ ﻣﻦ ﻧﻮﺍﺣﻲ ﺍﻟﻨﺸﺎﻁ ﳌﺮﺣﻠﺔ ﺍﻟﻨﻤﻮ ﺍﻟﱵ ﻫﻮ ﻓﻴﻬﺎ ،ﻭ ﰲ ﻫﺬﺍ ﺍﺘﻤﻊ ﺍﳉﺪﻳﺪ-ﺍﳌﺪﺭﺳﺔ-ﳎﺎﻝ ﻭﺍﺳﻊ ﻟﻠﺘﺪﺭﻳﺐ ﻭ ﺍﻟﺘﻌﻠﻴﻢ ﻭ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻐﲑ ﻭ ﺍﻟﺘﻜﻴﻒ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭ ﺗﻜﻮﻳﻦ ﺍﻷﺳﺲ ﺍﻷﻭﻟﻴﺔ ﻟﻠﺤﻘﻮﻕ ﻭ ﺍﻟﻮﺍﺟﺒﺎﺕ ﻭ ﺍﻟﻘﻴﻢ ﺍﻷﺧﻼﻗﻴﺔ. ﻭ ﻟﻌﻞ ﻣﻦ ﺃﻫﻢ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺪﺭﺳﻴﺔ ﺫﺍﺕ ﺍﻷﺛﺮ ﺍﳌﺒﺎﺷﺮ ﰲ ﺗﻜﻮﻳﻦ ﺍﻟﺸﺨﺼﻴﺔ: *ﺍﻟﺮﻭﺡ ﺍﳌﺪﺭﺳﻴﺔ ﺍﻟﻌﺎﻣﺔ. *ﺍﳌﺪﺭﺱ. *ﻋﺎﻣﻞ ﺍﻟﻨﺠﺎﺡ ﺍﳌﺪﺭﺳﻲ. -5-1ﻣﺮﺍﺣﻞ ﳕﻮ ﺍﻟﺸﺨﺼﻴﺔ: 1-5-1ﻣﺮﺍﺣﻞ ﻓﺮﻭﻳﺪ ﰲ ﺍﻟﻨﻤﻮ ﺍﻟﻨﻔﺴﻲ: -1ﻓﺆﺍﺩ ﺍﻟﺒﻬﻲ ﺍﻟﺴﻴﺪ :ﺍﻷﺳﺲ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﻨﻤﻮ،ﻁ،1ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ ،1956 ،ﺹ .40 -2ﺇﺑﺮﺍﻫﻴﻢ ﻋﺼﻤﺖ ﻣﻄﺎﻭﻉ :ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ ,ﺹ.134 2 ﻣﻦ ﻭ ﺟﻬﺔ ﻧﻈﺮ ﻓﺮﻭﻳﺪ،ﺍﻟﻨﻤﻮ ﺍﻟﺒﺸﺮﻱ ﻳﻜﻮﻥ ﻣﺪﻓﻮﻋﺎ ﺑﻘﻮﻯ ﻧﻔﺴﻴﺔ ﺗﺴﻤﻰ ﻟﺒﻴﺪﻭ) (libidoﻭ ﺗﻌﲏ ﻛﻞ ﺍﻟﻄﺮﻕ ﺍﻟﱵ ﻳﻨﺘﻬﺠﻬﺎ ﺍﻟﻜﺎﺋﻦ ﺍﻟﺒﺸﺮﻱ ﰲ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﺘﻌﺔ ﻭ ﲢﺎﺷﻲ ﻋﺪﻡ ﺍﻟﺮﺍﺣﺔ ﻣﻦ ﺧﻼﻝ ﲢﻘﻴﻖ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺒﺪﻧﻴﺔ ﻭ ﺍﻟﻌﺎﻃﻔﻴﺔ ،ﻓﻤﻨﺬ ﺍﻟﻄﻔﻮﻟﺔ ﺍﳌﺒﻜﺮﺓ ﻭ ﺣﱴ ﺍﳌﺮﺍﻫﻘﺔ ﺗﻜﻮﻥ ﺗﻐﲑﺍﺕ ﺍﻟﻨﻤﻮ ﻧﺘﻴﺠـﺔ ﻟﻠﺼﺮﺍﻋﺎﺕ ﺍﳌﺘﻀﺎﺭﺑﺔ ﺍﻟﱵ ﻳﻜﺘﺴﺒﻬﺎ ﺍﻟﻄﻔﻞ ﰲ ﳏﺎﻭﻻﺗﻪ ﻹﺭﺿﺎﺀ ﻫﺬﺍ ﺍﻟﻠﺒﻴﺪﻭ.ﻭﻗﺪ ﺗﻄﺮﻕ ﻓﺮﻭﻳـﺪ ﺇﱃ ﲬﺲ ﻣﺮﺍﺣﻞ ﺗﻜﻮﻥ ﺍﻟﻨﻤﻮ ﺍﻟﻨﻔﺴﻲ ﻟﻠﻔﺮﺩ ﻭﻫﻲ ﻛﻤﺎ ﻳﻠﻲ: ﺃﻭﻻ:ﺍﳌﺮﺣﻠﺔ ﺍﻟﻔﻤﻴﺔ)،(oral stageﻣﻦ ﺍﻟﻮﻻﺩﺓ ﺣﱴ ﺳﻨﺔ. ﺛﺎﻧﻴﺎ:ﺍﳌﺮﺣﻠﺔ ﺍﻟﺸﺮﺟﻴﺔ) 2-1،(anal stageﺳﻨﻮﺍﺕ. ﺛﺎﻟﺜﺎ:ﺍﳌﺮﺣﻠﺔ ﺍﻟﻘﻀﻴﺒﻴﺔ) 6-2،(phallic stageﺳﻨﻮﺍﺕ. ﺭﺍﺑﻌﺎ:ﻣﺮﺣﻠﺔ ﺍﻟﻜﻤﻮﻥ) 12-6،(latency stageﺳﻨﻮﺍﺕ. ﺧﺎﻣﺴﺎ:ﺍﳌﺮﺣﻠﺔ ﺍﻟﺘﻨﺎﺳﻠﻴﺔ)-12،(genital stageﺍﻟﺮﺟﻮﻟﺔ. 2-5-1ﻣﺮﺍﺣﻞ ﺍﺭﻳﻜﺴﻮﻥ ﰲ ﺍﻟﻨﻤﻮ ﺍﻟﻨﻔﺴﻲ ﺍﻻﺟﺘﻤﺎﻋﻲ: ﺃﻛﺪ ﺍﺭﻳﻜﺴﻮﻥ ﻋﻠﻰ ﺃﳘﻴﺔ ﺍﻟﺘﻔﺎﻋﻞ ﺑﲔ ﺍﻟﻄﻔﻞ ﻭ ﺑﻴﺌﺘﻪ ﺍﶈﻴﻄﺔ ﻭ ﻣﺜﲑﺍﺕ ﺍﻟﺒﻴﺌﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻋﻠﻰ ﺗﺸﻜﻴﻞ ﺷﺨﺼﻴﺘﻪ،ﻭ ﻗﺪ ﴰﻠﺖ ﻣﺮﺍﺣﻞ ﻧﻈﺮﻳﺔ ﺍﺭﻳﻜﺴﻮﻥ ﺣﻴﺎﺓ ﺍﻹﻧﺴﺎﻥ ﻣﻨﺬ ﺍﻟﻮﻻﺩﺓ ﺣﱴ ﺍﻟﺸـﻴﺨﻮﺧﺔ،ﺣﻴﺚ ﻧﺘﻮﻗﻒ ﻋﻨﺪ ﺃﻫﻢ ﻣﺮﺍﺣﻞ ﺍﺭﻳﻜﺴﻮﻥ ﻟﻘﺒﻮﳍﺎ ﻋﺎﳌﻴﺎ ﻭ ﻫﻲ ﺍﳌﺮﺣﻠﺔ ﺍﳋﺎﻣﺴﺔ ﻛﻤﺎ ﻳﻠﻲ: ﺃﻭﻻ:ﻣﺮﺣﻠﺔ ﺍﻟﺜﻘﺔ/ﻋﺪﻡ ﺍﻟﺜﻘﺔ)ﻣﻦ ﺍﳌﻴﻼﺩ.(1- ﺛﺎﻧﻴﺎ:ﻣﺮﺣﻠﺔ ﺍﻻﺳﺘﻘﻼﻝ ﺍﻟﺬﺍﰐ/ﺍﻟﺸﻚ).(2-1 ﺛﺎﻟﺜﺎ:ﻣﺮﺣﻠﺔ ﺍﳌﺒﺎﺩﺭﺓ/ﺍﻟﺸﻌﻮﺭ ﺑﺎﻟﺬﻧﺐ).(6-2 ﺭﺍﺑﻌﺎ :ﻣﺮﺣﻠﺔ ﺍﳌﺜﺎﺑﺮﺓ/ﺍﻟﺸﻌﻮﺭ ﺑﺎﻟﻨﻘﺺ).(12-6 ﺧﺎﻣﺴﺎ :ﻣﺮﺣﻠﺔ ﺍﳍﻮﻳﺔ ﺍﳌﻤﻴﺰﺓ/ﺍﳍﻮﻳﺔ ﺍﻟﻐﺎﻣﻀﺔ).(18-12 1 -6-1ﻧﻈﺮﻳﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ: -1ﺑﺪﺭ ﺇﺑﺮﺍﻫﻴﻢ ﺍﻟﺸﻴﺒﺎﱐ :ﺳﻴﻜﻮﻟﻮﺟﻴﺔ ﺍﻟﻨﻤﻮ-ﺗﻄﻮﺭ ﺍﻟﻨﻤﻮ ﻣﻦ ﺍﻹﺧﺼﺎﺏ ﺣﱴ ﺍﳌﺮﺍﻫﻘﺔ،ﻁ،1ﺩﺍﺭ ﺍﻟﻮﺭﺍﻗﲔ ﻟﻠﻨﺸﺮ ﻭ ﺍﻟﺘﻮﺯﻳﻊ ،ﺍﳉﺎﺑﺮﻳﺔ،ﺍﻟﻜﻮﻳﺖ ،2000 ،ﺹ .86-82 ﻫﻨﺎﻟﻚ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﻟﱵ ﻗﺪﻣﻬﺎ ﺍﻟﻌﻠﻤﺎﺀ ﻭ ﺍﻟﺒﺎﺣﺜﲔ ﰲ ﳎﺎﻝ ﺍﻟﺸﺨﺼـﻴﺔ ﻭ ﺳـﻮﻑ 1 ﻧﻌﺮﺽ ﺑﺈﳚﺎﺯ ﻷﻫﻢ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺎﺕ ﻭ ﺍﻟﻨﻤﺎﺫﺝ ﻛﻤﺎ ﻳﻠﻲ: Psychodynamic theory • ﻧﻈﺮﻳﺔ ﺍﻟﺪﻳﻨﺎﻣﻴﻨﻔﺴﻴﺔ. Type(constitutional¸tempermental)theories • ﻧﻈﺮﻳﺔ ﺍﻷﳕﺎﻁ. Trait theories • ﻧﻈﺮﻳﺔ ﺍﻟﺴﻤﺎﺕ. Social learnig theory • ﻧﻈﺮﻳﺔ ﺍﻟﺘﻌﻠﻢ ﺍﻻﺟﺘﻤﺎﻋﻲ. Interaction model • ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﺘﻔﺎﻋﻠﻲ. -1-6-1ﻧﻈﺮﻳﺔ ﺍﻟﺪﻳﻨﺎﻣﻴﻨﻔﺴﻴﺔ: ﻳﻌﺘﱪ ﺳﻴﺠﻤﻮﻧﺪ ﻓﺮﻭﻳﺪ Freud Sigmundﻣﺆﺳﺲ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ،ﺣﻴﺚ ﺧﻀﻌﺖ ﺇﱃ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺘﻌﺪﻳﻼﺕ ﻋﻠﻰ ﻳﺪ "ﺍﻟﻔﺮﻭﻳﺪﻳﻮﻥ ﺍﳉﺪﺩ "Neo-freudiansﻣﻦ ﺃﻣﺜﺎﻝ "ﻛﺎﺭﻝ ﻳـﻮﻧﺞ "jungﻭ "ﺃﺭﻳﻚ ﻓﺮﻭﻡ ،"Frommﻭ "ﺃﺭﻳﻚ ﺇﺭﻳﻜﺴﻮﻥ "Ericksonﻭ ﻏﲑﻫﻢ ﻛﻨﺘﻴﺠﺔ ﻟﻠﺨﱪﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻣﻊ ﺍﳌﺮﺿﻰ ﺍﻟﻨﻔﺴﻴﲔ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﻼﺝ ﺑﺎﻟﺘﺤﻠﻴﻞ ﺍﻟﻨﻔﺴﻲ ﻭ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻹﻛﻠﻴﻨﻴﻜﻴﺔ ﺃﻭ ﺍﻟﻌﻴﺎﺩﻳﺔ ﻣﻊ ﻫﺆﻻﺀ ﺍﳌﺮﺿﻰ ﺑﺎﻷﻣﺮﺍﺽ ﺍﻟﻨﻔﺴﻴﺔ. ﻭ ﺃﺻﺤﺎﺏ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﻳﻨﺴﺒﻮﻥ ﺍﻟﺴﻠﻮﻙ ﺇﱃ ﺍﻟﻘﻮﻯ ﺍﻟﺪﻳﻨﺎﻣﻴﺔ ﺍﳌﻨﺒﻌﺜﺔ ﻣﻦ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻨﻔﺴـﻴﺔ ﺃﻭ ﺍﻟﻐﺮﻳﺰﻳﺔ ﻭ ﻣﻦ ﳏﺘﻮﻳﺎﺕ ﺍﻟﻼﺷﻌﻮﺭ ﻭ ﺇﱃ ﺍﳋﱪﺍﺕ ﻭ ﺍﻟﺮﻭﺍﺳﺐ ﺍﻟﻔﺮﺩﻳﺔ ﺍﳌﻜﺘﺴﺒﺔ ﺍﳌـﺆﺛﺮﺓ ﰲ ﺗﻠـﻚ ﺍﻟﺪﻭﺍﻓﻊ ﺍﻟﻐﺮﻳﺰﻳﺔ. -2-6-1ﻧﻈﺮﻳﺔ ﺍﻷﳕﺎﻁ: ﺇﻥ ﺍﻻﲡﺎﻩ ﺇﱃ ﺗﺼﻨﻴﻒ ﺍﻟﻨﺎﺱ ﺇﱃ ﺃﳕﺎﻁ ﺍﲡﺎﻩ ﻗﺪﱘ ﺟﺪﺍ ﻭ ﺑﻌﺾ ﺍﻟﻨﻈﺮﻳﺎﺕ ﺗﺆﻛﺪ ﻋﻠﻰ ﺍﻷﳕﺎﻁ ﺍﳉﺴﻤﻴﺔ ﻭ ﻣﻦ ﺃﻣﺜﺎﻝ ﻫﺬﻩ ﺍﻟﺘﺼﻨﻴﻔﺎﺕ ﰲ ﺍﻟﻌﺼﺮ ﺍﳊﺪﻳﺚ ﺗﺼﻨﻴﻒ "ﻛﺮﺗﺸﻤﺮ" Kretchmerﺍﻟﺬﻱ ﺫﻫﺐ ﺇﱃ ﺃﻥ ﻫﻨﺎﻙ ﺛﻼﺛﺔ ﺃﳕﺎﻁ ﺟﺴﻤﻴﺔ ﻭ ﻫﻲ: 2 -1ﳏﻤﺪ ﺣﺴﻦ ﻋﻼﻭﻱ:ﻣﺪﺧﻞ ﰲ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺮﻳﺎﺿﻲ،ﻁ،5ﻣﺮﻛﺰ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺮ،ﺍﻟﻘﺎﻫﺮﺓ ،2006،ﺹ .85 -2ﺟﺎﺑﺮ ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﺟﺎﺑﺮ ﻭ ﺁﺧﺮﻭﻥ:ﻣﻘﺪﻣﺔ ﰲ ﻋﻠﻢ ﺍﻟﻨﻔﺲ،ﺩﺍﺭ ﺍﻟﻨﻬﻀﺔ ﺍﻟﻌﺮﺑﻴﺔ،ﺍﻟﻘﺎﻫﺮﺓ ،1985،ﺹ .323 *ﺍﻟﻨﻤﻂ ﺍﳌﻜﺘﱰ pylnic:ﻭ ﻫﻮ ﺍﻟﻘﺼﲑ ﺍﻟﺴﻤﲔ ﻭ ﻳﺘﻤﻴﺰ ﺻﺎﺣﺒﻪ ﺑﺎﳌﺮﺡ ﻭ ﺍﻻﻧﺒﺴﺎﻁ ﻭ ﺍﻟﺼـﺮﺍﺣﺔ ﻭ ﺳﺮﻋﺔ ﺍﻟﺘﻘﻠﺐ ﺍﻻﻧﻔﻌﺎﱄ ﻭ ﺍﻟﻴﺴﺮ ﰲ ﻋﻘﺪ ﺭﻭﺍﺑﻂ ﺍﻟﺼﺪﺍﻗﺔ. *ﺍﻟﻨﻤﻂ ﺍﻟﻮﺍﻫﻦ ﺃﻭ ﺍﻟﻨﺤﻴﻒ asthenic:ﻭ ﻫﻮ ﺍﻟﻄﻮﻳﻞ ﺍﻟﻨﺤﻴـﻞ ﻭ ﻳﺘﻤﻴـﺰ ﺻـﺎﺣﺒﻪ ﺑـﺎﻻﻧﻄﻮﺍﺀ ﻭ ﺍﻻﻛﺘﺌﺎﺏ. *ﺍﻟﻨﻤﻂ ﺍﻟﺮﻳﺎﺿﻲ athletic:ﻭ ﻳﺘﻤﻴﺰ ﺑﺎﻟﻨﺸﺎﻁ ﻭ ﺍﻟﻌﺪﻭﺍﻥ. -ﻭ ﰲ ﻫﺬﺍ ﺍﻟﺴﻴﺎﻕ ﳒﺪ ﻛﺬﻟﻚ ﺗﺼﻨﻴﻒ ﺷﻴﻠﺪﻭﻥ ) (sheldonﰲ ﺍﻷﳕﺎﻁ ﺍﳉﺴﻤﻴﺔ: 1 ﺣﻴﺚ ﺣﺎﻭﻝ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﳌﻤﻴﺰﺍﺕ ﺍﳉﺴﻤﻴﺔ ﻋﻦ ﻃﺮﻳﻖ ﺍﺧﺬ ﺛﻼﺙ ﺻﻮﺭ ﻓﻮﺗﻮﻏﺮﺍﻓﻴﺔ ﻟﻜﻞ ﺷﺨﺺ ﻭ ﻫﻮ ﳎﺮﺩ ﻣﻦ ﻣﻼﺑﺴﻪ ﻣﻦ ﺍﻷﻣﺎﻡ ﻭ ﻣﻦ ﺍﳋﻠﻒ ﻭ ﻣﻦ ﺍﳉﺎﻧﺐ ﻭ ﺗﻮﺻﻞ ﺇﱃ ﺛﻼﺛﺔ ﺃﳕﺎﻁ ﻫﻲ: ﺃ-ﺍﻟﻨﻤﻂ ﺍﻟﺒﻄﲏ :ﻭ ﻳﺘﻤﻴﺰ ﺑﺴﻤﻨﺔ ﺍﻟﺒﻄﻦ ﻭ ﺍﳉﺴﻢ ﺍﳌﺴﺘﺪﻳﺮ ﺍﻟﺮﺧﻮ. ﺏ-ﺍﻟﻨﻤﻂ ﺍﻟﻌﻀﻠﻲ :ﻭ ﻳﺘﻤﻴﺰ ﺍﻟﺸﺨﺺ ﺑﻘﻮﺓ ﺍﻟﻌﻀﻼﺕ ﻭ ﺍﻟﻌﻈﺎﻡ. ﺝ-ﺍﻟﻨﻤﻂ ﺍﻟﻨﺤﻴﻞ :ﻭ ﻳﺘﻤﻴﺰ ﺍﻟﺸﺨﺺ ﺑﺎﻟﻨﺤﺎﻓﺔ ﻭ ﺍﻟﻨﻌﻮﻣﺔ. ﻭ ﺧﺮﺝ ﻣﻦ ﺩﺭﺍﺳﺘﻪ ﺃﻥ ﻫﻨﺎﻙ ﺛﻼﺛﺔ ﺃﳕﺎﻁ ﻧﻔﺴﻴﺔ ﻭ ﻫﻲ: *ﺃﺻﺤﺎﺏ ﺍﻟﱰﻋﺔ ﺍﻻﺣﺸﺎﺋﻴﺔ :ﻭ ﻳﺘﻤﻴﺰﻭﻥ ﺑﺎﻟﺒﺴﺎﻃﺔ ﻭ ﺍﳌﺮﺡ ﻭ ﺍﻟﺮﻭﺡ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭ ﺍﻟﺼﱪ ﻭ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﻨﺎﺱ ﻭ ﺍﻟﻠﻬﻮ. *ﺃﺻﺤﺎﺏ ﺍﻟﱰﻋﺔ ﺍﻟﺒﺪﻧﻴﺔ:ﻭ ﻳﺘﻤﻴﺰ ﺃﺻﺤﺎﺎ ﺑﺎﻟﻨﺸﺎﻁ ﺍﳉﺴﻤﻲ ﻭ ﺣﺐ ﺍﻟﻘﻮﺓ ﻭ ﺍﻟﺴﻴﻄﺮﺓ ﻭ ﺍﳌﺨﺎﻃﺮﺓ ﻭ ﺍﻟﺼﺮﺍﺣﺔ ﻭ ﺍﻻﻧﺪﻓﺎﻉ. *ﺃﺻﺤﺎﺏ ﺍﻟﱰﻋﺔ ﺍﳌﺨﻴﺔ:ﻭ ﻳﺘﻤﻴﺰ ﺃﺻﺤﺎﺎ ﺑﺎﻟﻌﺰﻟﺔ ﻭ ﺍﻻﺑﺘﻌﺎﺩ ﻋﻦ ﺍﻟﻨﺎﺱ. -1ﺻﺎﱀ ﺣﺴﻦ ﺍﻟﺪﺍﻫﺮﻱ،ﻭﻫﻴﺐ ﳎﻴﺪ ﺍﻟﻜﺒﻴﺴﻲ :ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﻌﺎﻡ،ﻁ،1ﺩﺍﺭ ﺍﻟﻜﻨﺪﻱ ﻟﻠﻨﺸﺮ ﻭ ﺍﻟﺘﻮﺯﻳﻊ،ﺍﻷﺭﺩﻥ ،1999،ﺹ .188 -2-6-1ﻧﻈﺮﻳﺔ ﺍﻟﺴﻤﺎﺕ: ﺗﻘﻮﻝ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﺃﻥ ﻟﻜﻞ ﻓﺮﺩ ﲰﺎﺕ ﺷﺨﺼﻴﺔ ﺛﺎﺑﺘﺔ ﳝﻜﻦ ﺃﻥ ﺗﻼﺣﻆ ﻓﻴﻪ،ﻛﻤﺎ ﳝﻜـﻦ ﺃﻥ ﻧﻔﺮﻕ ﺑﲔ ﺷﺨﺺ ﻭ ﺁﺧﺮ ﺃﻭ ﳕﻴﺰ ﺑﲔ ﺍﻷﺷﺨﺎﺹ ﻋﻠﻰ ﺃﺳﺎﺱ ﻫﺬﻩ ﺍﻟﺴﻤﺎﺕ،ﻭ ﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ ﻓﺈﻥ ﻫﺬﻩ ﺍﻟﺴﻤﺎﺕ ﺇﱃ ﺟﺎﻧﺐ ﺛﺒﺎﺎ ﻓﻬﻲ ﻋﺎﻣﺔ،ﲟﻌﲎ ﺃﻥ ﺍﻟﺸﺨﺺ ﳝﻜﻦ ﻭﺻﻔﻪ ﺑﺸﻜﻞ ﻋﺎﻡ ﺑﺪﺭﺟﺔ ﻛﺒﲑﺓ ﻣﻦ ﺍﻟﺜﺒﺎﺕ ﻋﻠﻰ ﺃﺳﺎﺱ ﻫﺬﻩ ﺍﻟﺴﻤﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﺇﺳﻨﺎﺩﻫﺎ ﺇﻟﻴﻪ ،ﻭ ﺃﻫﻢ ﻣﻦ ﻛﺘﺒﻮﺍ ﺬﻩ ﺍﻟﻨﻈﺮﻳـﺔ ﻫـﻮ ﺍﻟﺒﻮﺭﺕ allportﰲ ﻛﺘﺎﺑﻪ ﺍﻟﺸﺨﺼﻴﺔ،ﻭ ﻗﺪ ﺃﺣﺼﻰ ﻣﺎ ﻳﻘﺎﺭﺏ 18000ﲰﺔ،ﻭ ﻗﺪ ﺫﻫﺐ ﺍﻟﺒﻮﺭﺕ ﺇﱃ ﺃﻥ ﺍﻟﺴﻤﺎﺕ ﺗﻨﺘﻈﻢ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ ﲝﻴﺚ ﳝﻜﻦ ﺗﺮﺗﻴﺒﻬﺎ ﰲ ﻣﺪﺭﺝ ﻫﺮﻣﻲ ﺗﺴﻮﺩﻩ ﺇﻣﺎ ﲰﺔ ﻭﺍﺣﺪﺓ ﻛﱪﻯ ﺃﻭ ﺭﺋﻴﺴﻴﺔ trait ،caxdinalﺃﻭ ﻋﺪﺓ ﲰﺎﺕ ﻣﺮﻛﺰﻳﺔ centralﻭ ﺗﻠﻴﻬﺎ ﳎﻤﻮﻋﺔ ﻣـﻦ ﺍﻟﺴـﻤﺎﺕ trait ﺍﻟﺜﺎﻧﻮﻳﺔ،ﻓﻬﻨﺎﻙ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﻣﺜﻼ ﻣﻦ ﻳﱪﺯ ﻋﻦ ﻏﲑﻩ ﻷﻥ ﲰﺔ ﻣﻌﻴﻨﺔ ﺭﺋﻴﺴﻴﺔ ﺗﺴﻴﻄﺮ ﻋﻠﻰ ﺳﻠﻮﻛﻪ ﻛـﺎﻥ ﺗﺼﻒ ﺷﺨﺼﺎ ﺑﺄﻧﻪ ﺷﺪﻳﺪ ﺍﳊﺴﺎﺳﻴﺔ ﺃﻭ ﻧﺼﻔﻪ ﺑﺎﳊﻴﻮﻳﺔ. 1 -3-6-1ﻧﻈﺮﻳﺔ ﺍﻟﺘﻌﻠﻢ ﺍﻻﺟﺘﻤﺎﻋﻲ: ﺗﺸﺪﺩ ﻧﻈﺮﻳﺔ ﺍﻟﺘﻌﻠﻢ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻟﺮﻭﺗﺮ) :(1954ﻋﻠﻰ ﺍﻟﺒﻴﺌﺔ ﰲ ﺗﻜﻮﻳﻦ ﺍﻟﺸﺨﺼـﻴﺔ،ﻓﺎﻟﺘﻌﻠﻢ ﺍﻟﺸﺨﺼﻲ ﻭ ﺍﻛﺘﺴﺎﺏ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺸﺎﺋﻌﺔ ﳝﻜﻨﺎﻥ ﺍﻟﺸﺨﺺ ﻣﻦ ﻣﻌﺮﻓﺔ ﻣﻐﺰﻯ ﻣﻌﻈﻢ ﺍﳌﻮﺍﻗـﻒ ﺍﻟـﱵ ﺗﻄﺮﺃ،ﻭ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺒﺸﺮﻱ ﻫﻮ ﺩﺍﻟﺔ ﺍﳌﻮﻗﻒ ﺍﶈﻴﻄﻲ. ﻭ ﺍﳌﻮﻗﻒ ﻫﺬﺍ ﻳﻨﺠﻠﻲ ﻣﻦ ﺧﻼﻝ ﺗﻮﻗﻌﺎﺕ ﺍﻟﺸﺨﺺ،ﻭ ﻗﻴﻢ ﺍﻟﺘﻌﺰﻳﺰ ﺍﳋﺎﺻﺔ ﺑﻪ )ﻣﺎ ﻫﻮ ﺃﺷـﺪ ﳎﻠﺒـﺔ ﻟﻠﻤﻜﺎﻓﺄﺓ ﰲ ﻇﺮﻭﻑ ﳏﺪﺩﺓ ﻭ ﺑﺎﻟﺘﺎﱄ ﻓﻬﻮ ﻫﺪﻑ(. 2 -1ﺇﺑﺮﺍﻫﻴﻢ ﻋﺼﻤﺖ ﻣﻄﺎﻭﻉ :ﺍﻟﺸﺨﺼﻴﺔ،ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭ ﺃﳘﻴﺘﻪ ﰲ ﺣﻴﺎﺗﻨﺎ،ﻣﺮﺟﻊ ﺳﺎﺑﻖ ،ﺹ .125 -2ﺁﻥ ﺗﺎﻳﻠﻮﺭ ﻭ ﺁﺧﺮﻭﻥ،ﺗﺮﲨﺔ ﻋﻴﺴﻰ ﲰﻌﺎﻥ،ﻣﺪﺧﻞ ﺇﱃ ﻋﻠﻢ ﺍﻟﻨﻔﺲ،ﺍﳉﺰﺀ ﺍﻟﺜﺎﱐ،ﻣﻨﺸﻮﺭﺍﺕ ﻭﺯﺍﺭﺓ ﺍﻟﺜﻘﺎﻓﺔ،ﺩﻣﺸﻖ،ﺳﻮﺭﻳﺎ ،1996،ﺹ .305 4-6-1ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﺘﻔﺎﻋﻠﻲ ﻣﺎ ﺑﲔ ﺍﻟﺸﺨﺼﻴﺔ ﻭ ﺍﳌﻮﻗﻒ: ﺃﺷﺎﺭﺕ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺇﱃ ﺃﻥ ﻫﻨﺎﻙ ﺗﻔﺎﻋﻼ ﻣﺎ ﺑﲔ ﺍﻟﺸﺨﺼﻴﺔ ﻭ ﺍﻟﺒﻴﺌﺔ " "environmentﺃﻱ ﺑﲔ ﻣﺪﺧﻞ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺸﺨﺼﻴﺔ ﺃﻭ ﻣﺪﺧﻞ ﺍﻟﺴﻤﺔ" trait "approachﻭ ﻣـﺪﺧﻞ ﺍﳌﻮﻗـﻒ" situation "approachﻭﰲ ﺿﻮﺀ ﺫﻟﻚ ﻓﺎﻥ ﺍﻟﻨﻈﺮ ﺇﱃ ﺍﻟﺸﺨﺼﻴﺔ ﻣﻦ ﻧﺎﺣﻴﺔ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻓﻘـﻂ ،ﺃﻭ ﻣـﻦ ﻧﺎﺣﻴﺔ ﺍﳌﻮﻗﻒ ﻓﻘﻂ ﻗﺪ ﻳﺆﺩﻱ ﺇﱃ ﺍﻟﺘﻮﺻﻞ ﻟﻨﺘﺎﺋﺞ ﻏﲑ ﺩﻗﻴﻘﺔ ﻭ ﻣﻦ ﰒ ﻳﻨﺒﻐﻲ ﺍﻟﺮﺑﻂ ﺑﲔ ﻛﻞ ﻣﻦ ﻋﻮﺍﻣﻞ ﺍﻟﺸﺨﺼﻴﺔ ﻭ ﺍﻟﺴﻤﺔ ﻭ ﺍﳌﻮﻗﻒ ﺑﺼﻮﺭﺓ ﻣﺘﻔﺎﻋﻠﺔ ﺣﱴ ﳝﻜﻦ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﻧﺘـﺎﺋﺞ ﺃﻛﺜـﺮ ﺩﻗـﺔ ﻟﻔﻬـﻢ ﺍﻟﺸﺨﺼﻴﺔ ﻭ ﺍﻟﺘﻨﺒﺆ ﺑﺴﻠﻮﻛﻬﺎ. ﻭ ﰲ ﺇﻃﺎﺭ ﺍﻟﺘﻔﺎﻋﻞ ﻣﺎ ﺑﲔ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻔﺮﺩ ﻭ ﺑﲔ ﻃﺒﻴﻌﺔ ﺍﳌﻮﻗﻒ ﺍﻟﺒﻴﺌﻲ ﻗﺪﻡ ﺑﻌـﺾ ﺍﻟﺒﺎﺣﺜﲔ ﻣﻔﻬﻮﻡ ﺍﻟﺴﻤﺔ ﺍﻟﺸﺨﺼﻴﺔ ﰲ ﻣﻮﻗﻒ ﻧﻮﻋﻲ ﻣﻌﲔ ﺃﻭ ﰲ ﻣﻮﻗﻒ ﺧﺎﺹ " situation specific "personality traitﻛﻤﺪﺧﻞ ﺗﻔﺎﻋﻠﻲ ﻣﺎ ﺑﲔ ﺍﻟﺴﻤﺔ ﻭ ﺍﳌﻮﻗﻒ. ﻭ ﻟﻠﺘﺪﻟﻴﻞ ﻋﻠﻰ ﻣﻀﻤﻮﻥ ﻫﺬﺍ ﺍﻟﺘﺼﻮﺭ ﺃﺷﺎﺭﺕ ﺑﻌﺾ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭ ﺧﺎﺻﺔ ﰲ ﳎﺎﻝ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺮﻳﺎﺿﻲ ﺇﱃ ﺃﻥ ﺍﻟﻔﺮﺩ ﻗﺪ ﻳﻜﻮﻥ ﻋﺪﻭﺍﻧﻴﺎ ﰲ ﻣﻮﺍﻗﻒ ﺍﳌﻨﺎﻓﺴﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﰲ ﺣﲔ ﺍﻧﻪ ﻻ ﻳﻈﻬـﺮ ﻫـﺬﻩ ﺍﻟﻌﺪﻭﺍﻧﻴﺔ ﰲ ﺑﻌﺾ ﺍﳌﻮﺍﻗﻒ ﺍﳊﻴﺎﺓ ﺍﻟﻌﺎﻣﺔ. ﻭ ﻛﺬﻟﻚ ﺑﺎﻟﻨﺴﺒﺔ ﻟﺴﻤﺔ ﺍﻟﻘﻠﻖ ﻓﺎﻥ ﺍﻟﻼﻋﺐ ﻗﺪ ﻳﻜﻮﻥ ﻗﻠﻘﺎ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﻣﺘﺤﺎﻧﺎﺕ ﺍﻟﻨﻈﺮﻳﺔ،ﰲ ﺣﲔ ﺍﻧﻪ ﻻ ﻳﻜﻮﻥ ﻗﻠﻘﺎ ﰲ ﻣﻮﺍﻗﻒ ﺍﻻﺳﺘﺠﺎﺑﺎﺕ ﺍﳊﺮﻛﻴﺔ ﻛﻤﻮﺍﻗﻒ ﺍﳌﻨﺎﻓﺴﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ. -1ﳏﻤﺪ ﺣﺴﻦ ﻋﻼﻭﻱ:ﻣﺪﺧﻞ ﰲ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺮﻳﺎﺿﻲ ،ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ ،ﺹ .118-117 1 -7-1ﻣﻘﺎﻳﻴﺲ ﺍﻟﺸﺨﺼﻴﺔ: ﺇﻥ ﻣﻦ ﺃﻫﻢ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﻟﱵ ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﻷﺧﺼﺎﺋﻴﻮﻥ ﺍﻟﻨﻔﺴﺎﻧﻴﻮﻥ ﻭ ﺍﳌﺨﺘﺼﲔ ﰲ ﳎﺎﻝ ﻋﻠـﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺮﻳﺎﺿﻲ،ﰲ ﻗﻴﺎﺱ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭ ﺍﻟﱵ ﺣﺪﺩﻫﺎ ﻏﺎﻟﺒﻴﺔ ﻫﺆﻻﺀ ﰲ ﺛﻼﺙ ﻃﺮﻕ ﻛﻤﺎ ﻳﻠﻲ: *ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﳌﻮﺿﻮﻋﻴﺔtests objectifsﺃﻭ ﻣﻘﻴﺎﺱ ﺍﻟﺘﻘﺮﻳﺮ ﺍﻟـﺬﺍﰐ self-testsﺣﻴـﺚ ﺗﻘﺘﺼـﺮ ﺇﺟﺎﺑﺎﺕ ﺍﳌﻔﺤﻮﺹ ﺑﺎﻟﺘﺄﺷﲑ ﻋﻠﻰ ﻛﻠﻤﺔ ﺻﺢ ﺃﻭ ﺧﻄﺄ ﺃﻭ ﺍﺧﺘﻴﺎﺭ ﻛﻠﻤﺔ ﻧﻌﻢ ﺃﻭ ﻻ،ﺣﻴﺚ ﺗﻌﺘﱪ ﺇﺟﺎﺑﺎﺗﻪ ﲟﺜﺎﺑﺔ ﻣﺆﺷﺮﺍﺕ ﺫﺍﺕ ﺩﻻﻟﺔ ﻋﻠﻰ ﲰﺎﺗﻪ ﺍﻟﺸﺨﺼﻴﺔ. *ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻻﺳﻘﺎﻃﻴﺔ tests projectiveﻭ ﻓﻴﻬﺎ ﺗﺘﺮﻙ ﻟﻠﻤﻔﺤﻮﺹ ﺣﺮﻳﺔ ﺍﻟﺘﻌﺒﲑ ﻭ ﺍﳊـﺪﻳﺚ ﻭ ﺍﻟﺘﻌﻠﻴﻖ ﻋﻠﻰ ﺑﻌﺾ ﺍﳌﻮﺍﻗﻒ ﻭ ﺍﳌﺜﲑﺍﺕ ﺍﻟﻐﺎﻣﻀﺔ ﻭ ﺍﻟﱵ ﻳﻬﺪﻑ ﻣﻦ ﻭﺭﺍﺋﻬﺎ ﺍﻷﺧﺼـﺎﺋﻲ ﺍﻟﻨﻔﺴـﻲ ﺇﱃ ﻗﺮﺍﺀﺓ ﻭ ﺍﺳﺘﻄﻼﻉ ﻭ ﺍﺳﺘﻄﻼﻉ ﻣﺎ ﻳﺪﻭﺭ ﰲ ﺫﻫﻦ ﻋﻤﻴﻠﻪ ﺣﻴﺚ ﻳﻘﻮﻡ ﺍﳌﻔﺤﻮﺹ ﺑﺈﺳﻘﺎﻁ ﻣﺎ ﰲ ﺩﺍﺧﻠﻪ ﻣﻦ ﻣﺸﺎﻋﺮ ﻭ ﺣﺎﺟﺎﺕ ﻭ ﺭﻏﺒﺎﺕ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ ﻭ ﺍﻟﺬﻳﻦ ﻳﺮﺍﻫﻢ ﻋﻠﻰ ﺷﻜﻞ ﺻﻮﺭ ﻭ ﺭﺳﻮﻡ. *ﻣﻘﺎﻳﻴﺲ ﺍﻟﺘﻘﺪﻳﺮ Race-scalesﻭﻫﻲ ﻣﻦ ﺃﺳﻬﻞ ﺃﻧﻮﺍﻉ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺣﻴﺚ ﻳﻘﻮﻡ ﺷﺨﺺ ﻣﺎ ﺑﺘﻘﺪﻳﺮ ﺷﺨﺺ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﻨﻔﺴﻴﺔ ﺁﻭ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺁﻭ ﺍﻟﻮﻇﻴﻔﻴﺔ ﻭ ﺗﻌﺘﱪ ﺗﻘﺎﺭﻳﺮ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﱵ ﻧﺴـﺘﺨﺪﻣﻬﺎ ﰲ ﻣﺆﺳﺴﺎﺗﻨﺎ ﺍﻟﻮﻇﻴﻔﻴﺔ ﻭ ﺍﻟﺪﻭﺍﺋﺮ ﺍﳊﻜﻮﻣﻴﺔ ﺧﲑ ﻣﺜﺎﻝ ﳍﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﻣﻘﺎﻳﻴﺲ ﺍﻟﺸﺨﺼﻴﺔ. 1 ﻭ ﺍﻵﻥ ﻧﺘﻨﺎﻭﻝ ﺍﺑﺮﺯ ﺍﳌﻘﺎﻳﻴﺲ ﻭ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﳌﻮﺿﻮﻋﻴﺔ ﺷﺎﺋﻌﺔ ﺍﻻﺳﺘﻌﻤﺎﻝ ﰲ ﺍﺎﻝ ﺍﻟﺮﻳﺎﺿـﻲ ﺑﻨﻮﻉ ﻣﻦ ﺍﻹﳚﺎﺯ ﻛﻤﺎ ﻳﻠﻲ: -1-7-1ﺍﺧﺘﺒﺎﺭ ﺍﻟﺸﺨﺼﻴﺔ ﺍﳌﺘﻌﺪﺩ ﺍﻷﻭﺟﻪ ):(MMPE ﻃﻮﺭ ﺍﻟﻄﺒﻴﺐ ﺍﻟﻨﻔﺴﻲ "ﻣﺎﻛﺴﻨﻠﻲ" ﻭﺍﻟﻌﺎﱂ "ﺳﺘﺎﺭﻙ ﻫﺎﺛﺎﻭﻱ" ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ﰲ ﻋﺎﻡ ،1940ﻭ ﻳﻌﺘﱪ ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺮﺍﻫﻦ ﺃﻛﺜﺮ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺷﻴﻮﻋﺎ ﻭ ﺍﺳﺘﺨﺪﺍﻣﺎ ﰲ ﺍﳌـﺪﺍﺭﺱ ﻭ ﺍﻟﻌﻴـﺎﺩﺍﺕ ﻭ ﺍﳌﺴﺘﺸﻔﻴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ. ﺣﻴﺚ ﻳﺴﺘﻄﻴﻊ ﻫﺬﺍ ﺍﳌﻘﻴﺎﺱ ﻗﻴﺎﺱ ﻋﺪﺓ ﺃﺑﻌﺎﺩ ﻣﻦ ﺷﺨﺼﻴﺔ ﺍﻟﻔﺮﺩ ﰲ ﻭﻗﺖ ﻭﺍﺣـﺪ،ﻓﻬﻮ ﻣـﻦ ﻣﻘﺎﻳﻴﺲ ﺍﻟﺘﻘﺪﻳﺮ ﺍﻟﺬﺍﰐ،ﻭ ﻻ ﻳﻮﺟﺪ ﻭﻗﺖ ﳏﺪﺩ ﻟﻺﺟﺎﺑﺔ ﻋﻠﻰ ﻣﻔﺮﺩﺍﺗﻪ. -1ﻋﺒﺪ ﺍﻟﻘﺎﺩﺭ ﻛﺮﺍﺟﺔ:ﺍﻟﻘﻴﺎﺱ ﻭ ﺍﻟﺘﻘﻮﱘ ﰲ ﻋﻠﻢ ﺍﻟﻨﻔﺲ،ﻁ،1ﺩﺍﺭ ﺍﻟﻴﺎﺯﻭﺭﻱ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻠﻨﺸﺮ ﻭ ﺍﻟﺘﻮﺯﻳﻊ،ﻋﻤﺎﻥ ،1997،ﺹ.248 ﻭ ﻣﻦ ﺿﻤﻦ ﺍﻷﺑﻌﺎﺩ ﺍﻟﱵ ﻳﻘﻴﺴﻬﺎ ﻫﺬﺍ ﺍﳌﻘﻴﺎﺱ :ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﻣﺔ،ﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭ ﺍﻟﺸﺆﻭﻥ ﺍﻟﻌﺎﺋﻠﻴﺔ،ﺑﻌﺾ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻛﺎﻟﺪﻳﻦ ﻭ ﺑﻌﺾ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻛﺎﳌﻬﻨﺔ ﻭ ﺍﻟﺘﻌﻠـﻴﻢ،ﻭ ﺑﻌـﺾ ﺍﻷﻋﺮﺍﺽ ﺍﻟﻨﻔﺴﻴﺔ،ﻭ ﺑﻌﺾ ﺃﻋﺮﺍﺽ ﺍﻟﻮﺳﻮﺍﺱ ﻭ ﺍﳋﻮﻑ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺓ ﺍﳍﻼﻭﺱ ﻭ ﺍﻻﺿﻄﺮﺍﺑﺎﺕ ..ﺍﱁ. ﻭ ﲨﻴﻊ ﻫﺬﻩ ﺍﻷﺑﻌﺎﺩ ﻭ ﺍﳌﺘﻐﲑﺍﺕ ﲤﺜﻠﻬﺎ ﲬﺴﻤﺎﺋﺔ ﻭ ﲬﺴﲔ ﻋﺒﺎﺭﺓ،ﺣﻴﺚ ﻳﻄﻠﺐ ﻣﻦ ﺍﳌﻔﺤﻮﺹ ﻗﺮﺍﺀﺓ ﻛﻞ ﻋﺒﺎﺭﺓ ﻭ ﺍﻟﺘﺄﺷﲑ ﻋﻠﻴﻬﺎ ﺑﻜﻠﻤﺔ ﻧﻌﻢ ﺃﻭ ﻻ ﺣﻴﺚ ﻳﻔﺘﺮﺽ ﺃﻥ ﻳﺘﻮﺍﻓﻖ ﻣﻀﻤﻮﻥ ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺓ ﻣﻊ ﲰﺎﺗﻪ ﺍﻟﺸﺨﺼﻴﺔ ﺃﻭ ﺍﻟﻌﻜﺲ. ﻭﻳﺘﻜﻮﻥ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ﻣﻦ 14ﻣﻘﻴﺎﺳﺎ،ﻋﺸﺮﺓ ﻣﻘﺎﻳﻴﺲ ﻳﻄﻠﻖ ﻋﻠﻴﻬﺎ ﺍﳌﻘﺎﻳﻴﺲ ﺍﻹﻛﻠﻴﻨﻴﻜﻴـﺔ ﻭ ﺍﻷﺭﺑﻌﺔ ﺍﻷﺧﺮﻯ ﺗﺴﻤﻰ ﲟﻘﺎﻳﻴﺲ ﺍﻟﺼﺪﻕ ﺃﻭ ﺍﻟﻀﺎﺑﻄﺔ ﻭ ﻟﻘﺪ ﺻﻤﻤﺖ ﻣﻔـﺎﺗﻴﺢ ﺧﺎﺻـﺔ ﺑﺘﺼـﺤﻴﺢ ﺍﺳﺘﺠﺎﺑﺎﺕ ﺍﳌﻔﺤﻮﺹ ﻋﻠﻰ ﻫﺬﻩ ﺍﳌﻘﺎﻳﻴﺲ. ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﻣﻮﺟﺰ ﳌﺎ ﺗﺪﻝ ﻋﻠﻴﻪ ﺍﳌﻘﺎﻳﻴﺲ ﺍﻹﻛﻠﻴﻨﻴﻜﻴﺔ ﺍﻟﻌﺸﺮﺓ: ü ﺗﻮﻫﻢ ﺍﳌﺮﺿﻰ ]ﻩ.ﺱ[. ü ﺍﻻﻛﺘﺌﺎﺏ ]ﺫ[. ü ﺍﳍﺴﺘﲑﻳﺎ ]ﻩ.ﻱ[. ü ﺍﻟﺬﻛﻮﺭﺓ ﻭﺍﻷﻧﻮﺛﺔ ]ﻡ.ﻑ[. ü ﺍﻟﺒﺎﺭﺍﻧﻮﻳﺎ ]ﺏ.ﺃ[. ü ﺑﻴﻜﺎﺷﻨﻴﺎ]ﺏ.ﺙ[. ü ﺍﻟﻔﺼﺎﻡ ]ﺱ.ﻙ[. ü ﺍﳍﻮﺱ ﺍﳋﻔﻴﻒ ]ﻡ.ﺃ[. ü ﺍﻻﻧﻄﻮﺍﺀ ﺍﻻﺟﺘﻤﺎﻋﻲ ]ﺱ.ﻱ[. 1 -1ﻋﺒﺪ ﺍﻟﻘﺎﺩﺭ ﻛﺮﺍﺟﺔ:ﺍﻟﻘﻴﺎﺱ ﻭ ﺍﻟﺘﻘﻮﱘ ﰲ ﻋﻠﻢ ﺍﻟﻨﻔﺲ،ﻣﺮﺟﻊ ﺳﺎﺑﻖ،ﺹ.249-248 ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﺃﻳﻀﺎ ﺗﻌﺮﻳﻔﺎ ﻣﻮﺟﺰﺍ ﳌﻘﺎﻳﻴﺲ ﺍﻟﺼﺪﻕ ﺍﻷﺭﺑﻌﺔ: * -ﺍﳌﻘﻴﺎﺱ: ﻭﺗﺸﺘﻤﻞ ﺩﺭﺟﺎﺕ ﻫﺬﺍ ﺍﳌﻘﻴﺎﺱ ﻋﻠﻰ ﳎﻤﻮﻉ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﳚﻴﺐ ﻋﻨﻬﺎ ﺍﳌﻔﺤﻮﺹ ﺑﺈﺟﺎﺑﺔ )ﻻ ﺃﺩﺭﻱ( ﻭ ﺗﺪﻝ ﺍﻟﺪﺭﺟﺔ ﺍﳌﺮﺗﻔﻌﺔ ﻓﻴﻪ ﻋﻠﻰ ﺻﺤﻴﻔﺔ ﻧﻔﺴﻴﺔ)ﺑﺮﻭﻓﻴﻞ( ﻏﲑ ﺻﺎﺩﻗﺔ،ﺇﺫ ﺃﻥ ﻣﻦ ﺍﳌﺮﻏﻮﺏ ﻓﻴﻪ ﺃﻥ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻟﺪﺭﺟﺔ ﺃﻗﻞ ﻣﺎ ﳝﻜﻦ. * -ﻣﻘﻴﺎﺱ ﺍﳋﻄﺄ ):(F ﺍﻟﺪﺭﺟﺎﺕ ﺍﳌﻨﺨﻔﻀﺔ ﳍﺬﺍ ﺍﳌﻘﻴﺎﺱ ﺗﻌﻄﻲ ﺩﻟﻴﻼ ﻋﻠﻰ ﺃﻥ ﺍﺳﺘﺠﺎﺑﺎﺕ ﺍﳌﻔﺤﻮﺹ ﻣﻌﻘﻮﻟﺔ ﻭﻣﺮﺗﺒﻄﺔ ﺑﺎﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻟﻌﺒﺎﺭﺍﺕ،ﻭ ﻗﺪ ﺗﺪﻝ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﻌﺎﻟﻴﺔ ﻋﻠﻰ ﻋﺪﻡ ﺻﺪﻕ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻷﺧﺮﻯ ﻟﻠﻤﻘﺎﻳﻴﺲ،ﻭ ﻗﺪ ﻳﻌﺰﻯ ﺫﻟﻚ ﻟﻌﺪﻡ ﺍﻫﺘﻤﺎﻡ ﺍﳌﻔﺤﻮﺹ ﺑﺎﻹﺟﺎﺑﺔ ﺃﻭ ﻟﻌﺪﻡ ﺳﻬﻮﻟﺔ ﻓﻬﻢ ﺍﻟﻌﺒﺎﺭﺍﺕ. * -ﻣﻘﻴﺎﺱ ﺍﻟﻜﺬﺏ ):(L ﺗﺪﻝ ﺍﻟﺪﺭﺟﺔ ﺍﻟﻌﺎﻟﻴﺔ ﻋﻠﻰ ﻫﺬﺍ ﺍﳌﻘﻴﺎﺱ ﻋﻠﻰ ﺃﻥ ﺇﺟﺎﺑﺎﺕ ﺍﳌﻔﺤﻮﺹ ﻻ ﳝﻜﻦ ﺍﻟﺜﻘﺔ ﺑﺼـﺤﺘﻬﺎ ﻟﺪﺭﺟﺔ ﻋﺎﻟﻴﺔ،ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻗﺪ ﻳﺜﲑ ﺑﻌﺾ ﺍﳉﺪﻝ ﺣﻮﻝ ﺻﺪﻕ ﺍﻹﺟﺎﺑﺎﺕ،ﻭ ﻗﺪ ﻳﻌﺰﻯ ﺫﻟـﻚ ﺇﱃ ﻣﻴـﻞ ﺍﳌﻔﺤﻮﺹ ﻟﻠﻜﺬﺏ ﺃﻭ ﺇﻋﻄﺎﺀ ﺻﻮﺭﺓ ﻏﲑ ﺣﻘﻴﻘﻴﺔ ﻋﻦ ﻧﻔﺴﻪ. * -ﻣﻘﻴﺎﺱ ﺍﻟﺘﺼﺤﻴﺢ ):(k ﻳﻌﱪ ﻫﺬﺍ ﺍﳌﻘﻴﺎﺱ ﺑﺼﻔﺔ ﻋﺎﻣﺔ ﻋﻦ ﺍﲡﺎﻩ ﺍﳌﻔﺤﻮﺹ ﳓﻮ ﺍﻻﺧﺘﺒﺎﺭ ﻭ ﻳﺮﺗﺒﻂ ﺑﻨﺘﺎﺋﺞ ﻣﻘﻴﺎﺱ ﺍﳋﻄﺄ ﻭﺍﻟﻜﺬﺏ،ﻭ ﻗﺪ ﺗﺪﻝ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﻌﺎﻟﻴﺔ ﻋﻠﻰ ﻫﺬﺍ ﺍﳌﻘﻴﺎﺱ ﻋﻠﻰ ﻧﻮﺍﺣﻲ ﺩﻓﺎﻋﻴﺔ ﻟﻺﻳﻬﺎﻡ ﺑﺎﻻﲡـﺎﻩ ﳓـﻮ ﺍﻟﻄﺮﻑ ﺍﻟﺴﻮﻱ،ﺃﻣﺎ ﺍﻟﺪﺭﺟﺎﺕ ﺍﳌﻨﺨﻔﻀﺔ ﻓﺘﺸﲑ ﺇﱃ ﺍﻟﻨﻘﺪ ﺍﻟﺬﺍﰐ ﺍﳌﻐﺎﱃ ﻓﻴﻪ ﻭ ﳏﺎﻭﻟﺔ ﺇﻇﻬـﺎﺭ ﻧﻔﺴـﻪ ﲟﻈﻬﺮ ﻻ ﺳﻮﻱ. 1 -1ﳏﻤﺪ ﺣﺴﻦ ﻋﻼﻭﻱ :ﻣﺪﺧﻞ ﰲ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺮﻳﺎﺿﻲ ،ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ ،ﺹ .139 -2-7-1ﻗﺎﺋﻤﺔ ﻛﺎﻟﻴﻔﻮﺭﻧﻴﺎ ﺍﻟﻨﻔﺴﻴﺔ )California Psychological Inventory(CPI ﳝﻜﻦ ﺍﻋﺘﺒﺎﺭ ﻫﺬﺍ ﺍﻻﺳﺘﺒﻴﺎﻥ ﺻﻴﻐﺔ ﳑﺎﺛﻠﺔ ﻻﺳﺘﺒﻴﺎﻥ ﺍﻟﺸﺨﺼﻴﺔ ﻣﺘﻌـﺪﺩ ﺍﻷﻭﺟـﻪ )،(MMPIﻭ ﻟﻜﻨﻪ ﻳﻄﺒﻖ ﻋﻠﻰ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻌﺎﺩﻳﲔ ﻭ ﻟﻴﺲ ﻋﻠﻰ ﺍﳊﺎﻻﺕ ﺍﳌﺮﺿﻴﺔ،ﻭ ﻗﺪ ﺍﻋﺪ ﻫﺬﺍ ﺍﻻﺳـﺘﺒﻴﺎﻥ ﺟـﻮﺥ H.G.Goughﻭ ﻳﺸﺘﻤﻞ ﻋﻠﻰ 480ﻓﻘﺮﺓ ﻣﻦ ﻧﻮﻉ ﺍﻟﺼﻮﺍﺏ ﺃﻭ ﺍﳋﻄﺄ ﺍﺳﺘﻤﺪ ﻧﺼﻔﻬﺎ ﻣﻦ ﺍﺳـﺘﺒﻴﺎﻥ ﻣﺘﻌﺪﺩ ﺍﻷﻭﺟﻪ ﺃﻣﺎ ﺍﻟﻨﺼﻒ ﺍﻟﺜﺎﱐ ﻓﻘﺪ ﺍﻋﺪ ﺧﺼﻴﺼﺎ ﳍﺬﺍ ﺍﻻﺳﺘﺒﻴﺎﻥ ﲝﻴﺚ ﻳﻨﺎﺳﺐ ﺍﳋﺼﺎﺋﺺ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻤﺮﺍﻫﻘﲔ ﻭ ﺍﻟﺮﺍﺷﺪﻳﻦ،ﻭ ﻳﺸﺘﻤﻞ ﺍﻻﺳﺘﺒﻴﺎﻥ ﻋﻠﻰ 18ﻣﻘﻴﺎﺳﺎ ﻓﺮﻋﻴﺎ ﺗﻘﻴﺲ ﺃﺑﻌﺎﺩ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻌﺎﺩﻳـﺔ )ﺍﻟﺴﻮﻳﺔ( .Normal Personality ﻭ ﻗﺪ ﺻﻨﻔﺖ ﻫﺬﻩ ﺍﳌﻘﺎﻳﻴﺲ ﰲ ﺃﺭﺑﻌـﺔ ﺃﻗﺴـﺎﻡ ﻫـﻲ :ﻓﺎﻋﻠﻴـﺔ ﺍﻟﻌﻼﻗـﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴـﺔ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ،ﺍﻟﻀﺒﻂ ﺍﻟﺬﺍﰐ،ﺍﻟﺘﻮﺟﻪ ﺍﻷﻛﺎﺩﳝﻲ،ﺍﻻﲡﺎﻩ ﳓﻮ ﺍﳊﻴﺎﺓ )1968 ،(Goughﻭ ﻳﺸﺘﻤﻞ ﺍﻻﺳـﺘﺒﻴﺎﻥ ﻋﻠﻰ 18ﻣﻘﻴﺎﺱ ﻓﺮﻋﻴﺎ ﺗﺘﻌﻠﻖ ﺬﻩ ﺍﳌﻘﺎﻳﻴﺲ ﺍﻷﺭﺑﻌﺔ،ﻭ ﻫﺬﻩ ﺍﳌﻘﺎﻳﻴﺲ ﻫﻲ: *ﻣﻘﻴﺎﺱ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ)ﺍﻟﻨﻔﻮﺫ ﺍﻻﺟﺘﻤﺎﻋﻲ،ﺍﻟﺜﻘﺔ ﺑﺎﻟﺬﺍﺕ(: -1ﺍﻟﺴﻴﻄﺮﺓ-2/ﺍﳌﻜﺎﻧﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ-3/ﺍﳌﻘﺪﺭﺓ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ-4/ﺍﳊﻀﻮﺭ ﺍﻻﺟﺘﻤﺎﻋﻲ-5/ﺗﻘﺒﻞ ﺍﻟﺬﺍﺕ-6/ﺍﻹﺣﺴﺎﺱ ﺑﺎﻟﻜﻴﺎﻥ. *ﻣﻘﻴﺎﺱ ﺍﻟﻀﺒﻂ ﺍﻟﺬﺍﰐ)ﺍﻟﺘﻨﺸﺌﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ،ﺍﻟﻨﻀﺞ،ﲢﻤﻞ ﺍﳌﺴﺆﻭﻟﻴﺔ(: -7ﲢﻤﻞ ﺍﳌﺴﺆﻭﻟﻴﺔ-8/ﺍﻟﺘﻨﺸﺌﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ-9/ﺿﺒﻂ ﺍﻟـﻨﻔﺲ -10/ﺍﻟﺘﺤﻤـﻞ-11/ ﺍﻻﻧﻄﺒﺎﻉ ﺍﳉﻴﺪ-12/ﺍﻻﻧﺘﻤﺎﺀ ﻟﻠﺠﻤﺎﻋﺔ. *ﻣﻘﻴﺎﺱ ﺍﻟﺘﻮﺟﻪ ﺍﻷﻛﺎﺩﳝﻲ)ﺇﻣﻜﺎﻧﺎﺕ ﺍﻟﺘﺤﺼﻴﻞ،ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﻌﻘﻠﻴﺔ(: -13ﺍﻻﳒﺎﺯ ﻋﻦ ﻃﺮﻳﻖ ﺍﻻﻣﺘﺜﺎﻝ-14/ﺍﻻﳒﺎﺯ ﺍﳌﺴﺘﻘﻞ-15/ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﻌﻘﻠﻴﺔ. *ﻣﻘﻴﺎﺱ ﺍﻻﲡﺎﻩ ﳓﻮ ﺍﳊﻴﺎﺓ)ﺍﻷﺳﻠﻮﺏ ﺍﻟﻌﻘﻠﻲ،ﳕﻂ ﺍﳌﻴﻮﻝ(: -16ﺍﻻﲡﺎﻩ ﺍﻟﻨﻔﺴﻲ ﺍﻟﻌﻘﻠﻲ-17/ﺍﳌﺮﻭﻧﺔ-18/ﺍﻷﻧﻮﺛﺔ. 1 -1ﺻﻼﺡ ﺍﻟﺪﻳﻦ ﳏﻤﻮﺩ ﻋﻼﻡ:ﺍﻟﻘﻴﺎﺱ ﻭ ﺍﻟﺘﻘﻮﱘ ﺍﻟﺘﺮﺑﻮﻱ ﻭ ﺍﻟﻨﻔﺴﻲ،ﻁ ،1ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ،ﺍﻟﻘﺎﻫﺮﺓ،2000،ﺹ.609 -3-7-1ﺍﺧﺘﺒﺎﺭ ﺃﻳﺰﻧﻚ ﻟﻠﺸﺨﺼﻴﺔ)Eysenck Personality Questionnaire(EPQ ﺻــﺪﺭ ﺍﺳــﺘﺨﺒﺎﺭ ﺃﻳﺰﻧــﻚ ﻟﻠﺸﺨﺼــﻴﺔ ﻋــﺎﻡ 1975ﻭﻳﻘــﻴﺲ ﺃﺭﺑﻌــﺔ ﺃﺑﻌﺎﺩ:ﺍﻟﺬﻫﺎﻧﻴﺔ،ﺍﻻﻧﺒﺴﺎﻁ،ﺍﻟﻌﺼﺎﺑﻴﺔ،ﺍﻟﻜﺬﺏ)ﺍﳉﺎﺫﺑﻴﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ( ﻭ ﺃﻫﻢ ﻣﺎ ﳝﻴﺰ ﻫﺬﺍ ﺍﻻﺳﺘﺨﺒﺎﺭ ﻋـﻦ ﺳﻠﺴﻠﺔ ﻣﻘﺎﻳﻴﺲ ﺃﻳﺰﻧﻚ ﺍﻟﺴﺎﺑﻘﺔ ﻟﻪ،ﺍﺣﺘﻮﺍﺀ ﻫﺬﺍ ﺍﻻﺳﺘﺨﺒﺎﺭ ﻋﻠـﻰ ﻣﻘﻴـﺎﺱ ﺇﺿـﺎﰲ ﻫـﻮ ﻣﻘﻴـﺎﺱ ﺍﻟﺬﻫﺎﻧﻴﺔ) psycho-ticism (pﻛﻤﺎ ﺃﺟﺮﻳﺖ ﺑﻌﺾ ﲢﺴﻴﻨﺎﺕ ﻣﻌﻴﻨﺔ ﻋﻠﻰ ﻣﻘﺎﻳﻴﺲ ﺍﻻﻧﺒﺴﺎﻁ ﻭ ﺍﻟﻌﺼﺎﺑﻴﺔ ﻭ ﺍﻟﻜﺬﺏ،ﻛﻤﺎ ﻳﺸﺘﻤﻞ ﺍﻻﺳﺘﺨﺒﺎﺭ ﺍﻷﺣﺪﺙ ﻋﻠﻰ ﻣﻘﻴﺎﺱ ﺇﺿﺎﰲ ﻟﻠﺘﻤﻴﻴـﺰ ﺑـﲔ ﺍـﺮﻣﲔ ﻭ ﻏـﲑ ـﺆ ـﺪﺍ ﰲ ﺍﻟﺘﻨﺒـ ـﺬﺍ ﻣﻔﻴـ ـﺮﺍﻡ © Criminalityﻫـ ـﺎﺱ ﺍﻹﺟـ ـﻮﻥ ﻣﻘﻴـ ـﻦ ﺃﻥ ﻳﻜـ ـﺮﻣﲔ،ﻭ ﳝﻜـ ﺍـ ﺑﺎﳉﻨﻮﺡ Delinquencyﺃﻭ ﺍﻟﻌﻮﺩ ﻟﻺﺟﺮﺍﻡ .Recidivism ﻭ ﻗﺪ ﻗﺎﻡ ﻛﺎﺗﺐ ﻫﺬﻩ ﺍﻟﺴﻄﻮﺭ ﺑﺘﻌﺮﻳﺐ ﻫﺬﺍ ﺍﻻﺳﺘﺨﺒﺎﺭ ﻭ ﺩﻟﻴﻞ ﺗﻌﻠﻴﻤﺎﺗﻪ ﻭ ﻧﺺ ﺑﻨﻮﺩﻩ ﻟﻜـﻞ ﻣﻦ ﺍﻟﺮﺍﺷﺪﻳﻦ ﻭ ﺍﻷﻃﻔﺎﻝ،ﻭ ﺃﻫﻢ ﻣﺎ ﳝﻴﺰ ﻫﺬﻩ ﺍﻟﻄﺒﻌﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻼﺳﺘﺨﺒﺎﺭ ﺍﻋﺘﻤﺎﺩﻫﺎ ﻋﻠﻰ ﺩﺭﺍﺳﺔ ﻭﺍﻗﻌﻴﺔ ﻟﻜﺎﺗﺐ ﻫﺬﻩ ﺍﻟﺴﻄﻮﺭ ﺑﺎﻻﺷﺘﺮﺍﻙ ﻣﻊ "ﺳﻴﺒﻞ ﺃﻳﺰﻧﻚ"،ﺣﻴﺚ ﺗﻜﻮﻧﺖ ﻋﻴﻨﺔ ﺍﻟﺮﺍﺷـﺪﻳﻦ ﻣـﻦ 1330 ﻣﻔﺤﻮﺻﺎ ﻣﻦ ﺃﺻﺤﺎﺏ ﻣﻬﻦ ﻣﺘﻌﺪﺩﺓ ﻓﻀﻼ ﻋﻦ ﺍﻟﻄﻼﺏ،ﻭ ﻗﺪ ﺣﺴﺒﺖ ﰲ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻌـﺎﻣﻼﺕ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﺍﻟﺒﻨﻮﺩ ﺫﺍﺎ،ﻣﻊ ﻭﺿﻊ ﻣﻔﺘﺎﺡ ﻟﺘﺼﺤﻴﺢ ﺍﳌﻘﺎﻳﻴﺲ ﻣﻨﺎﺳﺐ ﻟﻠﻌﻴﻨﺎﺕ ﺍﳌﺼﺮﻳﺔ ﺑﺼﺮﻑ ﺍﻟﻨﻈﺮ ﻋﻦ ﻧﻀﲑﻩ ﰲ ﺍﻟﺼﻴﻐﺔ ﺍﻻﳒﻠﻴﺰﻳﺔ،ﻭ ﺗﺮﺍﻭﺣﺖ ﻣﻌﺎﻣﻼﺕ ﺃﻟﻔﺎ ﺑﲔ 0.45ﻣﻘﻴﺎﺱ ﺍﻟﺬﻫﺎﻧﻴـﺔ،ﻭ 0.80 ﻣﻘﻴﺎﺱ ﺍﻟﻌﺼﺎﺑﻴﺔ،ﻭ ﺍﺳﺘﺨﺮﺟﺖ ﺍﳌﺘﻮﺳﻄﺎﺕ ﻭ ﺍﻻﳓﺮﺍﻓﺎﺕ ﺍﳌﻌﻴﺎﺭﻳﺔ ﻟﻠﻤﻘﺎﻳﻴﺲ ﺍﻟﻔﺮﻋﻴﺔ ﺍﻷﺭﺑﻌـﺔ،ﺣﻴﺚ ﺗﻜﺮﺭﺕ ﺍﻟﺪﺭﺍﺳﺔ ﻧﻔﺴﻬﺎ ﻋﻠﻰ ﺍﻟﻠﺒﻨﺎﻧﻴﲔ. 1 -1ﺍﲪﺪ ﳏﻤﺪ ﻋﺒﺪ ﺍﳋﺎﻟﻖ:ﻗﻴﺎﺱ ﺍﻟﺸﺨﺼﻴﺔ،ﻁ،1ﳉﻨﺔ ﺍﻟﺘﺄﻟﻴﻒ ﻭ ﺍﻟﺘﻌﺮﻳﺐ ﻭ ﺍﻟﻨﺸﺮ،ﺍﻟﺸﻮﻳﺦ،ﺍﻟﻜﻮﻳﺖ،1996،ﺹ.266 -4-7-1ﻗﺎﺋﻤﺔ ﻓﺮﺍﻳﺒﻮﺭﺝ ﻟﻠﺸﺨﺼﻴﺔ: ﺍﻟﻮﺻﻒ: ﻗﺎﺋﻤﺔ ﻓﺮﺍﻳﺒﻮﺭﺝ ﻟﻠﺸﺨﺼﻴﺔ ) (FPIﻭﺿﻌﻬﺎ ﰲ ﺍﻷﺻﻞ ﺟـﻮﻛﻦ ﻓـﺎﺭﻧﱪﺝFahrenberg ﻭ ﻫﺮﺑﺮﺕ ﺳﻴﻠﺞ selgﻭ ﺭﺍﻳﻨﺮ ﻫﺎﻣﺒﻞ Hampelﻣﻦ ﺃﺳﺎﺗﺬﺓ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﲜﺎﻣﻌﺔ ﻓﺮﺍﻳﺒـﻮﺭﺝ ﺑﺄﳌﺎﻧﻴـﺎ ﺍﻟﻐﺮﺑﻴﺔ ﻭ ﺍﻋﺪ ﺻﻮﺭﺎ ﺍﻟﻌﺮﺑﻴﺔ ﳏﻤﺪ ﺣﺴﻦ ﻋﻼﻭﻱ. ﻭ ﺪﻑ ﺍﻟﻘﺎﺋﻤﺔ ﺇﱃ ﻗﻴﺎﺱ 9ﺃﺑﻌﺎﺩ ﻋﺎﻣﺔ ﻟﻠﺸﺨﺼﻴﺔ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ 3ﺃﺑﻌﺎﺩ ﻓﺮﻋﻴﺔ،ﻭ ﺗﺘﻀـﻤﻦ ﺍﻟﻘﺎﺋﻤﺔ 212ﻋﺒﺎﺭﺓ ﻛﻤﺎ ﺍﻧﻪ ﳍﺎ ﺻﻮﺭﺗﲔ ﺃ،ﺏ ﺗﺸﺘﻤﻞ ﻛﻞ ﻣﻨﻬﺎ ﻋﻠﻰ 114ﻋﺒﺎﺭﺓ.ﻭ ﻗﺪ ﻗﺎﻡ ﺩﻳـﻞ Diehlﺃﺳﺘﺎﺫ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﲜﺎﻣﻌﺔ ﺟﻴﺴﻦ ﺑﺄﳌﺎﻧﻴﺎ ﺍﻟﻐﺮﺑﻴﺔ ﺑﺘﺼﻤﻴﻢ ﺻﻮﺭﺓ ﻣﺼﻐﺮﺓ ﻟﻠﻘﺎﺋﻤـﺔ ﺗﺘﻀـﻤﻦ ﺍﻟﺜﻤﺎﻧﻴﺔ ﺃﺑﻌﺎﺩ ﺍﻷﻭﱃ ﻣﻦ ﺍﻟﻘﺎﺋﻤﺔ ﻭ ﺗﺘﻀﻤﻦ 56ﻋﺒﺎﺭﺓ.ﻭ ﺍﻷﺑﻌﺎﺩ ﺍﻟﱵ ﺗﻘﻴﺴﻬﺎ ﺍﻟﺼﻮﺭﺓ ﺍﳌﺼﻐﺮﺓ ﺳﻮﻑ ﻧﺬﻛﺮﻫﺎ ﺑﺈﳚﺎﺯ ﻭﺩﻭﻥ ﺍﻟﺘﻄﺮﻕ ﺇﱃ ﺍﻟﺸﺮﺡ ﻭ ﺍﻟﺘﻔﺼﻴﻞ ﻭ ﻫﻲ: -1ﺍﻟﻌﺼﺒﻴﺔNervositat -2ﺍﻟﻌﺪﻭﺍﻧﻴﺔAggressivitat -3ﺍﻻﻛﺘﺌﺎﺑﻴﺔ -4ﺍﻟﻘﺎﺑﻠﻴﺔ Depressivitat ﻟﻼﺳﺘﺜﺎﺭﺓErregbarKeit -5ﺍﻻﺟﺘﻤﺎﻋﻴﺔGeselligheit -6ﺍﳍﺪﻭﺀGelassenheit -7ﺍﻟﺴﻴﻄﺮﺓDominanz -8ﺍﻟﻜﻒ)ﺍﻟﻀﺒﻂ(Gehemmtheit -1ﳏﻤﺪ ﺣﺴﻦ ﻋﻼﻭﻱ:ﻣﻮﺳﻮﻋﺔ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﺮﻳﺎﺿﻴﲔ،ﻣﺮﺟﻊ ﺳﺎﺑﻖ،ﺹ.78 1 *ﺍﳌﻌﺎﻣﻼﺕ ﺍﻟﻌﻠﻤﻴﺔ: ﺍﻟﺜﺒﺎﺕ:ﰲ ﺍﻟﺒﻴﺌﺔ ﺍﻷﺟﻨﺒﻴﺔ ﰎ ﺇﳚﺎﺩ ﻣﻌﺎﻣﻼﺕ ﺛﺒﺎﺕ ﺍﻟﺼﻮﺭﺓ ﺍﳌﺼﻐﺮﺓ ﻟﻠﻘﺎﺋﻤﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﺠﺰﺋـﺔ ﺍﻟﻨﺼـﻔﻴﺔ ﻭ ﺇﻋﺎﺩﺓ ﺍﻻﺧﺘﺒﺎﺭ ﺑﻌﺪ ﻋﺸﺮﻳﻦ ﻋﺎﻣﺎ ﻋﻠﻰ ﻋﻴﻨﺔ ﻣﻜﻮﻧﺔ ﻣﻦ 140ﻣﻦ ﺍﻟﺬﻛﻮﺭ 151،ﻣﻦ ﺍﻹﻧﺎﺙ ﺗﺘﺮﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻢ ﻣﺎ ﺑﲔ 24-18ﺳﻨﺔ ﻭ ﺗﺮﺍﻭﺣﺖ ﻣﻌﺎﻣﻼﺕ ﺍﻟﺜﺒﺎﺕ ﻣـﺎ ﺑـﲔ 0.64ﺇﱃ ،0.83ﻭ ﰲ ﺍﻟﺒﻴﺌﺔ ﺍﳌﺼﺮﻳﺔ ﰎ ﺇﳚﺎﺩ ﻣﻌﺎﻣﻼﺕ ﺛﺒﺎﺕ ﺍﻟﺼﻮﺭﺓ ﺍﳌﺼﻐﺮﺓ ﺑﻄﺮﻳﻘﺔ ﺇﻋﺎﺩﺓ ﺍﻻﺧﺘﺒﺎﺭ ﻋﻠﻰ 82ﻃﺎﻟﺒﺎ ﻣـﻦ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺑﺎﻟﻘﺎﻫﺮﺓ ﺑﻔﺎﺻﻞ ﺯﻣﲏ ﻗﺪﺭﻩ 10ﺃﻳﺎﻡ ﻭ ﺗﺮﺍﻭﺣﺖ ﻣﻌﺎﻣﻼﺕ ﺛﺒﺎﺕ ﺃﺑﻌﺎﺩ ﺍﻟﻘﺎﺋﻤﺔ ﻣﺎ ﺑﲔ .0.87-0.67 ﺍﻟﺼﺪﻕ:ﰎ ﺇﳚﺎﺩ ﻣﻌﺎﻣﻼﺕ ﺻﺪﻕ ﺍﻟﺼﻮﺭﺓ ﺍﳌﻄﻮﻟﺔ ﻟﻠﻘﺎﺋﻤﺔ ) 212ﻋﺒﺎﺭﺓ( ﺑﺎﺳﺘﺨﺪﺍﻡ ﺃﺑﻌﺎﺩ ﺑﻌﺾ ﺍﺧﺘﺒـﺎﺭﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻷﺧﺮﻯ ﻛﻤﺤﻜﺎﺕ ﻣﺜﻞ ﺍﺧﺘﺒﺎﺭ ﻣﻴﻨﺴﻮﺗﺎ ﺍﳌﺘﻌﺪﺩ ﺍﻷﻭﺟﻪ ﻟﻠﺸﺨﺼـﻴﺔ MMPIﻭ ﻗﺎﺋﻤـﺔ ﻛﺎﻟﻴﻔﻮﺭﻧﻴﺎ ﻟﻠﺸﺨﺼﻴﺔ) (CPIﻭ ﻗﺎﺋﻤﺔ ﺃﻳﺰﻧﻚ ﻟﻠﺸﺨﺼﻴﺔ ) (EPIﻭ ﺍﺧﺘﺒﺎﺭﺍﺕ ﻛﺎﺗﻞ ﻟﻠﺸﺨﺼـﻴﺔ ) (16PFﻭ ﺑﻌﺾ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻷﺧﺮﻯ،ﻭ ﻗﺪ ﺃﺷﺎﺭﺕ ﺍﻟﻨﺘﺎﺋﺞ ﺇﱃ ﺗﻮﺍﻓﺮ ﺍﻟﺼﺪﻕ ﺍﳌﺮﺗﺒﻂ ﺑﺎﶈﻚ ﺑﺎﻟﻨﺴﺒﺔ ﻷﺑﻌﺎﺩ ﺍﻟﻘﺎﺋﻤﺔ،ﻭ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺼﻮﺭﺓ ﺍﳌﺼﻐﺮﺓ ﺗﺮﺍﻭﺣﺖ ﻣﻌﺎﻣﻼﺕ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﺃﺑﻌﺎﺩﻫﺎ ﻭ ﺃﺑﻌﺎﺩ ﺍﻟﺼﻮﺭﺓ ﺍﳌﻄﻮﻟﺔ-ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻛﻤﺤﻚ-ﻣﺎ ﺑﲔ 0.75ﺇﱃ 0.92ﻭ ﰲ ﺍﻟﺒﻴﺌﺔ ﺍﳌﺼـﺮﻳﺔ ﰎ ﺍﻟﺘﻮﺻـﻞ ﺇﱃ ﻣﻌﺎﻣﻼﺕ ﺻﺪﻕ ﻣﻘﺒﻮﻟﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺼﺪﻕ ﺍﳌﺮﺗﺒﻂ ﺑﺎﶈﻚ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺑﻌﺾ ﺍﻻﺧﺘﺒـﺎﺭﺍﺕ ﺍﻟﺴـﺎﺑﻘﺔ ﻛﻤﺤﻜﺎﺕ. -8-1ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﻨﺸﺎﻁ ﺍﻟﺮﻳﺎﺿﻲ: ﺣﺴﺐ ﻣﺎ ﺟﺎﺀ ﰲ ﺗﻌﺮﻳﻒ ﻋﻠﻲ ﳛﻲ ﺍﳌﻨﺼﻮﺭﻱ ﻓﺎﻟﻨﺸﺎﻁ ﺍﻟﺒﺪﱐ ﺍﻟﺮﻳﺎﺿـﻲ ﻳﻌﺘـﱪ ﺇﺣـﺪﻯ ﺍﲡﺎﻫﺎﺕ ﺛﻘﺎﻓﺔ ﺍﻟﺮﻳﺎﺿﻲ ﺍﻟﱵ ﺗﺮﺟﻊ ﺃﺳﺎﺳﻬﺎ ﺇﱃ ﻗﺪﱘ ﺍﻟﺰﻣﺎﻥ ،ﺣﻴﺚ ﻛﺎﻥ ﺍﻹﻧﺴﺎﻥ ﺍﻟﺒـﺪﺍﺋﻲ ﳝـﺎﺭﺱ ﻛﺜﲑﺍ ﻣﻦ ﺍﻷﻧﺸﻄﺔ ﺍﻟﺒﺪﻧﻴﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺗﻠﻘﺎﺋﻴﺎ ،ﻭﻫﺬﺍ ﻹﺷﺒﺎﻉ ﺣﺎﺟﺎﺗﻪ ﺍﻷﻭﻟﻴﺔ ،ﻓﺄﻗﺎﻡ ﻣﺴﺎﺑﻘﺎﺕ ﺍﻟﻌـﺪﻭ ﻭﺍﳉﺮﻱ ﻭﺍﻟﺴﺒﺎﺣﺔ ﻭﺍﻟﺮﻣﻲ ﻭﺍﳌﺼﺎﺭﻋﺔ ﻭﺍﻟﻘﻔﺰ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻷﺧﺮﻯ ﳏﺎﻛﻴﺎ ﺃﺟﺪﺍﺩﻩ ﺍﻷﻭﻟﻮﻥ ،ﻭﻣﺴﺘﻔﻴﺪﺍ ﻣﻦ ﺍﳋﻠﻔﻴﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺴﺎﺑﻘﺔ ،ﰒ ﺃﺿﺎﻑ ﺇﱃ ﻫﺬﻩ ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺑﻌـﺾ ﺍﻟﻮﺳﺎﺋﻞ ،ﻛﺎﻟﻜﺮﺍﺕ ،ﺍﳌﻀﺎﺭﺏ ﻭﺍﻟﺸﺒﻜﺎﺕ ﻭﻭﺿﻊ ﳍﺎ ﻗﻮﺍﻧﲔ ﻭﻟﻮﺍﺋﺢ ،ﻭﺃﻗﺎﻡ ﻣﻦ ﺃﺟﻠﻬﺎ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﻭ ﺍﳌﻨﺎﻓﺴﺎﺕ ﻭ ﻋﻤﻞ ﺟﺎﻫﺪﺍ ﻋﻠﻰ ﺗﻄﻮﻳﺮﻫﺎ ﻭ ﺍﻻﺭﺗﻘﺎﺀ ﺎ ﺣﱴ ﺃﺻﺒﺤﺖ ﺇﺣﺪﻯ ﺍﻟﻈﻮﺍﻫﺮ ﺍﻻﺟﺘﻤﺎﻋﻴـﺔ ﺍﳍﺎﻣﺔ ﺍﻟﱵ ﺗﺆﺛﺮ ﰲ ﺳﺎﺋﺮ ﺍﻷﻣﻢ ﻭ ﺃﺻﺒﺤﺖ ﻋﻨﻮﺍﻧﺎ ﻟﻜﻔﺎﺡ ﺍﻹﻧﺴﺎﻥ ﺿﺪ ﺍﻟﺰﻣﻦ ،ﻭﺫﻟﻚ ﻟﻴﺒـﻎ ﺃﻋﻠـﻰ ﻣﺴﺘﻮﻯ ﰲ ﺍﻷﺩﺍﺀ ﻭ ﺍﳌﻬﺎﺭﺓ .ﺃﻣﺎ ﰲ ﻋﺼﺮﻧﺎ ﻫﺬﺍ ﻓﺈﻥ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺒﺪﱐ ﺍﻟﺮﻳﺎﺿﻲ ﺃﺻﺒﺢ ﻋﻨﺼـﺮﺍ ﻣـﻦ ﻋﻨﺎﺻﺮ ﺍﻟﺘﻀﺎﻣﻦ ﺑﲔ ﺍﻤﻮﻋﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻭﻓﺮﺻﺔ ﻟﺸﺒﺎﺏ ﺍﻟﻌﺎﱂ ﻟﻴﺘﻌﺎﺭﻓﻮﺍ ﺑﻌﻀﻬﻢ ﺍﻟﺒﻌﺾ ﺑﺎﻹﺿـﺎﻓﺔ ﺇﱃ ﺫﻟﻚ ﻓﻬﻮ ﻳﺴﺎﻫﻢ ﰲ ﲢﻘﻴﻖ ﺫﺍﺕ ﺍﻟﻔﺮﺩ ﺑﺈﻋﻄﺎﺋﻪ ﺍﻟﻔﺮﺻﺔ ﻹﺛﺒﺎﺕ ﺻﻔﺎﺗﻪ ﺍﻟﻄﺒﻴﻌﻴﺔ ﻭﲢﻘﻴﻖ ﺫﺍﺗﻪ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺼﺮﺍﻉ ﻭﺑﺬﻝ ﺍﳉﻬﺪ ،ﻓﻬﻮ ﻳﻌﺪ ﻋﺎﻣﻼ ﻣﻦ ﻋﻮﺍﻣﻞ ﺍﻟﺘﻘﺪﻡ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﺍﻟﺘﻘﺪﻡ 1 ﺍﳌﻬﲏ. ﻛﺬﻟﻚ ﻓﻌﻦ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﲢﺪﺩ ﻧﻮﻉ ﻭﻛﺜﺎﻓﺔ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺮﻳﺎﺿﻲ ﺍﻟﺬﻱ ﳝﺎﺭﺳـﻪ ﺍﻟﻔـﺮﺩ، ﻓﺎﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﻨﺸﺎﻁ ﻋﻼﻗﺔ ﺗﺒﺎﺩﻟﻴﺔ ﻣﺴﺘﻤﺮﺓ ،ﻓﻜﻞ ﻣﻨﻬﺎ ﻳﺆﺛﺮ ﻭﻳﺘﺄﺛﺮ ﺑﺎﻵﺧﺮ. ﻭﻋﻨﺪ ﺣﺪﻳﺜﻨﺎ ﻋﻦ ﺍﻟﺴﻤﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻔﺮﺩ ﺍﻟﱵ ﺗﱪﺯ ﻧﺘﻴﺠﺔ ﻟﺴﻠﻮﻛﻪ ﳝﻜﻨﻨـﺎ ﲤﻴﻴـﺰ ﲰـﺎﺕ 2 ﺟﻮﻫﺮﻳﺔ ﻭﻫﻲ: ﺃ -ﲰﺎﺕ ﺗﻌﻜﺲ ﺍﻟﺼﻔﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﺸﺨﺼﻴﺔ. ﺏ -ﲰﺎﺕ ﲢﺪﺩ ﺍﻟﺴﻠﻮﻙ ﻭﻓﻴﻬﺎ ﺗﻨﻌﻜﺲ ﻋﻼﻗﺎﺕ ﺍﻹﻧﺴﺎﻥ ﺑﺎﻟﺒﻴﺌﺔ. ﺝ -ﲰﺎﺕ ﲤﺜﻞ ﺍﻟﻌﺎﺩﺓ ﻋﻨﺪ ﺍﻟﻔﺮﺩ ﺍﻟﺜﺎﺑﺖ ﲢﺖ ﺍﻟﻈﺮﻭﻑ ﺍﳌﺘﺸﺎﺔ. -1ﻋﻠﻲ ﳛﻴﺎ ﺍﳌﻨﺼﻮﺭﻱ ،ﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﻟﺮﻳﺎﺿﺔ ،ﺍﳉﺰﺀ ﺍﻷﻭﻝ ،ﻁ ،1971 ،1ﺹ.210 – 209 -2ﻧﺰﺍﺭ ﺍﻟﻄﺎﻟﺐ :ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺮﻳﺎﺿﻲ ،ﺩﺍﺭ ﺍﳊﻜﻤﺔ ﻟﻠﻄﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺮ ،ﺑﻐﺪﺍﺩ ،1993 ،ﺹ .104 ﺇﻥ ﺍﻟﻔﻮﺍﺭﻕ ﰲ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺮﻳﺎﺿﻴﲔ ﻭﺃﻓﺮﺍﺩ ﺁﺧﺮﻳﻦ ﻻ ﳝﺎﺭﺳﻮﻥ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺮﻳﺎﺿﻲ ﻫﻲ ﻣﺆﺷﺮ ﻋﻠﻰ ﺗﺄﺛﲑ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺮﻳﺎﺿﻲ ﻋﻠﻰ ﺍﻷﻓﺮﺍﺩ ،ﻛﺬﻟﻚ ﳒﺪ ﺃﻥ ﺍﻟﺘﺨﺼـﺺ ﰲ ﻧـﻮﻉ ﻣﻌﲔ ﻣﻦ ﺍﻟﺮﻳﺎﺿﺔ ﻳﺮﺗﺒﻂ ﺑﺴﻤﺎﺕ ﺷﺨﺼﻴﺔ ﻣﻌﻴﻨﺔ ،ﻓﺮﻳﺎﺿﺔ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻣﺜﻼ ﺗﺘﻄﻠﺐ ﺍﳍﺪﻭﺀ ﻭﺍﻟـﺬﻛﺎﺀ ﻭﻧﻜﺮﺍﻥ ﺍﻟﺬﺍﺕ ،ﺑﻴﻨﻤﺎ ﺭﻳﺎﺿﺔ ﺍﻟﺘﺠﺪﻳﻒ ﺗﺘﻄﻠﺐ ﺷﺪﺓ ﻭﺗﻮﺗﺮ ﺍﻟﻨﻔﺲ ﻭﺍﻹﻳﻘﺎﻉ ﻭﺍﳌﻄﺎﻭﻟﺔ. ﺇﻥ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺮﻳﺎﺿﻲ ﺍﳌﻤﺎﺭﺱ ﻣﻦ ﻗﺒﻞ ﺍﻟﻔﺮﺩ ﻓﺮﺩﻳﺎ ﺃﻭ ﲨﺎﻋﻴﺎ ﻳﻬﺪﻑ ﺇﱃ ﺍﻟﻨﺸـﺎﻁ ﻭﺍﳊﻴﻮﻳـﺔ ﻓﺎﻟﺮﻳﺎﺿﺔ ﻭﺍﻟﻜﺴﻞ ﻗﻄﺒﺎﻥ ﻣﺘﻨﺎﻓﺮﺍﻥ ﻭﺍﳌﻨﺎﻓﺴﺔ ﺍﻟﻮﺩﻳﺔ ﲣﻠﻖ ﺟﻮ ﻳﺒﺚ ﺍﳊﻴﻮﻳﺔ ﰲ ﺍﻟﻨﻔﻮﺱ ،ﻭﺍﳌﻤﺎﺭﺳـﺔ ﺍﳉﺎﺩﺓ ﺍﳌﻨﺘﻈﻤﺔ ﺗﺆﺩﻱ ﺇﱃ ﺇﺣﺴﺎﺱ ﻗﻮﻱ ﻷﺩﺍﺀ ﺍﻟﻮﺍﺟﺐ ﻭﻫﺬﺍ ﻳﺒﻌﺚ ﺍﻟﺴﺮﻭﺭ ﰲ ﻧﻔـﻮﺱ ﺍﻟﻼﻋـﺒﲔ ﻭﻳﻘﻮﻱ ﺍﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ. 1 ﺇﺫﻥ ﺍﳊﺮﻛﺔ ﺍﻟﻨﺸﺎﻃﻴﺔ ﺑﻨﻮﻋﻴﻬﺎ ﺳﻮﺍﺀ ﲨﺎﻋﻴﺔ ﻛﺎﻧﺖ ﺃﻭ ﻓﺮﺩﻳﺔ ﺗﺆﺛﺮ ﰲ ﺍﳌﻤـﺎﺭﺱ ﻭﺗﻘـﻮﻱ ﻣﺪﺍﺭﻛﻪ ﻭﺷﺨﺼﻴﺘﻪ ﻭﺗﻜﺴﺒﻪ ﲰﺎﺕ ﺷﺨﺼﻴﺔ ﻛﺎﻟﺸﺠﺎﻋﺔ ،ﺍﻟﺘﻌﺎﻭﻥ ،ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻨﻔﺲ ،ﺍﻟﻄﺎﻋـﺔ، ﻭﻛﻞ ﻫﺬﻩ ﺍﻷﻣﻮﺭ ﲡﻌﻠﻪ ﻳﻨﺪﻣﺞ ﰲ ﺍﺘﻤﻊ ﺑﺸﺨﺼﻴﺔ ﺳﻮﻳﺔ ﻗﻮﻳﺔ ﰲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ. -1ﻧﺰﺍﺭ ﺍﻟﻄﺎﻟﺐ :ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺮﻳﺎﺿﻲ ،ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ ،ﺹ .107 ﺧﻼﺻـﺔ: ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﺍﻟﺸﺨﺼﻴﺔ ﺃﺻﺒﺤﺖ ﻣﻦ ﺍﳌﻔﺎﻫﻴﻢ ﺫﺍﺕ ﺍﻟﺼـﻠﺔ ﺍﻟﻮﺍﺳـﻌﺔ ﲟﺘﻄﻠﺒـﺎﺕ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ،ﺇﺫ ﰲ ﻋﺼﺮﻧﺎ ﻫﺬﺍ ﺃﺻﺒﺢ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺒﺪﱐ ﺍﻟﺮﻳﺎﺿﻲ ﻳﺴﺎﻫﻢ ﰲ ﲢﻘﻴﻖ ﺫﺍﺕ ﺍﻟﻔﺮﺩ ﻭﺷﺨﺼﻴﺘﻪ ﺑﺈﻋﻄﺎﺋﻪ ﺍﻟﻔﺮﺻﺔ ﻹﺛﺒﺎﺕ ﺻﻔﺎﺗﻪ ﺍﻟﻄﺒﻴﻌﻴﺔ ﻭ ﺗﻨﻤﻴﺔ ﺷﺨﺼﻴﺘﻪ ﻭﲢﻘﻴﻖ ﺫﺍﺗﻪ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺼـﺮﺍﻉ ﻭﺑـﺬﻝ ﺍﳉﻬﺪ. ﲤﻬﻴـﺪ: ﺗﻌﺘﱪ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻮﺟﻪ ﺍﻟﻈﺎﻫﺮ ﻭ ﺍﻟﺪﺍﻝ ﻋﻠﻰ ﺍﻟﺴﻠﻮﻙ ﺍﻹﻧﺴﺎﱐ،ﻭﲢﺘﻞ ﻣﻜﺎﻧﺔ ﻫﺎﻣـﺔ ﰲ ﳎﺎﻝ ﺍﻟﻌﻠﻮﻡ ﺍﻟﻨﻔﺴﻴﺔ ﺍﳊﺪﻳﺜﺔ ﺍﻟﱵ ﺗﺴﻌﻰ ﺟﺎﻫﺪﺓ ﻟﺘﻔﺴﲑ ﺍﻟﺴﻠﻮﻙ ﺍﻹﻧﺴﺎﱐ ﰲ ﻇﻞ ﲨﻴﻊ ﺍﳌﺘﻐﲑﺍﺕ ﲟﺎ ﰲ ﺫﻟﻚ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﻨﻔﺴﻴﺔ،ﻭﺍﺎﻝ ﺍﻟﺮﻳﺎﺿﻲ ﺍﳊﺪﻳﺚ ﻳﻌﻄﻲ ﺃﳘﻴﺔ ﺑﺎﻟﻐﺔ ﻟﻠﺠﻮﺍﻧﺐ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺭﺑﻄﻬﺎ ﺑﺎﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ،ﻻ ﺳﻴﻤﺎ ﺍﻟﺸﺨﺼﻴﺔ ﻭ ﲰﺎﺎ ﻭ ﻋﻼﻗﺘﻬﻤﺎ ﺍﳌﺒﺎﺷﺮﺓ ﻭ ﻏﲑ ﺍﳌﺒﺎﺷﺮﺓ ﺑﺘﻮﺟﻴﻪ ﺳـﻠﻮﻙ ﺍﻟﺮﻳﺎﺿﻲ ﳓﻮ ﺍﻟﻨﺠﺎﺡ ﺃﻭ ﺍﻟﻔﺸﻞ ﺍﻟﺮﻳﺎﺿﻲ. ﻭﺇﻥ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ﺍﳌﺘﻔﻮﻕ ﻳﺘﺤﻘﻖ ﻋﺎﺩﺓ ﻋﻠﻰ ﺭﻳﺎﺿﻴﲔ ﳝﺘﺎﺯﻭﻥ ﺑﺴﻤﺎﺕ ﺷﺨﺼﻴﺔ ﻣﺘﻤﻴﺰﺓ ﻣﻦ ﺃﺟﻞ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﻻﳒﺎﺯﺍﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﰲ ﳐﺘﻠﻒ ﺍﻟﻔﻌﺎﻟﻴﺎﺕ ﻭﺃﻥ ﺍﻟﻘﻴﺎﺩﺓ ﲰﺔ ﻣﻬﻤﺔ ﻣـﻦ ﲰـﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﱵ ﻣﻦ ﺍﻟﻮﺍﺟﺐ ﺗﻮﻓﺮﻫﺎ ﻟﺪﻯ ﺍﻟﺮﻳﺎﺿﻴﲔ ﺍﻟﺬﻳﻦ ﺗﻨﺎﻁ ﻢ ﻣﻬﻤﺔ ﻗﻴﺎﺩﺓ ﺍﻟﻔﺮﻕ ﺍﻟﱵ ﳝﺜﻠﻮﺎ. ﻭﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺳﻮﻑ ﻧﺴﺘﻌﺮﺽ ﻋﻼﻗﺔ ﻫﺬﻩ ﺍﳌﺘﻐﲑﺍﺕ ﺑﺒﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ﻭ ﻣﺪﻯ ﺗـﺄﺛﲑ ﺍﻟﻮﺍﺣـﺪﺓ ﰲ ﺍﻷﺧﺮﻯ. ﻣﻔﻬﻮﻡ ﺍﻟﺴﻤﺔ: ﻣﺜﻠﻤﺎ ﺗﺘﻌﺪﺩ ﺗﻌﺮﻳﻔﺎﺕ ﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺲ،ﺗﺘﻌﺪﺩ ﻛﺬﻟﻚ ﺗﻌﺮﻳﻔـﺎﻢ ﻟﺴـﻤﺎﺕ ﺍﻟﺸﺨﺼـﻴﺔ ﺗﺒﻌـﺎ ﻻﺧﺘﻼﻑ ﻧﻈﺮﻢ ﻭ ﻧﻈﺮﻳﺎﻢ ﰲ ﺍﻟﺸﺨﺼﻴﺔ،ﻭ ﻧﻮﺭﺩ ﻓﻴﻤﺎ ﻳﻠﻲ ﺑﻌﺾ ﺗﻌﺮﻳﻔﺎﺕ ﺍﻟﺴﻤﺎﺕ ﻟﺪﻯ ﺑـﺾ ﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺲ ﺍﻟﺬﻳﻦ ﺍﻫﺘﻤﻮﺍ ﲟﺠﺎﻝ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ: ﻳﺮﻯ "ﻛﺎﺗﻞ" ﺃﻥ ﺍﻟﺴﻤﺔ )ﻫﻲ ﳎﻮﻋﺔ ﺭﺩﻭﺩ ﺍﻷﻓﻌﺎﻝ ﺃﻭ ﺍﻻﺳﺘﺠﺎﺑﺎﺕ ﺍﻟﱵ ﻳﺮﺑﻄﻬﺎ ﻧﻮﻉ ﻣﻦ ﺍﻟﻮﺣـﺪﺓ ﺍﻟﱵ ﺗﺴﻤﺢ ﳍﺬﻩ ﺍﻻﺳﺘﺠﺎﺑﺎﺕ ﺃﻥ ﺗﻮﺿﻊ ﲢﺖ ﺍﺳﻢ ﻭﺍﺣﺪ،ﻭ ﻣﻌﺎﳉﺘﻬﺎ ﺑﺎﻟﻄﺮﻳﻘـﺔ ﺫﺍـﺎ ﰲ ﻣﻌﻈـﻢ ﺍﻻﺣﻮﺍﻝ("ﺳﻴﺪ ﻏﻨﻴﻢ،1975،ﺹ."251 ﺃﻣﺎ )ﺟﻴﻠﻔﻮﺭﺩ( ﻓﲑﻯ ﺃﻥ ﺍﻟﺴﻤﺔ ﻫﻲ " :ﺃﻱ ﺟﺎﻧﺐ ﳝﻜﻦ ﲤﻴﻴﺰﻩ ﻭ ﺫﻭ ﺩﻭﺍﻡ ﻧﺴﱯ ﻭ ﻋﻠـﻰ ﺃﺳﺎﺳـﻪ ﳜﺘﻠﻒ ﺍﻟﻔﺮﺩ ﻋﻦ ﻏﲑﻩ".( Guilford¸1959¸p06. ـﺘﻐﲑ ـﱵ ﺗـ ـﻠﻮﻛﻴﺔ ﺍﻟـ ـﺎﻝ ﺍﻟﺴـ ـﻦ ﺍﻷﻓﻌـ ـﺔ ﻣـ ـﺎ ﳎﻤﻮﻋـ ـﻤﺎﺕ "ﺑﺄـ ـﻚ" ﺍﻟﺴـ ـﺮﻑ "ﺍﻳﺰﻧـ ﻭ ﻳﻌـ ﻣﻌﺎ" ، ( Eysenck¸1953¸p 10).ﻭ ﺗﻌﺪ ﻋﻨﺪﻩ ﺍﻟﺴﻤﺎﺕ ﻣﻔﺎﻫﻴﻢ ﻧﻈﺮﻳﺔ ﺃﻛﺜﺮ ﻣﻨﻬﺎ ﻭﺣﺪﺍﺕ ﺣﺴﻴﺔ. 1 ﻭﻳﻌﺮﻓﻬﺎ )ﺟﻮﺭﺩﻥ ﺃﻟﺒﻮﺭﺕ (G.allportﺑﺄﺎ" :ﻧﻈﺎﻡ ﻧﻔﺴﻲ ﻋﺼﱯ ﻣﺮﻛﺰﻱ ﻋﺎﻡ ﳜـﺘﺺ ﺑﺎﻟﻔﺮﺩ ﻭﻳﻌﻤﻞ ﻋﻠﻰ ﺟﻌﻞ ﺍﳌﺜﲑﺍﺕ ﺍﳌﺘﻌﺪﺩﺓ ﻣﺘﺴﺎﻭﻳﺔ ﻭﻇﻴﻔﻴﺎ ،ﻛﻤﺎ ﻳﻌﻤﻞ ﻋﻠﻰ ﺇﺻﺪﺍﺭ ﻭﺗﻮﺟﻴﻪ ﺃﺷﻜﺎﻝ ﻣﺘﺴﺎﻭﻳﺔ ﻣﻦ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺘﻜﻴﻴﻔﻲ ﻭﺍﻟﺘﻌﺒﲑﻱ". 2 ﻭﻋﻠﻰ ﺿﻮﺀ ﻣﺎ ﺫﻛﺮ ﺳﺎﺑﻘﺎ ﻭ ﻣﻦ ﺧﻼﻝ ﻗﺮﺍﺀﺍﺕ ﻣﺘﻌﺪﺩﺓ ﻟﺘﻌﺎﺭﻳﻒ ﺍﻟﺴﻤﺔ ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﺍﻟﺴﻤﺔ ﻫﻲ ﺧﺎﺻﻴﺔ ﺃﻭ ﺻﻔﺔ ﺫﺍﺕ ﺩﻭﺍﻡ ﻧﺴﱯ،ﳝﻜﻦ ﺃﻥ ﳜﺘﻠﻒ ﻓﻴﻬﺎ ﺍﻷﻓﺮﺍﺩ ﻓﺘﻤﻴﺰ ﺑﻌﻀﻬﻢ ﻋﻦ ﺑﻌﺾ ﺃﻱ ﺃﻥ ﻫﻨﺎﻙ ﻓﺮﻭﻗﺎ ﻓﺮﺩﻳﺔ ﻓﻴﻬﺎ ،ﻭ ﻗﺪ ﺗﻜﻮﻥ ﺍﻟﺴﻤﺔ ﻭﺭﺍﺛﻴﺔ ﺃﻭ ﻣﻜﺘﺴﺒﺔ،ﻭ ﳝﻜﻦ ﺃﻥ ﺗﻜـﻮﻥ ﺟﺴـﻤﻴﺔ ﺃﻭ ﻣﻌﺮﻓﻴﺔ ﺃﻭ ﺍﻧﻔﻌﺎﻟﻴﺔ ﺃﻭ ﻣﺘﻌﻠﻘﺔ ﲟﻮﺍﻗﻒ ﺍﺟﺘﻤﺎﻋﻴﺔ. -1ﺍﲪﺪ ﳏﻤﺪ ﻋﺒﺪ ﺍﳋﺎﻟﻖ :ﺍﻷﺑﻌﺎﺩ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﺸﺨﺼﻴﺔ،ﻣﺮﺟﻊ ﺳﺎﺑﻖ،ﺹ .67 -2ﺳﻴﺪ ﲪﺪ ﻏﻨﻴﻢ :ﺳﻴﻜﻮﻟﻮﺟﻴﺔ ﺍﻟﺸﺨﺼﻴﺔ ،ﺩﺍﺭ ﺍﻟﻨﻬﻀﺔ ﺍﻟﻌﺮﺑﻴﺔ ،ﺍﻟﻘﺎﻫﺮﺓ ،1975 ،ﺹ .35 -2ﻧﻈﺮﻳﺔ ﺍﻟﺴﻤﺎﺕ: ﺗﻘﻮﻝ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﺃﻥ ﻟﻜﻞ ﻓﺮﺩ ﲰﺎﺕ ﺷﺨﺼﻴﺔ ﺛﺎﺑﺘﺔ ﳝﻜﻦ ﺃﻥ ﺗﻼﺣﻆ ﻓﻴﻪ،ﻛﻤﺎ ﳝﻜـﻦ ﺃﻥ ﻧﻔﺮﻕ ﺑﲔ ﺷﺨﺺ ﻭ ﺁﺧﺮ ﺃﻭ ﳕﻴﺰ ﺑﲔ ﺍﻷﺷﺨﺎﺹ ﺑﻌﻀﻬﻢ ﻭﺑﻌﺾ ﻋﻠﻰ ﺃﺳﺎﺱ ﻫﺬﻩ ﺍﻟﺴﻤﺎﺕ.ﻭ ﻣـﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ ﻓﺎﻥ ﻫﺬﻩ ﺍﻟﺴﻤﺎﺕ ﺇﱃ ﺟﺎﻧﺐ ﺛﺒﺎﺎ ﻓﻬﻲ ﻋﺎﻣﺔ ﲟﻌﲎ ﺃﻥ ﺍﻟﺸﺨﺺ ﳝﻜﻦ ﻭﺻﻔﻪ ﺑﺸـﻜﻞ ﻋﺎﻡ ﺑﺪﺭﺟﺔ ﻛﺒﲑﺓ ﻣﻦ ﺍﻟﺜﺒﺎﺕ ﻋﻠﻰ ﺃﺳﺎﺱ ﻫﺬﻩ ﺍﻟﺴﻤﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﺇﺳﻨﺎﺩﻫﺎ ﺇﻟﻴﻪ. 1 1-2ﻧﻈﺮﻳﺔ ﺍﻟﺴﻤﺎﺕ ﻷﻟﺒﻮﺭﺕ ):(G.allport ﻋﺮﻑ ﺍﻟﺒﻮﺭﺕ ) (1961ﺍﻟﺴﻤﺔ ﺑﺄﺎ "ﻧﻈﺎﻡ ﻧﻔﺴﻲ ﻋﺼﱯ ﻣﺮﻛﺰﻱ ﻋﺎﻡ)ﺧﺎﺹ ﺑﺎﻟﻔﺮﺩ( ﻳﻌﻤﻞ ﻋﻠـﻰ ﺟﻌﻞ ﺍﳌﺜﲑﺍﺕ ﺍﳌﺘﻌﺪﺩﺓ ﻣﺘﺴﺎﻭﻳﺎ ﻭﻇﻴﻔﻴﺎ ﻛﻤﺎ ﻳﻌﻤﻞ ﻋﻠﻰ ﺇﺻﺪﺍﺭ ﻭ ﺗﻮﺟﻴﻪ ﺃﺷـﻜﺎﻝ ﻣﺘﺴـﺎﻭﻳﺔ ﻣـﻦ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺘﻜﻴﻔﻲ ﻭ ﺍﻟﺘﻌﺒﲑﻱ. ﻭ ﻗﺪ ﺍﻋﺘﱪ ﺍﻟﺴﻤﺔ ﻋﻠﻰ ﺃﺎ ﺍﺳﺘﻌﺪﺍﺩ ﻋﺎﻡ ﺃﻭ ﺧﺎﺹ ﺇﻻ ﺃﺎ ﺗﺆﺛﺮ ﰲ ﺳﻠﻮﻙ ﺍﻟﻔﺮﺩ ﺑﻄﺮﻳﻘـﺔ ﻋﺎﻣـﺔ ﻭ ﻣﺴﺘﻤﺮﺓ. ﻭ ﺗﺄﰐ ﻣﺸﻜﻠﺔ ﻋﺪﺩ ﺍﻟﺴﻤﺎﺕ ﺍﻟﱵ ﺗﻜﻔﻲ ﻟﻮﺻﻒ ﺳﻠﻮﻙ ﺍﻹﻧﺴﺎﻥ ﺑﺪﺭﺟﺔ ﻣﻘﺒﻮﻟـﺔ ﻣـﻦ ﺍﻟﺪﻗـﺔ ﻭ ﺍﻟﺘﻜﺎﻣﻞ،ﻓﻘﺪ ﺃﺣﺼﻰ ﺍﻟﺒﻮﺭﺕ ﺣﻮﺍﱄ 5000ﲰﺔ ﳝﻜﻦ ﺃﻥ ﻳﻮﺻﻒ ﺎ ﺳﻠﻮﻙ ﺍﻟﻔﺮﺩ ﻓﻬـﻞ ﻳﺴـﻬﻞ ﻭﺻﻒ ﺍﻟﺸﺨﺼﻴﺔ ﰲ ﺿﻮﺀ ﻫﺬﺍ ﺍﻟﻌﺪﺩ ﻣﻦ ﺍﻟﺴﻤﺎﺕ،ﻭﻛﺬﻟﻚ ﻛﻴﻒ ﳝﻜﻦ ﺗﻔﺴﲑ ﺍﻟﻌﻼﻗﺔ ﺑـﲔ ﻫـﺬﻩ ﺍﻟﺴﻤﺎﺕ ﰲ ﻧﻈﺎﻡ ﺍﻟﺸﺨﺼﻴﺔ ﰲ ﺻﻮﺭﺓ ﺗﻔﺎﻋﻞ ﺃﻭ ﺗﺄﺛﲑ ﻣﺘﺒﺎﺩﻝ. ﻭ ﳝﻴﻞ ﺑﻌﺾ ﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺲ ﻟﻮﺻﻒ ﺍﻟﺸﺨﺼﻴﺔ ﰲ ﺿﻮﺀ ﻋﺪﺩ ﺑﺴﻴﻂ ﻣﻦ ﺍﻟﺴﻤﺎﺕ ﻣﺜـﻞ ﺍﻟﺒـﻮﺭﺕ ﻭ ﻭﻟﻴﻢ ﺟﻴﻤﺲ. ﻓﻴﺆﻛﺪ ﺍﻟﺒﻮﺭﺕ ﻋﻠﻰ ﺟﺎﻧﺒﲔ ﻣﻬﻤﲔ ﰲ ﺍﺳﺘﺠﺎﺑﺔ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻤﻮﺍﻗﻒ ﺍﻟﱵ ﺗﻮﺍﺟﻬﻬﺎ: ﺃ-ﺍﳉﺎﻧﺐ ﺍﻟﻔﻄﺮﻱ ﺍﻟﺘﻜﻮﻳﲏ. ﺏ-ﺍﳉﺎﻧﺐ ﺍﻟﻈﺎﻫﺮﻱ)ﻧﺴﺒﺔ ﺇﱃ ﺍﻟﻈﻮﺍﻫﺮ(. 2 -1ﺇﺑﺮﺍﻫﻴﻢ ﻋﺼﻤﺖ ﻣﻄﺎﻭﻉ:ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭ ﺃﳘﻴﺘﻪ ﰲ ﺣﻴﺎﺗﻨﺎ،ﻣﺮﺟﻊ ﺳﺎﺑﻖ ،ﺹ .125 -2ﻋﺒﺪ ﺍﻟﻌﻠﻲ ﺍﳉﺴﻤﺎﱐ :ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭ ﺗﻄﺒﻴﻘﺎﺗﻪ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭ ﺍﻟﺘﺮﺑﻮﻳﺔ ،ﻁ،1ﺍﻟﺪﺍﺭ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻌﻠﻮﻡ،ﺑﲑﻭﺕ،ﻟﺒﻨﺎﻥ،1994 ،ﺹ .247-246 ﻭ ﻟﻠﺘﺪﻟﻴﻞ ﻋﻠﻰ ﺭﺃﻳﻪ ﻫﺬﺍ ﻳﻀﺮﺏ ﻣﺜﻼ ﻟﻠﺨﺠﻞ،ﻓﲑﻯ ﺍﻧﻪ ﲰﺔ ﻣﻌﻴﻨﺔ،ﻭ ﻫﻲ ﲰﺔ ﻭﺍﺣﺪﺓ ﻣـﻦ ﺣﻴﺚ ﻣﻈﻬﺮﻫﺎ،ﻟﻜﻨﻬﺎ ﺗﺘﺨﺬ ﺃﺷﻜﺎﻻ ﺷﱴ ﻋﻨﺪ ﺍﻷﻓﺮﺍﺩ ﺍﳌﺨﺘﻠﻔﲔ،ﻓﻬﻲ ﻋﻨﺪ ﺷﺨﺺ ﻣﻌﲔ ﻗﺪ ﺗﻜـﻮﻥ ﻧﺎﺷﺌﺔ ﻋﻦ ﻣﺆﺛﺮﺍﺕ ﻭﺭﺍﺛﻴﺔ ﺍﺳﺘﺤﺎﻝ ﻋﻠﻰ ﺍﻟﺒﻴﺌﺔ ﺇﺑﻌﺎﺩﻫﺎ ﻋﻦ ﺍﻟﻔﺮﺩ ﻭ ﲣﻠﻴﺼﻪ ﻣﻨﻬﺎ،ﻭ ﻫﻲ ﻋﻨﺪ ﻓﺮﺩ ﺁﺧﺮ ﻗﺪ ﺗﻜﻮﻥ ﻧﺎﲨﺔ ﻋﻦ ﺷﻌﻮﺭ ﺑﺎﻟﻀﻌﻒ ﺛﺒﺘﺘﻬﺎ ﰲ ﻧﻔﺴﻪ ﻇﺮﻭﻑ ﺑﻴﺌﻴﺔ ﻣﺘﺰﻣﺘﺔ،ﻭ ﻣﻊ ﺍﺧﺘﻼﻑ ﺍﻷﺳﺒﺎﺏ ﰲ ﺗﻜﻮﻳﻦ ﻇﺎﻫﺮﺓ ﺍﳋﺠﻞ ﻓﺈﺎ ﺗﺒﺪﻭ ﻋﻨﺪ ﻫﺬﻳﻦ ﺍﻟﺸﺨﺼﲔ ﻭﺍﺣﺪﺓ،ﻭ ﻛﻤﺜﺎﻝ ﺁﺧﺮ ﻓﻘﺪ ﻳﺘﻌﺮﺽ ﺷﺨﺼﺎﻥ ﳋﱪﺓ ﻭﺍﺣﺪﺓ ﻗﺎﺳﻴﺔ ﻳﺘﻤﺜﻞ ﻓﻴﻬﺎ ﺍﻹﺣﺒﺎﻁ ﻭ ﺍﻹﺧﻔﺎﻕ ﻓﻴﺴﺘﻜﲔ ﺍﺣﺪﳘﺎ ﻭ ﻳﺮﺗﺒﻚ ﻭ ﳚﺘـﺮ ﺗﻔﻜـﲑﻩ ﺇﺟﺘﺮﺍﺭﻳﺎ ﻣﺴﺘﻌﻴﺪﺍ ﺃﻣﺎﻡ ﻧﺎﻇﺮﻳﻪ ﻧﻮﺍﺯﻝ ﺍﳌﺸﻜﻠﺔ،ﰲ ﺣﲔ ﻳﺘﻘﺒﻞ ﺍﻵﺧﺮ ﺍﳋﱪﺓ ﲝﺰﻡ ﻭ ﺭﻭﺡ ﻭﺍﻗﻌﻴﺔ ﻓﻴﺠﺪﺩ ﻧﺸﺎﻃﻪ ﳌﻮﺍﺟﻬﺔ ﻣﻮﺍﻗﻒ ﺍﳊﻴﺎﺓ. -2-2ﻧﻈﺮﻳﺔ ﺍﻟﺴﻤﺎﺕ ﻟﻜﺎﺗﻞ :Kattell ﳝﻴﺰ ﻛﺎﺗﻞ ﺑﲔ ﻧﻮﻋﲔ ﻣﻦ ﺍﻟﺴﻤﺎﺕ:ﺍﻷﻭﻝ ﻫﻮ ﺍﻟﺴـﻤﺎﺕ ﺍﻟﺴـﻄﺤﻴﺔ traits surfaceﻭ ﺗﺘﻔﺎﻭﺕ ﰲ ﴰﻮﳍﺎ ﺗﺒﻌﺎ ﻻﻋﺘﻤﺎﺩﻫﺎ ﻋﻠﻰ ﺍﳌﻮﺍﻗﻒ ﺍﻟﻨﻮﻋﻴﺔ ﻭ ﻟﻜﻨﻬﺎ ﺩﺍﺋﻤﺎ ﺃﻛﺜﺮ ﻋﻤﻮﻣﻴﺔ ﻣـﻦ ﻋﻨﺎﺻـﺮ ﺍﻟﺴﻤﺔ )ﺍﳉﺰﻳﺌﺎﺕ ﺍﻟﺼﻐﲑﺓ ﻟﻠﺴﻠﻮﻙ ﺃﻭ ﺍﻟﺴﻤﺎﺕ ﺍﻟﻀﻴﻘﺔ ﺗﻀﻢ ﻋﺪﺩﺍ ﻛﺒﲑﺍ ﻣﻦ ﺍﻟﺼﻔﺎﺕ(،ﻭﻟﻘﺪ ﻋـﱪ ﻛﺎﺗﻞ ﻋﻦ ﺫﻟﻚ ﺑﻘﻮﻟﻪ"ﺃﻥ ﺍﻟﺴﻤﺔ ﺍﻟﺴﻄﺤﻴﺔ ﰲ ﺃﻱ ﺣﺎﻟﺔ ﻫﻲ ﳎﻤﻮﻋﺔ ﻣﻦ ﻋﻨﺎﺻﺮ ﺍﻟﺴﻤﺔ ﺍﻟﱵ ﺗﺘـﺄﻟﻒ ﻣﻌﺎ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﻭ ﺍﻟﻈﺮﻭﻑ ﺍﳌﺨﺘﻠﻔﺔ". ﻭ ﰲ ﻧﻈﺮﻳﺔ ﻛﺎﺗﻞ ﺗﻌﺘﱪ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺴﻄﺤﻴﺔ ﻭ ﻋﻨﺎﺻﺮ ﺍﻟﺴﻤﺔ ﻧﻮﺍﺣﻲ ﻗﻨﺎﻋﻴﺔ ﰲ ﻭﺻﻒ ﺍﻟﺸﺨﺼـﻴﺔ،ﻭ ﺗﻮﺿﺢ ﺍﻟﻄﺒﻴﻌﺔ ﺍﶈﺪﺩﺓ ﻟﺼﻔﺎﺕ ﻓﺮﺩﻳﺔ ﻣﻌﻴﻨﺔ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺴﻤﺎﺕ ﺍﳉﻮﻫﺮﻳﺔ .source traits ﻭ ﰲ ﺍﳊﻘﻴﻘﺔ ﺗﻌﺘﱪ ﺍﻟﺴﻤﺎﺕ ﺍﳉﻮﻫﺮﻳﺔ ﳏﺪﺩﺍﺕ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺴﻄﺤﻲ ﻋﻨﺪ ﺍﻟﻔﺮﺩ ﻭﲤﺜﻞ ﺍﳉﻮﺍﻧﺐ ﺍﻟﺜﺎﺑﺘﺔ ﰲ ﺍﻟﺸﺨﺼﻴﺔ،ﻭ ﻛﺎﺗﻞ ﳝﻴﺰ ﺑﲔ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺴﻄﺤﻴﺔ ﺍﻟﱵ ﺗﺘﺠﻤﻊ ﻣﻌﺎ ﻋـﻦ ﻃﺮﻳـﻖ ﲢﻠﻴـﻞ ﺍﻟﻌﻨﺎﻗﻴـﺪ ﺃﻭ ﺍﻟﺘﺠﻤﻌﺎﺕ analysis – Clusterﻷﺎ ﺗﺮﺗﺒﻂ ﻣﻌﺎ -ﻭ ﺍﻟﺴﻤﺎﺕ ﺍﳉﻮﻫﺮﻳﺔ ﺍﻟﱵ ﻳﺘﻢ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻌﺎﻣﻠﻲ Factor analysisﻭ ﺍﻷﻣﻞ ﺍﻟﺬﻱ ﱂ ﻳﺘﺤﻘﻖ ﺑﻌﺪ ﺍﻧﻪ ﳝﻜﻦ ﺍﺳـﺘﺨﺪﺍﻡ ﻋـﺪﺩ ﳏﺪﻭﺩ ﻣﻦ ﺍﻟﺴﻤﺎﺕ ﻟﺘﻘﻴﻴﻢ ﲨﻴﻊ ﺍﻟﺸﺨﺼﻴﺎﺕ ﺗﻘﻴﻴﻤﺎ ﻣﺮﺿﻴﺎ. ﻭ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻫﺘﻤﺎﻡ ﻛﺎﺗﻞ ﺑﺸﻤﻮﻝ ﺍ ﺍﻟﺴﻤﺔ ﻓﺎﻧﻪ ﻳﻬﺘﻢ ﻛﺬﻟﻚ ﲟﺎ ﺇﺫﺍ ﻛﺎﻥ ﻫﻨﺎﻙ ﲰﺎﺕ ﻣﻌﻴﻨﺔ ﲣﺘﺺ ﺎ ﲨﺎﻋﺎﺕ ﻛﺒﲑﺓ ﻣﻦ ﺍﻟﻨﺎﺱ ﺃﻭ ﺷﺨﺺ ﺧﺎﺹ ﻛﺼﻔﺔ ﻓﺮﻳﺪﺓ ﳍﺬﺍ ﺍﻟﺸﺨﺺ،ﻭ ﺍﻟﺴـﻤﺎﺕ ﺍﻟﻌﺎﻣـﺔ ﺍﳌﺸﺘﺮﻛﺔ Commonﳝﻠﻜﻬﺎ ﺍﳉﻤﻴﻊ ﺃﻭ ﲨﺎﻋﺎﺕ ﻛﺒﲑﺓ ﻣﻦ ﺍﻟﻨﺎﺱ ﻭ ﻳﻌﺘﻤـﺪ ﺫﻟـﻚ ﻋﻠـﻰ traits ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﻮﺭﺍﺛﻴﺔ ﺍﻟﻌﺎﻣﺔ ﻭ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﳌﺘﺸﺎﺔ ﻭ ﺍﻟﺴﻤﺔ ﺍﻟﻔﺮﻳﺪﺓ Uniqueﳜﺘﺺ ﺎ ﻓـﺮﺩ ﻭﺍﺣﺪ ﺩﻭﻥ ﻏﲑﻩ. ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﻫﺬﻩ ﺍﻟﻄﺮﻕ ﰲ ﺗﻘﺴﻴﻢ ﺍﻟﺴﻤﺎﺕ،ﻓﻠﻘﺪ ﻭﺟﺪ ﻛﺎﺗﻞ ﺟﺪﻭﻯ ﰲ ﲢﺪﻳﺪ ﺍﻟﺴﻤﺎﺕ ﺗﺒﻌﺎ ﻟﺜﻼﺛﺔ ﺃﺳﺎﻟﻴﺐ ﻭ ﻫﻲ ﲰﺎﺕ ﺍﻟﺪﻳﻨﺎﻣﻴﺔtraits ﺍﻟﻘﺪﺭﺓtraits Abilityﻭ ﲰﺎﺕ ﺍﳌﺰﺍﺝTemperament traits ﻭ ﺍﻟﺴـﻤﺎﺕ Dynamicﻭ ﺗﻌﺮﻑ ﲰﺎﺕ ﺍﻟﻘﺪﺭﺓ ﺑﺄﺎ ﺷﻖ ﺍﻟﺸﺨﺺ ﻟﻄﺮﻳﻘـﻪ ﳓـﻮ ﺍﻷﻫـﺪﺍﻑ ﺍﳌﻘﺒﻮﻟﺔ.ﺃﻣﺎ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺪﻳﻨﺎﻣﻴﺔ ﻓﺘﺘﻀﻤﻦ ﺍﳊﻮﺍﻓﺰ ﺍﻷﺳﺎﺳﻴﺔ ﻭ ﺍﳌﻴﻮﻝ ﺍﳌﻜﺘﺴﺒﺔ ﻣﺜﻞ ﺍﻻﲡﺎﻫﺎﺕ ﻭ ﺍﻟﻘﻴﻢ،ﻭ ﲤﺜﻞ ﲰﺎﺕ ﺍﳌﺰﺍﺝ ﺑﻘﻴﺔ ﺍﻟﺼﻔﺎﺕ ﺍﻟﱵ ﺗﺘﺄﺛﺮ ﺑﺘﻌﻘﺪ ﺍﻟﻌﻤﻞ ﺃﻭ ﺍﻟﺒﻮﺍﻋـﺚ ﻓﺘﺒـﺪﻭ ﺧﻠﻘﻴـﺔ ﺃﻭ ﺟﺒﻠﻴـﺔ Constitutionalﺇﱃ ﺣﺪ ﺑﻌﻴﺪ ﻓﺘﺸﻤﻞ ﺍﻟﺴﺮﻋﺔ ﻭ ﺍﻟﻄﺎﻗﺔ. ﻭ ﺍﻟﺴﻤﺔ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺔ ﺃﺳﺎﺳﻴﺔ ﻹﻗﺎﻣﺔ ﻧﻈﺮﻳﺔ ﰲ ﺍﻟﺸﺨﺼﻴﺔ ﻋﻠﻰ ﺃﺳـﺎﺱ ﺍﻣﺒﲑﻳﻘـﻲ،ﻏﲑ ﺃﻥ ﺑﺮﻭﻓﻴـﻞ ﺍﻟﺴﻤﺎﺕ ﻻ ﻳﻜﻔﻲ ﻹﺑﺮﺍﺯ ﲨﻴﻊ ﺧﺼﺎﺋﺺ ﺍﻟﻔﺮﺩ ﺃﻱ ﻻﺑﺪ ﻣﻦ ﺃﻥ ﻳﺘﻮﺍﻓﺮ ﻧﻮﻉ ﻣﻦ ﺍﻟﺘﻨﻈﻴﻢ ﺫﻱ ﺍﳌﻌـﲎ ﻟﻠﺴﻤﺎﺕ ﺣﱴ ﻳﺴﺘﻄﻴﻊ ﻭﺻﻒ ﺍﻟﺸﺨﺺ ﰲ ﺗﻔﺎﻋﻠﻪ ﻣﻊ ﺿﻐﻮﻁ ﺍﻟﺒﻴﺌﺔ ﻭ ﻣﺘﻐﲑﺍﺎ. 1 ﻭ ﺑﺘﻄﺒﻴﻖ ﺗﻘﺴﻴﻢ ﺃﻟﺒﻮﺭﺕ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﺘﻘﺴﻴﻢ ﻓﺈﻧﻨﺎ ﳒﺪ ﺃﻥ ﺍﻷﻭﻝ ﻣﻨﻬﺎ ﻳﺸﺎﺑﻪ ﺗﻌﺒﲑ ﺍﻟﺴﻤﺎﺕ ﺍﻟﻔﻄﺮﻳﺔ،ﻭ ﺍﻟﺜﺎﱐ ﻳﺸﺎﺑﻪ ﺍﻟﺴﻤﺎﺕ ﺍﻟﻈﺎﻫﺮﻳﺔ،ﻭ ﻟﻜﻦ ﺍﻟﺘﺸﺎﺑﻪ ﻏﲑ ﺗﺎﻡ ﺇﺫ ﺃﻥ ﻛﺎﺗﻞ ﻳﻌﺘﱪ ﺃﻥ ﺍﺻﻐﺮ ﻣﻜﻮﻧﺎﺕ ﺍﻟﺴﻠﻮﻙ ﺇﳕﺎ ﻫﻲ ﻋﻨﺎﺻﺮ ﺍﻟﺴﻤﺎﺕ.ﻓﺎﻟﺴﻤﺔ ﻋﻨﺪﻩ ﺗﺘﺄﻟﻒ ﻣﻦ ﻭﺣﺪﺍﺕ ﺃﺻﻐﺮ ﺃﻃﻠﻖ ﻋﻠﻴﻬﺎ ﺗﻌﺒﲑ "ﻋﻨﺎﺻﺮ"ﻭ ﻋﻨﺪﻩ ﺃﻥ ﺍﻟﺴﻤﺔ ﺍﻟﻈﺎﻫﺮﻳﺔ ﺇﳕﺎ ﻫﻲ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﺘﺂﻟﻔﺔ ﻓﺘﺒﺪﻭ ﻋﻨﺪ ﺃﻓـﺮﺍﺩ ﳐـﺘﻠﻔﲔ ﰲ ﺍﳌﻮﺍﻗـﻒ ﺍﳌﺨﺘﻠﻔﺔ. -1ﺟﺎﺑﺮ ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﺟﺎﺑﺮ ﻭ ﺁﺧﺮﻭﻥ:ﻣﻘﺪﻣﺔ ﰲ ﻋﻠﻢ ﺍﻟﻨﻔﺲ،ﻣﺮﺟﻊ ﺳﺎﺑﻖ،ﺹ .325-324 ﻭ ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﻫﺬﻩ ﺍﻟﺼﻌﻮﺑﺎﺕ ﻓﺎﻥ ﺍﻟﻜﺜﲑ ﻣﻦ ﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺲ ﻳﻔﻀﻞ ﺍﻻﺧﺬ ﺑﺎﻟﺴﻤﺎﺕ ﺣﻴـﺚ ﳝﻜـﻦ ﻗﻴﺎﺳﻬﺎ ﻭ ﺗﻘﺪﻳﺮﻫﺎ ﻋﻠﻰ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺧﺎﺻﺔ ﺑﻜﻞ ﲰﺔ.ﻭ ﻛﺬﻟﻚ ﻓﺎﻥ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﺬﺍ ﺍﻟﺸﻜﻞ ﺳﻬﻞ ﻭ ﻣﻴﺴﻮﺭ ﰲ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﻭ ﰲ ﺗﻄﺒﻴﻘﺎﺕ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﳌﺨﺘﻠﻔﺔ. -3ﻧﻘﺪ ﻧﻈﺮﻳﺔ ﺍﻟﺴﻤﺎﺕ: ﻻﺣﺖ ﰲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻷﺧﲑﺓ ﺑﻮﺍﺩﺭ ﺧﻴﺒﺔ ﺃﻣﻞ ﲞﺼﻮﺹ ﻣﻔﻬﻮﻡ ﺍﻟﺴﻤﺔ،ﻓﻘﺪ ﺃﻟﻘـﻰ ﻭﺍﻟﺘـﺮ ﻣﻴﺸﻴﻞ) (1973-1968ﻇﻼﻝ ﺍﻟﺸﻚ ﻋﻠﻰ ﺟﺪﻭﻯ ﺍﻟﺴﻤﺎﺕ،ﻭ ﻗﺪ ﺃﺗﻰ ﺑﻌﺮﺽ ﻣﻦ ﺍﻷﺩﻟﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﺑﻌﻴﺪ ﺍﻷﺛﺮ،ﻭ ﲢﻠﻴﻞ ﺇﻧﺘﻘﺎﺩﻱ ﻟﻠﺘﻘﻨﻴﺎﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻛﻤﺎ ﺍﺳﺘﺨﺪﻣﺖ ﻋﻠﻰ ﻳﺪ ﻋﻠﻤﺎﺀ ﻧﻔﺲ ﺍﻟﺴـﻤﺎﺕ،ﻭ ﻳﺒﺪﻭ ﺃﻥ ﻫﺬﺍ ﻳﺒﲔ ﻭﺟﻮﺩ ﻗﺪﺭ ﻗﻠﻴﻞ ﻣﻦ ﺍﻟﺜﺒﺎﺕ ﰲ ﺍﻟﺴﻠﻮﻙ ﻋﱪ ﺍﳌﻮﺍﻗـﻒ ﺍﳌﺨﺘﻠﻔـﺔ،ﻓﺎﻻﺧﺘﻼﻓﺎﺕ ﰲ ﺍﳌﻮﻗﻒ ﺍﶈﻴﻄﻲ)ﺍﻟﺒﻴﺌﻲ( ﺗﺆﺛﺮ ﰲ ﺍﻟﺴﻤﺎﺕ ﺍﳌﺰﻋﻮﻣﺔ ﻋﻠﻰ ﳓﻮ ﻣﻠﺤﻮﻅ. ﻭﺍﺿﺢ ﺃﻥ ﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﺍﻟﱵ ﺗﺆﻭﻝ ﻏﺎﻟﺒﺎ ﻋﻠﻰ ﺃﺎ ﻣﺆﺷﺮﺍﺕ ﺛﺎﺑﺘﺔ ﻋﻠﻰ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻣﺎ ﻫﻲ ﺣﻘﻴﻘﺔ ﺇﻻ ﺳﻠﻮﻛﻴﺎﺕ ﻓﺎﺋﻘﺔ ﺍﻟﺘﺨﺼﺺ،ﻭ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺗﻔﺎﺻﻴﻞ ﺍﳌﻮﺍﻗﻒ ﺍﻟﱵ ﺗﺴﺘﺪﻋﻴﻬﺎ ﻭ ﺃﺳﻠﻮﺏ ﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﳌﺴﺘﺨﺪﻡ ﻟﻘﻴﺎﺳﻬﺎ)ﻣﻴﺸﻴﻞ .(1968 ﳚﺪ ﻭﻳﻠﻴﺎﻡ ﺏ.ﺃﻟﺴﺘﻮﻥ) (1976ﺇﻟﺘﺒﺎﺳﺎ ﰲ ﺣﺎﻟﺔ ﻣﻴﺸﻴﻞ،ﻭ ﻣﻊ ﺫﻟﻚ ﻓﻬﻮ ﻳﻘﺪﻡ ﲢﻠـﻴﻼ ﻟﻠﺴـﻤﺎﺕ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺍﺳﺘﻌﺪﺍﺩﺍﺕ ﻣﺘﻮﺍﺗﺮﺓ ﻣﻦ ﻣﺜﲑ-ﺍﺳﺘﺠﺎﺑﺔ،ﺇﺫ ﻣﻊ ﺇﻋﻄﺎﺀ ﺳﻠﺴﻠﺔ ﻣﻮﺍﻗﻒ ﻣﻦ ﻃـﺮﺍﺯ ﻣـﺜﲑﺍﺕ ﺍﻛﺲ)،(xﻳﻘﻮﻡ ﺍﻟﺸﺨﺺ ﺍﻛﺲ) (xﺑﺈﺑﺪﺍﺀ ﺍﻻﺳﺘﺠﺎﺑﺔ ﺱ ﰲ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﳊﺎﻻﺕ ﺍﻟﱵ ﺗﻘﺪﻡ ﻓﻴﻬـﺎ ﻣﺜﲑﺍﺕ ﺍﻛﺲ)،(xﻭ ﻳﻘﺒﻞ ﺃﻟﺴﺘﻮﻥ ﺑﺎﳌﻨﻔﻌﺔ ﺍﻟﻨﺎﲨﺔ ﻋﻦ ﻫﺬﺍ ﺍﳌﻔﻬﻮﻡ،ﻟﻜﻨﻪ ﻳﺆﻛﺪ ﻭﺟﻮﺩ ﻋـﺪﺓ ﺯﻣـﺮ ﻟﻼﺳﺘﺠﺎﺑﺎﺕ ﺫﺍﺕ ﻣﺴﺎﺱ ﺑﻮﺻﻒ ﺍﻟﺸﺨﺼﻴﺔ،ﻻ ﺗﻼﺋﻢ ﳕﻮﺫﺝ ﺍﻟﺴـﻤﺎﺕ ﻭ ﺗﺸـﻤﻞ ﺍﻟﻘـﺪﺭﺍﺕ ﻭ ﺍﳊﺎﺟﺎﺕ ﻭ ﺍﻟﺪﻭﺍﻓﻊ. ﻭ ﰲ ﺃﻱ ﻣﻮﻗﻒ ﳑﺎﺛﻞ ﺗﺼﲑ ﺳﻠﺴﻠﺔ ﻣﻦ ﻣﺘﻐﲑﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ ﻧﺎﺷﻄﺔ ﻭ ﺗﺘﻔﺎﻋـﻞ،ﻟﻴﺲ ﻣـﻊ ﺑﻌﻀﻬﺎ ﻓﺤﺴﺐ ﺑﻞ ﻣﻊ ﺧﺼﺎﺋﺺ ﺍﳌﻮﻗﻒ.ﻭﻻ ﳝﻜﻦ ﻟﻠﺴﻤﺎﺕ ﻭﺣﺪﻫﺎ ﺃﻥ ﺗﻌﻠﻞ ﺍﻟﺴﻠﻮﻙ،ﻭ ﻣﻦ ﺍﳊﻴﻮﻱ ﻭﺟﻮﺩ ﺗﻔﺴﲑ ﺗﻔﺎﻋﻠﻲ interactionistﻳﺮﺑﻂ ﺍﻟﺸﺨﺼﻴﺔ ﺑﺎﳌﻮﻗﻒ. -1ﺁﻥ ﺗﺎﻳﻠﻮﺭ ﻭ ﺁﺧﺮﻭﻥ:ﻣﺪﺧﻞ ﺇﱃ ﻋﻠﻢ ﺍﻟﻨﻔﺲ،ﻣﺮﺟﻊ ﺳﺎﺑﻖ،ﺹ.286 1 -4ﺗﺼﻨﻴﻒ ﺍﻟﺴﻤﺎﺕ: ﺇﻧﺘﻬﻰ ﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺲ ﺍﳌﻌﺎﺻﺮﻭﻥ ﻭ ﰲ ﻣﻘﺪﻣﺘﻬﻢ "ﺳﲑﻝ ﺑﲑﺕ" ﺇﱃ ﺃﻥ ﻟﻜﻞ ﺷﺨﺺ ﻋﺪﺓ ﲰﺎﺕ ﻭ ﳑﻴﺰﺍﺕ ﺗﺸﺘﺮﻙ ﰲ ﺍﻟﻨﻮﻉ ﺍﻹﻧﺴﺎﱐ ﻛﻠﻪ ﻟﻜﻦ ﺑﻌﺾ ﻫﺬﻩ ﺍﻟﺴﻤﺎﺕ ﻗﺪ ﻳﻜﻮﻥ ﺑﺎﺭﺯﺍ ﻟﺪﻯ ﺷﺨﺺ ﻣﺎ ﻋﻦ ﺍﻷﺧﺮ ﰲ ﺣﲔ ﺃﻥ ﺍﻟﺴﻤﺎﺕ ﺍﻷﺧﺮﻯ ﺗﻜﻮﻥ ﺃﻗﻞ ﻭﺿﻮﺣﺎ،ﻋﻜﺲ ﺍﻟﺸﺨﺺ ﺍﻷﺧﺮ ،ﻭ ﻫﻜﺬﺍ ﳒﺪ ﺃﻥ ﻛﻞ ﺷﺨﺺ ﲤﻴﺰ ﺑﺒﻌﺾ ﻫﺬﻩ ﺍﻟﺴﻤﺎﺕ ﺍﻟﱵ ﻟﻴﺲ ﻣـﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺃﻥ ﺗﻜﻮﻥ ﺛﺎﺑﺘﺔ ﺑﻞ ﻗﺪ ﺗﺘﻐﲑ ﺣﺴﺐ ﺍﻟﻈﺮﻭﻑ ﺍﻟﱵ ﻳﻮﺟﺪ ﻓﻴﻬﺎ،ﻭ ﺍﻧﺘﻬﻮﺍ ﺇﱃ ﻭﺿﻊ ﻗﺎﺋﻤﺔ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺍﻟﱵ ﻳﺸﺘﺮﻙ ﻓﻴﻬﺎ ﲨﻴﻊ ﺃﻓﺮﺍﺩ ﺍﻟﺒﺸﺮ ﻟﻜﻦ ﻣﻊ ﺍﺧﺘﻼﻑ ﰲ ﺩﺭﺟﺎـﺎ ﻟﺪﻳﻬﻢ ﻭ ﻫﻲ ﻣﺼﻨﻔﺔ ﻛﺎﻵﰐ: -1ﺍﻟﺴﻤﺎﺕ ﺍﳉﺴﻤﻴﺔ:ﺍﻟﻘﺎﻣﺔ،ﺍﻟﻘﻮﺓ،ﺍﻟﺼﺤﺔ،ﺍﳊﻮﺍﺱ...ﺍﱁ. -2ﺍﻟﺴﻤﺎﺕ ﺍﳊﺮﻛﻴﺔ:ﺍﻟﺴﺮﻋﺔ ﺃﻭ ﺍﻟﺒﻂﺀ،ﺍﻟﻜﻒ،ﺍﳌﺜﺎﺑﺮﺓ...ﺍﱁ. -3ﺍﻟﺴﻤﺎﺕ ﺍﻟﻌﻘﻠﻴﺔ:ﺣﻞ ﺍﳌﺴﺎﺋﻞ ﺍﻟﺘﺬﻛﺮ،ﺍﻟﺘﺨﻴﻞ،ﺍﳊﻜﻢ ﺍﻟﺴﻠﻴﻢ...ﺍﱁ. -4ﺍﻟﺴﻤﺎﺕ ﺍﳌﺰﺍﺟﻴﺔ:ﺷﺪﺓ ﺍﻻﻧﻔﻌﺎﻝ،ﺗﺄﺛﲑ ﺍﻟﻌﻮﺍﻃﻒ،ﻧﻮﻉ ﺍﳌﺰﺍﺝ...ﺍﱁ. -5ﺍﻟﺴﻤﺎﺕ ﺍﻟﺘﻌﺒﲑﻳﺔ ﻋﻦ ﺍﻟﺬﺍﺕ:ﺍﻟﺴﻴﻄﺮﺓ ﺃﻭ ﺍﳋﻀﻮﻉ،ﺍﻻﻧﻄﻮﺍﺀ ﺃﻭ ﺍﻻﻧﺒﺴﺎﻁ...ﺍﱁ. -6ﺍﻟﺴﻤﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ:ﺍﻟﺘﺄﺛﺮ ﺑﺎﺘﻤﻊ،ﺍﻟﻌﻼﻗﺎﺕ،ﺍﻻﺷﺘﺮﺍﻙ ﰲ ﺍﻟﻨﺸﺎﻁ...ﺍﱁ. ﻭ ﻗﺪ ﻳﱪﺯ ﺍﻟﺸﺨﺺ ﰲ ﺑﻌﺾ ﻫﺬﻩ ﺍﻟﺴﻤﺎﺕ ﻋﻦ ﺍﻷﺧﺮﻯ،ﻓﻜﻴﻒ ﻧﻌﺮﻑ ﺫﻟﻚ ﺣﱴ ﳓـﺪﺩ ﺷﺨﺼﻴﺘﻪ.ﻳﺘﻢ ﻫﺬﺍ ﺑﻮﺍﺳﻄﺔ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﱵ ﻣﻦ ﺷﺄﺎ ﺃﻥ ﺗﻘﻴﺲ ﻫﺬﻩ ﺍﻟﺴـﻤﺎﺕ ﻭﺍﺣﺪﺓ ﺃﺛﺮ ﺍﻷﺧﺮﻯ،ﻓﺄﺻﺒﺤﺖ ﻟﺪﻳﻨﺎ ﺍﺧﺘﺒﺎﺭﺍﺕ ﻟﻘﻴﺎﺱ ﺍﻟﺸﺨﺼﻴﺔ ﻣﻦ ﺣﻴﺚ ﺳﺮﻋﺔ ﺍﳊﺮﻛﺔ 1 ﺃﻭ ﺍﻟﻈﻮﺍﻫﺮ ﺍﻟﻌﻘﻠﻴﺔ ﻭ ﺍﳌﺰﺍﺟﻴﺔ ﻭ ﻏﲑﻫﺎ ﻭﺫﻟﻚ ﻋﻠﻰ ﻏﺮﺍﺭ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺬﻛﺎﺀ. -1ﻛﺎﻣﻞ ﳏﻤﺪ ﳏﻤﺪ ﻋﻮﻳﻀﺔ:ﻋﻠﻢ ﺍﻟﻨﻔﺲ ،ﻣﺮﺟﻊ ﺳﺎﺑﻖ،ﺹ.190 -5ﻣﻌﺎﻳﲑ ﲢﺪﻳﺪ ﺍﻟﺴﻤﺔ: ﺣﻴﺚ ﺃﻥ ﺍﻟﺴﻤﺎﺕ -ﻣﺜﻞ ﻛﻞ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﻮﺳﻴﻄﺔ -ﻻ ﳝﻜﻦ ﻣﻼﺣﻈﺘﻬﺎ ﻣﺒﺎﺷﺮﺓ ﻭ ﻟﻜﻨﻬﺎ ﺗﺴﺘﻨﺘﺞ ﻓﻘﻂ،ﻓﺈﻧﻨﺎ ﳚﺐ ﺃﻥ ﻧﺘﻮﻗﻊ ﺻﻌﻮﺑﺎﺕ ﻭ ﺃﺧﻄﺎﺀ ﰲ ﻋﻤﻠﻴﺔ ﺍﻛﺘﺸﺎﻑ ﻃﺒﻴﻌﺘﻬﺎ،ﻭ ﻟﻜﻦ ﺃﻟﺒﻮﺭﺕ ﰲ ﻣﻘﺎﻝ ﺑﻌﻨﻮﺍﻥ "ﻣﺎ ﻫﻲ ﲰﺔ ﺍﻟﺸﺨﺼﻴﺔ"،ﻭﺿﻊ ﻣﻌﺎﻳﲑ ﲦﺎﻧﻴﺔ ﻟﺘﺤﺪﻳﺪ ﺍﻟﺴﻤﺔ ﻭ ﻫﻲ ﻛﻤﺎ ﻳﻮﺭﺩﻫﺎ ﺳﻴﺪ ﻏﻨﻴﻢ) 1975ﺹ (251ﻛﻤﺎ ﻳﻠﻲ: -1ﺃﻥ ﻟﻠﺴﻤﺔ ﺃﻛﺜﺮ ﻣﻦ ﻭﺟﻮﺩ ﺍﲰﻲ)ﲟﻌﲎ ﺃﺎ ﻋﺎﺩﺍﺕ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺃﻛﺜﺮ ﺗﻌﻘﻴﺪﺍ(. -2ﺃﻥ ﺍﻟﺴﻤﺔ ﺃﻛﺜﺮ ﻋﻤﻮﻣﻴﺔ ﻣﻦ ﺍﻟﻌﺎﺩﺓ)ﻋﺎﺩﺗﺎﻥ ﺃﻭ ﺃﻛﺜﺮ ﺗﻨﺘﻈﻤﺎﻥ ﻭ ﺗﺘﺴﻘﺎﻥ ﻣﻌﺎ ﻟﺘﻜﻮﻳﻦ ﲰﺔ(. -3ﺍﻟﺴﻤﺔ ﺩﻳﻨﺎﻣﻴﺔ)ﲟﻌﲎ ﺃﺎ ﺗﻘﻮﻡ ﺑﺪﻭﺭ ﺩﺍﻓﻌﻲ ﰲ ﻛﻞ ﺳﻠﻮﻙ(. -4ﺃﻥ ﻭﺟﻮﺩ ﺍﻟﺴﻤﺔ ﳝﻜﻦ ﺃﻥ ﻳﺘﺤﺪﺩ ﻋﻤﻠﻴﺎ ﺃﻭ ﺇﺣﺼﺎﺋﻴﺎ)ﻭﻫـﺬﺍ ﻣـﺎ ﻳﺘﻀـﺢ ﻣـﻦ ﺍﻻﺳﺘﺠﺎﺑﺎﺕ ﺍﳌﺘﻜﺮﺭﺓ ﻟﻠﻔﺮﺩ ﰲ ﺍﳌﻮﺍﻗﻒ ﺍﳌﺨﺘﻠﻔﺔ ﺃﻭ ﰲ ﺍﳌﻌﺎﳉﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻋﻠﻰ ﳓﻮ ﻣﺎ ﳒﺪ ﰲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﺎﻣﻠﻴﺔ ﻋﻨﺪ ﺍﻳﺰﻧﻚ ﻭ ﻛﺎﺗﻞ ﻭ ﻏﲑﳘﺎ. -5ﺍﻟﺴﻤﺎﺕ ﻟﻴﺴﺖ ﻣﺴﺘﻘﻠﺔ ﺑﻌﻀﻬﺎ ﻋﻦ ﺑﻌﺾ)ﻭﻟﻜﻨﻬﺎ ﻋﺎﺩﺓ ﺗﺮﺗﺒﻂ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ( -6ﺃﻥ ﲰﺔ ﺍﻟﺸﺨﺼﻴﺔ-ﺇﺫﺍ ﻧﻈﺮﻧﺎ ﺇﻟﻴﻬﺎ ﺳﻴﻜﻮﻟﻮﺟﻴﺎ -ﻗﺪ ﻻ ﻳﻜﻮﻥ ﳍﺎ ﺍﻟﺪﻻﻟﺔ ﺍﳋﻠﻘﻴـﺔ ﺫﺍﺎ)ﻓﻬﻲ ﺗﺘﻔﻖ ﺃﻭ ﻻ ﺗﺘﻔﻖ ﻭ ﺍﳌﻔﻬﻮﻡ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﳌﺘﻌﺎﺭﻑ ﻋﻠﻴﻪ ﳍﺬﻩ ﺍﻟﺴﻤﺔ(. -7ﺃﻥ ﺍﻷﻓﻌﺎﻝ ﻭ ﺍﻟﻌﺎﺩﺍﺕ ﻏﲑ ﺍﳌﺘﺴﻘﺔ ﻣﻊ ﲰﺔ ﻣﺎ ﻟﻴﺴﺖ ﺩﻟﻴﻼ ﻋﻠﻰ ﻋﺪﻡ ﻭﺟﻮﺩ ﻫـﺬﻩ ﺍﻟﺴﻤﺔ)ﻓﻘﺪ ﺗﻈﻬﺮ ﲰﺎﺕ ﻣﺘﻨﺎﻗﻀﺔ ﺃﺣﻴﺎﻧﺎ ﻟﺪﻯ ﺍﻟﻔﺮﺩ ﻋﻠﻰ ﳓﻮ ﻣﺎ ﳒﺪ ﰲ ﲰـﱵ ﺍﻟﻨﻈﺎﻓﺔ ﻭ ﺍﻹﳘﺎﻝ(. -8ﺃﻥ ﲰﺔ ﻣﺎ ﻗﺪ ﻳﻨﻈﺮ ﺇﻟﻴﻬﺎ ﻋﻠﻰ ﺿﻮﺀ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﱵ ﲢﺘﻮﻳﻬﺎ ﺃﻭ ﻋﻠﻰ ﺿﻮﺀ ﺗﻮﺯﻳﻌﻬـﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺠﻤﻮﻉ ﺍﻟﻌﺎﻡ ﻣﻦ ﺍﻟﻨﺎﺱ ) ﺃﻱ ﺃﻥ ﺍﻟﺴﻤﺎﺕ ﺇﻣﺎ ﺃﻥ ﺗﻜﻮﻥ ﻓﺮﻳـﺪﺓ ﺃﻭ ﻋﺎﻣﺔ ﻣﺸﺘﺮﻛﺔ(. 1 -6ﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺑﺎﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ: ﻳﻌﺘﻤﺪ ﺑﻌﺾ ﺍﻟﺒﺎﺣﺜﲔ ﺍﳌﻬﺘﻤﲔ ﺑﺪﺭﺍﺳﺔ ﺍﻟﺸﺨﺼﻴﺔ ﰲ ﺍﺎﻝ ﺍﻟﺮﻳﺎﺿﻲ ﺃﻥ ﺍﻟﺘﻔﻮﻕ ﰲ ﺭﻳﺎﺿـﺔ ﻣﻌﻴﻨﺔ ﻣﺮﻫﻮﻥ –ﺇﱃ ﺣﺪ ﻛﺒﲑ -ﲟﺪﻯ ﻣﻼﺋﻤﺔ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻔﺮﺩ ﺑﻄﺒﻴﻌﺔ ﺍﳌﺘﻄﻠﺒﺎﺕ ﻭﺍﳋﺼﺎﺋﺺ ﺍﻟﻨﻔﺴﻴﺔ ﺍﳌﻤﻴﺰﺓ ﻟﻨﻮﻉ ﺍﻟﺮﻳﺎﺿﺔ. ﻭﻛﻤﺜﺎﻝ ﻋﻠﻰ ﻫﺬﺍ ﻋﻨﺪﻣﺎ ﳓﻠﻞ ﻃﺒﻴﻌﺔ ﺍﳋﺼﺎﺋﺺ ﺍﻟﻨﻔﺴﻴﺔ ﻟﺮﻳﺎﺿﺔ ﻣﺜﻞ ﺍﻟﺘﻨﺲ ،ﻓﺈﺎ ﺭﻳﺎﺿـﺔ ﻓﺮﺩﻳﺔ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻟﻔﺮﺩﻱ ﻭﻻ ﺗﻌﻄﻲ ﺃﳘﻴﺔ ﻛﺒﲑﺓ ﻟﺘﻀﺎﻓﺮ ﺍﳉﻬﺪ ﺃﻭ ﺍﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺁﺧﺮﻳﻦ ﻣﺜـﻞ ﺭﻳﺎﺿﺎﺕ ﺃﺧﺮﻯ ﲨﺎﻋﻴﺔ ﻛﻜﺮﺓ ﺍﻟﻘﺪﻡ ﺃﻭ ﻛﺮﺓ ﺍﻟﺴﻠﺔ...ﺇﱁ. ﻛﺬﻟﻚ ﻓﺈﻥ ﻧﺘﻴﺠﺔ ﺍﳌﺒﺎﺭﺍﺓ ﲤﺜﻞ ﻣﺴﺆﻭﻟﻴﺔ ﻓﺮﺩﻳﺔ ﲢﻤﻠﻬﺎ ﺑﺎﻟﺸﻜﻞ ﺍﶈﺪﺩ ،ﺑﻴﻨﻤﺎ ﺗﺘﻮﺯﻉ ﻣﺴﺆﻭﻟﻴﺔ ﻧﺘﻴﺠﺔ ﺍﳌﺒﺎﺭﺍﺓ ﺑﲔ ﺃﻓﺮﺍﺩ ﻋﺪﻳﺪﻳﻦ ﰲ ﺍﻟﺮﻳﺎﺿﺎﺕ ﺍﳉﻤﺎﻋﻴﺔ. ﻭﳝﻜﻦ ﻋﻠﻰ ﺿﻮﺀ ﻫﺬﺍ ﺍﻟﺘﺤﻠﻴﻞ ﳋﺼﺎﺋﺺ ﻫﺬﻩ ﺍﻟﺮﻳﺎﺿﺔ ﺃﻥ ﻧﺘﻮﻗﻊ ﺃﳘﻴﺔ ﲤﻴﺰ ﻻﻋـﺐ ﺍﻟﺘـﻨﺲ ﺑﺪﺭﺟﺔ ﻣﺮﺗﻔﻌﺔ ﰲ ﲰﺎﺕ ﻧﻔﺴﻴﺔ ﻣﺜﻞ ﺍﻟﺴﻴﻄﺮﺓ ﻭﲢﻤﻞ ﺍﳌﺴﺆﻭﻟﻴﺔ ،ﻭﰲ ﺍﳌﻘﺎﺑﻞ ﻧﺘﻮﻗﻊ ﺍﳔﻔﺎﺽ ﲰـﺎﺕ ﻣﺜﻞ ﺍﻻﻧﺒﺴﺎﻃﻴﺔ ﺃﻭ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻪ. 2 -1ﺍﲪﺪ ﳏﻤﺪ ﻋﺒﺪ ﺍﳋﺎﻟﻖ :ﺍﻷﺑﻌﺎﺩ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﺸﺨﺼﻴﺔ،ﻣﺮﺟﻊ ﺳﺎﺑﻖ،ﺹ.84-83 -2ﺃﺳﺎﻣﺔ ﻛﺎﻣﻞ ﺭﺍﺗﺐ :ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺮﻳﺎﺿﻲ ،ﺍﳌﻔﺎﻫﻴﻢ ،ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ،ﻣﺮﺟﻊ ﺳﺒﻖ ﺫﻛﺮﻩ ،ﺹ .43 -7ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ: ﺃﻇﻬﺮﺕ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭ ﺍﻟﺒﺤﻮﺙ ﺍﻷﺟﻨﺒﻴﺔ ﺃﻥ ﺍﻟﺮﻳﺎﺿﻴﲔ ﻳﺘﻤﻴﺰﻭﻥ ﻋـﻦ ﻏـﲑ ﺍﻟﺮﻳﺎﺿﻴﲔ ﺑﺎﺭﺗﻔﺎﻉ ﺩﺭﺟﺎﻢ ﰲ ﺍﻟﺴﻤﺎﺕ ﺍﻻﻧﻔﻌﺎﻟﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ: ﺍﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ-ﺍﻻﻧﺒﺴﺎﻃﻴﺔ-ﺍﻟﺜﺒﺎﺕ ﺍﻻﻧﻔﻌﺎﱄ-ﺍﻟﺮﻏﺒﺔ ﰲ ﺍﻟﺘﻨﺎﻓﺲ-ﺍﻟﻘﻠﻖ ﺍﳌﻨﺨﻔﺾ.ﻭ ﺃﻇﻬﺮﺕ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺃﻥ ﺍﻟﺮﻳﺎﺿﻴﲔ ﻳﺘﻤﻴﺰﻭﻥ ﻋﻦ ﻏـﲑ ﺍﻟﺮﻳﺎﺿـﻴﲔ ﺑﺎﺭﺗﻔﺎﻉ ﺩﺭﺟﺎﻢ ﰲ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ: ﺍﳌﺴﺆﻭﻟﻴﺔ-ﺍﻻﻧﺒﺴﺎﻃﻴﺔ-ﺍﻟﺜﺒﺎﺕ ﺍﻻﻧﻔﻌﺎﱄ-ﺍﻟﻌﺪﻭﺍﻧﻴﺔ-ﺍﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ.ﺑﻴﻨﻤﺎ ﺃﻇﻬﺮﺕ ﺩﺭﺍﺳﺔ ﻣﺼﺮﻳﺔ ﻗﺎﻡ ﺎ ﺍﻟﺪﻛﺘﻮﺭ ﺍﲪﺪ ﺃﻣﲔ ﻓﻮﺯﻱ ﻋﻦ ﲤﻴﺰ ﺍﻟﺮﻳﺎﺿﻴﲔ ﻋﻦ ﻏﲑ ﺍﻟﺮﻳﺎﺿﻴﲔ ﺑﺎﺭﺗﻔﺎﻉ ﺩﺭﺟﺎﻢ ﰲ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ:ﺍﳍﺎﺩﻓﻴﺔ-ﺍﻻﺳﺘﻘﻼﻟﻴﺔ-ﺍﳉﺮﺃﺓ-ﺍﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ- ﺍﻟﺜﺒﺎﺕ ﺍﻻﻧﻔﻌﺎﱄ-ﺍﳌﺴﺆﻭﻟﻴﺔ. 1 ﻭﻣﻦ ﺃﻫﻢ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﱵ ﺃﻛﺪﺕ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺍﻷﲝﺎﺙ ﺃﺎ ﲤﻴﺰ ﺍﻟﺮﻳﺎﺿﻴﲔ ﻋﻦ ﻏﲑﻫـﻢ ﻣﺎ ﻳﻠﻲ: ﺃ -ﺍﻻﺟﺘﻤﺎﻋﻴﺔ: ﻳﺘﻔﻖ ﺍﳉﻤﻴﻊ ﺗﻘﺮﻳﺒﺎ ﻋﻠﻰ ﺃﻥ ﺍﻟﺮﻳﺎﺿﻲ ﻋﻤﻮﻣﺎ ﻣﺘﻔﺘﺢ ﻭ ﺍﺟﺘﻤﺎﻋﻲ،ﻭ ﻫﺬﺍ ﻣـﺎ ﺃﺛﺒﺘﺘـﻪ ﺑﻌـﺾ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﻭ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﳎﺎﻝ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺮﻳﺎﺿﻲ ،ﻭﻣﻦ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺩﺭﺍﺳﺔ ﻛـﺎﺭﺗﺮ ﻭ ﺷﺎﻧﻮﻥ et channon ،(1940) Karterﺩﺭﺍﺳﺔ ﺑﻴﺪﻳﻠﻒ ،(1954) Buddulphﻣﺎﺭﻛﺲ Marks )،(1954ﻭﻳﺮﻧﺮ ،(1960)Wernerﺭﻳﻔـﺮ،(1965) Rufferﺷـﺎﻧﺪﻝ ،(1965) Shendel ﻭﺩﺭﺍﺳﺔ ﻗﺮﻭﻓﺰ ،(1966) Grovesﻭﺩﺭﺍﺳﺔ ﻭﻳﺮﻧﺮ ﻭﻗﻮﺕ ﻫﺎﻳﻞ(1966 ) Werner et Gott heil ﻭﺩﺭﺍﺳﺔ ﺮﻣﺎﻥBeherman ) (1967ﻭﺩﺭﺍﺳﺔ ﺇﻛﺠﺎﻣﻲIkegami ).2 (1970 -1ﺃﲪﺪ ﺍﻣﲔ ﻓﻮﺯﻱ:ﻣﺒﺎﺩﺉ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺮﻳﺎﺿﻲ ،ﺍﳌﻔﺎﻫﻴﻢ ،ﺍﻟﺘﻄﺒﻴﻘﺎﺕ،ﻁ،1ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ،ﺍﻟﻘﺎﻫﺮﺓ،ﻣﺼﺮ ،2003،ﺹ.138-137 - Richard B, Alderman (r): Manuel de psychologie du sport, Ed vigot,1983,Paris, P 165. 2 ﻭﺍﻟﺸﺨﺺ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻳﺘﺴﻢ ﺑﺎﻟﺪﻑﺀ ﻭﺍﻻﺳﺘﻌﺪﺍﺩ ﻭﺍﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺍﻟﺰﻣﻼﺀ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﻨـﺎﺱ ﻭﺍﻟﺜﻘﺔ ﻢ ﻭﺍﻟﺘﻜﻴﻒ ﻣﻊ ﺍﻵﺧﺮﻳﻦ ،ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺴﻤﺎﺕ ﺗﺸﲑ ﺇﱃ ﺭﻏﺒﺔ ﺍﻟﻔﺮﺩ ﰲ ﺃﻥ ﻳﻜﻮﻥ ﻣﻘﺒﻮﻝ ﻣـﻦ ﺍﻵﺧﺮﻳﻦ ﰲ ﻣﻌﻈﻢ ﺍﳌﻮﺍﻗﻒ ،ﻭﺑﻔﻀﻞ ﺍﳌﻮﺍﻗﻒ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻵﺧﺮﻳﻦ ،ﻭﻳﻬﺘﻢ ﺑﺎﻟﺘﻌﺮﻑ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﻫـﻲ ﲰﺎﺕ ﻫﺎﻣﺔ ﻟﻠﺮﻳﺎﺿﻴﲔ. ﻭﲰﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺗﺒﺪﻭ ﻣﺸﺎﺔ ﻟﻠﻌﺎﻣﻞ ) ”cyclothymie” (Aﰲ ﺍﺧﺘﺒﺎﺭ ،CattelﻭﲰـﺔF )ﺍﻟﻮﺩﻳﺔ ﻭ ﺍﻟﺼﺪﺍﻗﺔ( ﻟﺘﻮﺭﺳﺘﻮﻥ .Thurstone ﺏ -ﺍﻟﺴﻴﻄﺮﺓ: ﻳﺮﻯ ﻛﻞ ﻣﻦ ) 1(Richard et Alderman, 1983ﺃﻥ ﻫﻨﺎﻙ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺗﻘﻮﻝ ﺃﻥ ﲰﺔ ﺍﻟﺴﻴﻄﺮﺓ ﻣﻦ ﺍﻟﺴﻤﺎﺕ ﺍﳌﻤﻴﺰﺓ ﻟﻠﺮﻳﺎﺿـﻴﲔ ،ﻭﻣـﻦ ﻫـﺬﻩ ﺍﻟﺪﺭﺍﺳـﺎﺕ: ﻭ)1960 (Wernerﻭ)1960 ﻭ) (Bruner1969ﻭ)1969 (Merimanﻭ)1964 (Jingerﻭﺩﺭﺍﺳﺔ )1970 )1958 (Telmanﻭ)1966 (Booth (Johnson ،(Canﻭﻣﻌﻈﻢ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﰎ ﺍﻟﺘﻮﺻﻞ ﻓﻴﻬﺎ ﺇﱃ ﺃﻥ ﺍﻟﺮﻳﺎﺿﻴﲔ ﻳﺘﺴﻤﻮﻥ ﺑﺴﻤﺔ ﺍﻟﺴﻴﻄﺮﺓ ﰲ ﻣﻮﺍﻗﻒ ﺣﻴﺎﻢ ،ﻛﻤﺎ ﻳﻈﻬﺮﻭﻥ ﻫـﺬﻩ ﺍﻟﺴـﻤﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﺮﻳﺎﺿﻲ. ﻓﻌﺎﻣــﻞ ﺍﻟﺴــﻴﻄﺮﺓ ﻋﺎﻣــﻞ ﺷــﺎﻣﻞ ﻳﺸــﲑ ﺑﺼــﻔﺔ ﻋﺎﻣــﺔ ﺇﱃ ﺇﺛﺒــﺎﺕ ﻭﺗﻮﻛﻴــﺪ ﺍﻟﺬﺍﺕ،ﺍﻷﻣﻦ،ﺍﻟﺼﻼﺑﺔ،ﺍﳌﻘﺎﻭﻣﺔ،ﻭﺍﻟﻘﻮﺓ ﻭﺍﻟﻌﻨﻒ ﺍﻟﻌﺪﻭﺍﱐ ﺍﻟﺘﻨﺎﻓﺴﻲ. ﻭﲰﺔ ﺍﻟﺴﻴﻄﺮﺓ ﺗﺆﺛﺮ ﰲ ﺍﻟﻔﺮﺩ ﻭﲡﻌﻠﻪ ﰲ ﺣﺎﺟﺔ ﺇﱃ ﺍﻟﻘﻮﺓ ﺍﻟﱵ ﺗﺘﻤﻴﺰ ﺑﺎﻟﺮﻏﺒـﺔ ﰲ ﺍﻟﺘـﺄﺛﲑ ﺃﻭ ﺍﻟﺘﺤﻜﻢ ﰲ ﺍﻵﺧﺮﻳﻦ ﻭ ﺗﻮﺟﻴﻬﻬﻢ ﻭﻋﻠﻰ ﺑﻴﺌﺔ ﺍﻟﻔﺮﺩ ،ﻭﻫﻨﺎ ﺗﺘﺠﻪ ﳓﻮ ﺍﻟﻘﺪﺭﺓ ﻟﺘﻮﺟﻴﻪ ﻭﻗﻴﺎﺩﺓ ﺍﻵﺧـﺮﻳﻦ ﻣﻦ ﺧﻼﻝ ﺇﺧﻀﺎﻋﻬﻢ ﺃﻭ ﺇﻏﺮﺍﺋﻬﻢ ﺃﻭ ﺇﺻﺪﺍﺭ ﺍﻷﻭﺍﻣﺮ ﺇﻟﻴﻬﻢ ،ﻭﺍﻟﺮﻏﺒﺔ ﰲ ﺍﻟﺴﻴﻄﺮﺓ ﻻ ﺗﺘـﺄﺛﺮ ﻓﻘـﻂ ﰲ ﺭﻏﺒﺔ ﺍﻟﻔﺮﺩ ﰲ ﺍﻟﺴﻴﺎﺩﺓ ﻋﻠﻰ ﺑﻴﺌﺘﻪ ﺃﻭ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ ﺑﻞ ﺃﻳﻀﺎ ﰲ ﺳﻴﻄﺮﺓ ﺍﻟﻔﺮﺩ ﻋﻠﻰ ﻧﻔﺴﻪ. - Richard (b), Alderman (r): Manuel de psychologie du sport,op ct,p166. 1 ﻭﻣﻦ ﺃﻫﻢ ﻣﻈﺎﻫﺮ ﻫﺬﻩ ﺍﻟﺴﻤﺔ ﻟﺪﻯ ﺍﻟﺮﻳﺎﺿﻴﲔ ﺍﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ ﻭﳏﺎﻭﻟﺔ ﺍﻟﺘﺄﻛﻴﺪ ﺍﳌﺘﻄﺮﻑ ﻟﻠﺬﺍﺕ )ﻛﺎﻟﺘﻔﺎﺧﺮ ﺃﻭ ﺍﻟﺘﺒﺎﻫﻲ ﺃﻭ ﺍﻟﻐﺮﻭﺭ( ﻛﺬﻟﻚ ﺍﻟﻌﺪﻭﺍﻧﻴﺔ )ﺍﻟﻘﻮﺓ ﻭﺍﻟﻌﻨﻒ( ﻭﺍﻷﻧﺎﻧﻴﺔ ﻭﺍﳊﺴﺎﺳﻴﺔ ﺃﻭ ﻋـﺪﻡ ﺍﻟﺴﻌﺎﺩﺓ ﳓﻮ ﻋﺪﻡ ﺍﻟﺘﻘﺒﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺍﻻﲡﺎﻩ ﻟﻸﺳﺎﻟﻴﺐ ﺍﻟﻌﻘﺎﺑﻴﺔ ﺍﳋﺎﺭﺟﻴﺔ. ﺝ -ﺍﻻﻧﺒﺴﺎﻃﻴﺔ: ﺍﺧﺘﻠﻔﺖ ﺁﺭﺍﺀ ﻭ ﺗﻌﺮﻳﻔﺎﺕ ﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺲ ﳌﺼﻄﻠﺢ ﺍﻻﻧﺒﺴﺎﻃﻴﺔ ﻧﺬﻛﺮ ﻣـﻦ ﺑﻴﻨـﻬﻢ "ﻛـﺎﺭﻝ ﺟﻮﺳﺘﺎﻑ ﻳﻮﻧﻎ"-"C.G.jungﻫﲑﻣﺎﻥ ﺭﻭﺭﺷﺎﺥ"-"H.Rorschachﻭﻟﻴﻢ ﺷﻴﻠﺪﻭﻥ-"W.Sheldon ﺭﳝﻮﻧﺪ ﻛﺎﺗﻞ ﻭ ﳏﻤﺪ ﺣﺴﻦ ﺍﻟﻌﻼﻭﻱ...ﺍﱁ. ﺣﻴﺚ ﺃﻥ ﺃﻭﻝ ﻇﻬﻮﺭ ﳌﺼـﻄﻠﺢ ﺍﻻﻧﺒﺴـﺎﻁ ﰲ ﺍﳌﻌـﺎﺟﻢ ﺍﻻﳒﻠﻴﺰﻳـﺔ ﻛـﺎﻥ ﰲ ﺍﳌﻌﺠـﻢ ﺍﻟـﺬﻱ ﻭﺿﻌﻪ"ﺩ.ﺟﻮﻧﺴﻮﻥ" ﻭ ﻇﻬﺮ ﻋﺎﻡ 1755ﻡ،ﻭ ﻟﻜﻨﻪ ﱂ ﳜﱪﻧﺎ ﺑﺎﻟﻜﺜﲑ ﻋﻦ ﺍﳌﺼﻄﻠﺢ،ﺃﻣﺎ "ﻣـﻮﺭﻱ" ﰲ ﻣﻌﺠﻢ ﺃﻛﺴﻔﻮﺭﺩ ﺍﻟﺼﺎﺩﺭ ﻋﺎﻡ 1897ﻡ ﻓﻴﻘﺘﺒﺲ ﻋﻦ "ﻛﻮﻟﺰ" ﺍﻟﺬﻱ ﺍﺳﺘﺨﺪﻡ ﺍﳌﺼﻄﻠﺢ ﲟﻔﻬﻮﻡ ﺃﻛﺜـﺮ ﻣﻌﺎﺻﺮﺓ ﻗﻮﻟﻪ:ﺇﻥ ﺍﻻﻧﺒﺴﺎﻁ ﻫﻮ ﺍﲡﺎﻩ ﺃﻓﻜﺎﺭ ﺷﺨﺺ ﻣﺎ ﺇﱃ ﺍﻷﺷﻴﺎﺀ ﺍﳋﺎﺭﺟﻴﺔ". 1 ﺣﻴﺚ ﻫﻨﺎﻙ ﺑﻌﺾ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺃﺷﺎﺭﺕ ﺇﱃ ﺃﻥ ﲰﺎﺕ ﺍﻻﻧﺒﺴﺎﻃﻴﺔ ﲤﻴﺰ ﻭ ﺗﻈﻬـﺮ ﺑﺪﺭﺟـﺔ ﻣﺮﺗﻔﻌﺔ ﻋﻨﺪ ﺍﻟﻔﺮﺩ ﺍﻟﺮﻳﺎﺿﻲ ﻭﻣﻦ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ،ﺩﺭﺍﺳـﺔ )ﻃﺎﳌـﺎﻥ (1964ﻭﺩﺭﺍﺳـﺔ )ﺇﻳﻨـﺘﺞ ﻭﺳﺘﻤﱪﺝ (1965ﻭﺩﺭﺍﺳﺔ )ﻓﺎﺭﻧﺮﺩ (1966ﻭﺩﺭﺍﺳﺔ )ﺑﺮﻭﻧﺮ (1969ﻭﺩﺭﺍﺳﺔ )ﻛـﲔ (1970 ﻭﺩﺭﺍﺳﺔ )ﻛﻤﺎﺟﺎﻣﻲ .(1970 ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﻣﻠﺨﺺ ﳌﺨﺘﻠﻒ ﺗﻌﺮﻳﻔﺎﺕ ﺍﻟﻌﻠﻤﺎﺀ ﻹﻋﻄﺎﺀ ﺻﻮﺭﺓ ﻭﺻﻔﻴﺔ ﻟﻠﺸﺨﺺ ﺍﻻﻧﺒﺴﺎﻃﻲ: ﺷﺨﺺ ﺍﺟﺘﻤﺎﻋﻲ ﳛﺘﺎﺝ ﺇﱃ ﺃﻧﺎﺱ ﺣﻮﻟﻪ ﻳﺘﺤﺪﺙ ﻣﻌﻬﻢ ﻭ ﻻ ﳛـﺐ ﺍﻟﻘـﺮﺍﺀﺓ ﺃﻭ ﺍﻟﺪﺭﺍﺳـﺔ ﻣﻨﻔﺮﺩﺍ ،ﻣﺘﻔﺎﺋﻞ ﻭ ﻏﲑ ﻣﻜﺘﺮﺙ،ﳛﺐ ﺍﻟﻀﺤﻚ ﻭ ﺍﳌﺮﺡ،ﺩﺍﺋﻢ ﺍﻟﻨﺸﺎﻁ ﻭ ﺍﳊﺮﻛﺔ ،ﻭﳝﻴﻞ ﻟﻠﻌـﺪﻭﺍﻥ ﻭ ﻳﻨﻔﻌﻞ ﺑﺴﺮﻋﺔ،ﻭ ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻧﻪ ﻳﺼﻌﺐ ﻋﻠﻴﻪ ﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻰ ﺍﻧﻔﻌﺎﻻﺗﻪ. -1ﺃﲪﺪ ﳏﻤﺪ ﻋﺒﺪ ﺍﳋﺎﻟﻖ :ﺍﻷﺑﻌﺎﺩ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﺸﺨﺼﻴﺔ،ﻣﺮﺟﻊ ﺳﺎﺑﻖ ،ﺹ .235 -2ﺃﲪﺪ ﳏﻤﺪ ﻋﺒﺪ ﺍﳋﺎﻟﻖ :ﺍﻷﺑﻌﺎﺩ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﺸﺨﺼﻴﺔ،ﻣﺮﺟﻊ ﺳﺎﺑﻖ ،ﺹ .241 2 ﺃﻣﺎ ﺍﻟﺸﺨﺺ ﺍﻻﻧﻄﻮﺍﺋﻲ ﻓﻴﻤﻴﻞ ﻟﻠﺨﺠﻞ ﻭﺍﻻﻧﺴﺤﺎﺏ ﻣﻦ ﺍﳌﻮﺍﻗﻒ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﳌﻴﻞ ﺇﱃ ﺍﻟﻌﺰﻟﺔ ﻭﺍﻻﻛﺘﺌﺎﺏ ﻭﺍﳌﺰﺍﺝ ﺍﳌﺘﻘﻠﺐ. ﺩ -ﺗﺼﻮﺭ ﺍﻟﺬﺍﺕ )ﻣﻔﻬﻮﻡ ﺍﻟﺬﺍﺕ(: ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺴﻤﺎﺕ ﺍﳌﻤﻴﺰﺓ ﻟﻠﺸﺨﺼﻴﺔ ﲢﺎﻭﻝ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺗﺼﻮﺭ ﺍﻟﺬﺍﺕ )ﻣﻔﻬـﻮﻡ ﺍﻟـﺬﺍﺕ( ﻟﺪﻯ ﺍﻟﺮﻳﺎﺿﻲ ،ﻓﺴﻤﺎﺕ ﻛﺴﻤﺔ ﺍﻟﺜﻘﺔ ﰲ ﺍﻟﻨﻔﺲ ﻭﺗﺄﻛﻴﺪ ﺍﻟﺬﺍﺕ ﻭﺍﻻﻗﺘﻨﺎﻉ ﺑﺎﻟﺬﺍﺕ ﻭﺗﻘﺪﻳﺮ ﻭﺍﺣﺘـﺮﺍﻡ ﺍﻟﺬﺍﺕ ﻭﺍﻋﺘﺒﺎﺭﻫﺎ ﻛﻠﻬﺎ ﲰﺎﺕ ﺗﺸﺘﻖ ﻣﻦ ﺃﺣﻜﺎﻡ ﺃﻭ ﺗﻘﺪﻳﺮﺍﺕ ﺍﻟﺸﺨﺺ ﻟﺼﻮﺭﺓ ﻧﻔﺴـﻪ ﺃﻭ ﺫﺍﺗـﻪ ﺃﻭ ﺗﺼﻮﺭﻩ ﻋﻦ ﻧﻔﺴﻪ. ﻓﺎﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﻗﺪ ﻋﺮﻓﺖ ﻋﻠﻰ ﺃﺎ ﻣﻮﺟﻮﺩﺓ ﺑﺪﺭﺟﺔ ﻋﺎﻟﻴﺔ ﻟﺪﻯ ﺍﻟﺮﻳﺎﺿﻴﲔ ﰲ ﺩﺭﺍﺳﺎﺕ ﻛﻞ ﻣﻦ )ﻫﻮﺗﻮﻥ ﻭﺟﻮﻧﺴﻮﻥ (1954ﻭ)ﻗﺮﺍﻓﺰ (1966ﻭ)ﻛـﺮﻭﻝ (1967ﻭ)ﺑﺮﻳﻨـﺮ .(1969 ﻭﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺃﺛﺒﺘﺖ ﺃﻥ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﻋﻠﻴﺔ ﺑﲔ ﺗﺼﻮﺭ ﺍﻹﻧﺴﺎﻥ ﻟﻨﻔﺴﻪ ﻭﲢﺼﻴﻠﻪ ﳊﻴﺎﺗﻪ ﺳﻮﺍﺀ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻷﻛﺎﺩﳝﻲ ﺃﻭ ﺍﻟﺘﺤﺼﻴـﻞ ﺍﻟﺮﻳﺎﺿﻲ ،ﻭﻣﻦ ﺃﻫﻢ ﻣﺎ ﻳﺆﻛﺪ ﺫﻟﻚ ﺃﻥ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﻳـﺮﻯ ﺎ ﺍﻹﻧﺴـﺎﻥ ﻧﻔﺴﻪ ﻫﻲ ﻧﺘـﺎﺝ ﻧﻈﺮﺓ ﺍﻵﺧﺮﻳﻦ ﻟﻪ ،ﻭﻳـﺮﻯ )ﺳـﻴﻤﻮﻧﺪﺱ (1951 symondsﺃﻥ ﺍﻟﺬﺍﺕ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﻣﺎ ﻳﻠﻲ: 1 ü ﻛﻴﻒ ﻳﻼﺣﻆ ﺃﻥ ﻳﻔﻬﻢ ﺃﻭ ﻳﺪﺭﻙ ﺍﻟﻔﺮﺩ ﻧﻔﺴﻪ. ü ﻣﺎﺫﺍ ﻳﻔﻜﺮ ﻋﻦ ﻧﻔﺴﻪ. ü ﻛﻴﻒ ﻳﻘﺪﺭ ﺃﻭ ﻳﻘﻴﻢ ﻧﻔﺴﻪ. ü ﻛﻴﻒ ﳛﺎﻭﻝ ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﺠﺎﺑﺎﺗﻪ ﺍﳌﺨﺘﻠﻔﺔ ﺃﻥ ﻳﺮﻓﻊ ﻣﻦ ﻗﺪﺭ ﻧﻔﺴﻪ ﺃﻭ ﻳﺪﺍﻓﻊ ﻋﻦ ﻧﻔﺴﻪ. - Richard (b), Alderman (r): Manuel de psychologie du sport, op ct,p170-171. 1 ﻭﺧﺼﺎﺋﺺ ﺍﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ ﻭﺍﻻﻗﺘﻨﺎﻉ ﺑﺎﻟﻨﻔﺲ ﻟﺪﻯ ﺍﻟﺮﻳﺎﺿﻴﲔ ﳝﻜﻦ ﺃﻥ ﺗﻈﻬﺮ ﰲ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺬﻱ ﻳﺘﻤﻴﺰ ﲟﺎ ﻳﻠﻲ: ü ﺍﻟﺴﻌﺎﺩﺓ ﻭﺍﻟﻮﺍﻗﻌﻴﺔ. ü ﺍﻟﻘﻮﺓ ﻭ ﺍﳌﺮﺡ. ü ﺍﻟﺼﻼﺑﺔ ﻭﺍﻟﻴﻘﻈﺔ ﻭﺍﳊﻴﻮﻳﺔ. ü ﺍﻟﻄﺎﻗﺔ ﻭﺍﳋﻠﻮ ﻣﻦ ﺍﳋﻮﻑ. ü ﺍﻟﻘﻠﻖ ﻭﺍﻷﻣﺎﻥ ﻭﺍﻟﻄﻤﺄﻧﻴﻨﺔ. ﻫ -ﺻﻼﺑﺔ ﺍﻟﻌﻮﺩ )ﻗﻮﺓ ﳎﺎﺔ ﺍﳌﺼﺎﻋﺐ(: ﺣﺴﺐ )et Alderman 1983 (Richardﺍﻟﺼﻼﺑﺔ ﻣﻦ ﺍﻟﺴﻤﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﺮﻳﺎﺿـﺔ ﻭﰲ ﺩﺭﺍﺳﺔ ) (Werner 1960ﻭﺩﺭﺍﺳﺔ ) (Gatteil et Werner 1966ﻭ) (1967krollﻓﻬﻲ ﺗﺸﲑ ﺇﱃ ﺃﻥ ﻫﺬﻩ ﺍﻟﺴﻤﺔ ﻣﻦ ﺍﻟﺴﻤﺎﺕ ﺍﳌﻤﻴﺰﺓ ﻟﻠﺮﻳﺎﺿﻴﲔ ،ﻭﻳﺮﻯ ﺑﻌﺾ ﺍﻟﻌﻠﻤﺎﺀ ﺃﻥ ﻋﺪﻡ ﻇﻬﻮﺭ ﻫﺬﻩ ﺍﻟﺴـﻤﺔ ﰲ ﺑﻌﺾ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻷﺧﺮﻯ ﺗﻌﺘﱪ ﻣﺪﻋﺎﺓ ﻟﻠﺘﺴﺎﺅﻝ ،ﻭﺇﻥ ﻋﻜﺲ ﻫﺬﻩ ﺍﻟﺴﻤﺔ ﻫﻲ ﺍﻟﻄﺮﺍﻭﺓ. ﻭﻳﻔﺘﺮﺽ ﺍﻟﻌﻠﻤﺎﺀ ﺃﻥ ﺍﻟﺮﻳﺎﺿﻴﲔ ﻻ ﻳﺘﻤﻴﺰﻭﻥ ﻓﻘﻂ ﺑﺎﻟﺼﻼﺑﺔ ﺍﻟﺒﺪﻧﻴﺔ ،ﺑﻞ ﺑﺎﻟﺼـﻼﺑﺔ ﺍﻟﻌﻘﻠﻴـﺔ ﻛﻨﺘﻴﺠﺔ ﻟﻠﻨﺸﺎﻁ ﺍﻟﻌﻘﻠﻲ ﻭﺧﺎﺻﺔ ﻟﻠﻤﺴﺘﻮﻳﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﻌﺎﻟﻴﺔ ﺍﻟﱵ ﺗﺘﻤﻴﺰ ﺑﺒﺬﻝ ﺍﳉﻬﺪ ﻭﺍﻟﻌﻤﻞ ﺍﻟﺸـﺎﻕ ﻭﲢﻤﻞ ﺍﳌﺼﺎﻋﺐ ﻭﺍﻷﺧﻄﺎﺭ. ﻭﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ ،ﺃﻥ ﻫﺬﻩ ﺍﻟﺴﻤﺔ ﺗﺒﺪﻭ ﻟﺪﻯ ﺍﻟﺮﻳﺎﺿﻲ ﰲ ﺍﻟﻨﻮﺍﺣﻲ ﺍﻟﺘﺎﻟﻴﺔ: 1 ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﳎﺎﺔ ﺍﳌﺼﺎﻋﺐ. ﻋﺪﻡ ﺍﻟﻨﻜﻮﺱ ﰲ ﺣﺎﻻﺕ ﺍﳍﺰﳝﺔ ﺃﻭ ﻋﺪﻡ ﺍﻟﺘﻔﻮﻕ ﰲ ﺍﻟﻠﻌﺐ. -ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﲢﻤﻞ ﺍﻟﻨﻘﺪ ﺩﻭﻥ ﻓﻘﺪ ﺍﻟﺘﻮﺍﺯﻥ ﻭﻋﺪﻡ ﺍﳊﺎﺟﺔ ﺇﱃ ﲪﺎﺱ ﻭﺗﺸﺠﻴﻊ ﺍﻵﺧﺮﻳﻦ ﻟﻪ. - Richard (b), Alderman (r): Manuel de psychologie du sport, op ct, p173. 1 ﻭ -ﺍﻟﺜﺒﺎﺕ ﺍﻻﻧﻔﻌﺎﱄ: ﻫﻨﺎﻙ ﺑﻌﺾ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺘﻌﺎﺭﺿﺔ ﺍﻟﱵ ﺃﻇﻬﺮﺎ ﺑﻌﺾ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺣﺎﻭﻟﺖ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺩﺭﺟﺔ ﻫﺬﻩ ﺍﻟﺴﻤﺔ ﻟﺪﻯ ﺍﻟﺮﻳﺎﺿﻴﲔ ،ﻓﻔﻲ ﺩﺭﺍﺳﺔ "ﻭﺍﻳﺘﻨﺞ" ﻭ"ﺳﺘﻴﻤﱪﺝ" 1965ﻭﺩﺭﺍﺳﺔ )ﺑـﻮﺙ (1968 ﻭﺩﺭﺍﺳﺔ ﻫﺎﻧﺖ ) (1969ﻭﺩﺭﺍﺳﺔ )ﻛﲔ (1970ﰎ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺃﻥ ﺍﻟﺮﻳﺎﺿﻴﲔ ﻳﺘﻤﻴﺰﻭﻥ ﺬﻩ ﺍﻟﺴﻤﺔ ﻭﻳﻈﻬﺮﻭﻥ ﻣﺴﺘﻮﻯ ﻣﻨﺨﻔﺾ ﻣﻦ ﺍﻟﻘﻠﻖ ،ﰲ ﺣﲔ ﺃﺷﺎﺭﺕ ﺩﺭﺍﺳﺔ )ﺟﻮﻧﺴﻦ (1964ﻭﺩﺭﺍﺳﺔ )ﺭﺍﻓـﺮ (1965ﻭﺩﺭﺍﺳﺔ ﺍﻳﻜﻴﻘﺎﻣﻲ) (1970ﺃﻥ ﻫﺬﻩ ﺍﻟﺴﻤﺔ ﻻ ﺗﻈﻬﺮ ﺑﺼﻮﺭﺓ ﻭﺍﺿﺤﺔ ﻟﺪﻯ ﺍﻟﺮﻳﺎﺿـﻴﲔ، ﻭﺍﻻﺗﺰﺍﻥ ﺍﻻﻧﻔﻌﺎﱄ ﻟﺪﻯ ﺍﻟﺮﻳﺎﺿﻴﲔ ﳝﻜﻦ ﺃﻥ ﻳﻈﻬﺮ ﻓﻴﻤﺎ ﻳﻠﻲ: 1 ﺍﻟﺜﺒﺎﺕﻭﺍﻗﻌﻲ ﻭ ﻫﺎﺩﺉ.ﻏﻴﺎﺏ ﺍﻟﺘﻌﺐ ﺍﻟﻌﺼﱯ. ﺍﻟﻨﻀﺞ ﺍﻻﻧﻔﻌﺎﱄ. ﺿﺒﻂ ﺍﻻﻧﺪﻓﺎﻋﺎﺕ ﻭﺍﻻﺳﺘﺠﺎﺑﺎﺕ ﺍﳉﺴﻤﻴﺔ. ﻣﺴﺘﻮﻯ ﻣﻨﺨﻔﺾ ﻣﻦ ﺍﻟﻘﻠﻖ ﻭﺍﻟﺘﻮﺗﺮ ﺍﻟﻌﺼﱯ. ﺍﻟﺘﺤﻜﻢ ﰲ ﺍﻻﻧﻔﻌﺎﻻﺕ ﰲ ﻭﻗﺖ ﺍﻟﺸﺪﺓ ﻛﺎﳍﺰﳝﺔ ﻭﺍﻹﺻﺎﺑﺔ. ﺍﺳﺘﺠﺎﺑﺎﺕ ﺍﻧﻔﻌﺎﻟﻴﺔ ﻣﻨﺎﺳﺒﺔ ﻟﻠﻤﻮﺍﻗﻒ ﺍﳌﺨﺘﻠﻔﺔ. -ﺍﻟﻨﻈﺮﺓ ﺍﻟﺘﻔﺎﺅﻟﻴﺔ. - Richard (b), Alderman (r): Manuel de psychologie du sport, op ct, p173. 1 ﺧﻼﺻـﺔ: ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﰲ ﺍﻷﺧﲑ ﺃﻥ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺗﻠﻌﺐ ﺩﻭﺭﺍ ﻫﺎﻣﺎ ﻭ ﺃﺳﺎﺳﻴﺎ ﰲ ﺗﻮﺟﻴـﻪ ﺳﻠﻮﻙ ﺍﻟﺮﻳﺎﺿﻲ ﻭ ﲢﺪﻳﺪ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻻﳒﺎﺯ ﻭ ﺍﻟﺘﻔﻮﻕ ﺍﻟﺮﻳﺎﺿﻲ ﻟﺪﻳﻪ،ﺣﻴﺚ ﻳﺸﺎﺭ ﺇﻟﻴﻬﺎ ﺑﺼﻔﺔ ﻋﺎﻣﺔ ﰲ ﺍﺎﻝ ﺍﻟﺮﻳﺎﺿﻲ ﺑﺄﺎ ﺍﻻﲡﺎﻩ ﺍﳌﻤﻴﺰ ﻟﻠﺮﻳﺎﺿﻲ ﻟﻜﻲ ﻳﺴﻠﻚ ﺑﻄﺮﻳﻘﺔ ﻣﻌﻴﻨﺔ،ﺃﻭ ﻫﻲ ﺻﻔﺎﺕ ﳝﻜﻦ ﺃﻥ ﻧﻔﺮﻕ ﻋﻠﻰ ﺃﺳﺎﺳﻬﺎ ﺑﲔ ﺭﻳﺎﺿﻲ ﻭ ﺁﺧﺮ. ﲤﻬﻴـﺪ: ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻣﻦ ﺍﻟﺮﻳﺎﺿﺎﺕ ﺍﳉﻤﺎﻫﲑﻳﺔ ﺍﶈﺒﻮﺑﺔ ﺑﻜﺜﺮﺓ ﰲ ﻛﻞ ﺃﳓﺎﺀ ﺍﻟﻌﺎﱂ،ﻭ ﻫﻲ ﺗﺘﻄﻮﺭ ﺑﺸﻜﻞ ﺳﺮﻳﻊ،ﻭ ﺗﻠﻘﻰ ﺍﻻﻫﺘﻤﺎﻡ ﻭ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺸﺪﻳﺪﻳﻦ ﻣﻦ ﻃﺮﻑ ﺍﳉﻤﺎﻫﲑ ﻭ ﺍﻟﻘﺎﺋﻤﲔ ﻋﻠﻴﻬﺎ ﺳﻮﺍﺀ ﻛﺎﻥ ﺫﻟﻚ ﰲ ﳎﺎﻝ ﺍﻟﺘﺪﺭﻳﺐ ﺃﻭ ﺍﻹﺩﺍﺭﺓ ﺃﻭ ﺍﻟﻌﻼﺝ ﺍﻟﻄﱯ،ﺣﻴﺚ ﺃﺻﺒﺤﺖ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺗﻘﺪﻡ ﺑﺄﺳﻠﻮﺏ ﻋﻠﻤﻲ ﻣﺘﻄﻮﺭ ﻣﺎ ﺟﻌﻠﻬﺎ ﺗﺮﻗﻰ ﰲ ﻣﺼﺎﻑ ﺍﻟﺮﻳﺎﺿﺎﺕ ﺍﻷﻭﱃ ﺍﻷﻛﺜﺮ ﻗﻮﺓ ﻭﺟﺎﺫﺑﻴﺔ ﻭﻣﺘﺎﺑﻌﺔ،ﻭﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳊﺪﻳﺜﺔ ﱂ ﺗﻌﺪ ﺗﻘﺘﺼﺮ ﺍﻟﻴﻮﻡ ﻋﻠﻰ ﺍﺎﻟﲔ ﺍﻟﺘﺮﻓﻴﻬﻲ ﻭ ﺍﻟﺘﻨﺎﻓﺴﻲ ﻓﻘﻂ ﻛﻤﺎ ﻛﺎﻧﺖ ﻋﻠﻴﻪ ﺳﺎﺑﻘﺎ ،ﺑﻞ ﲣﻄﻰ ﺍﻻﻫﺘﻤﺎﻡ ﺎ ﺇﱃ ﺭﺑﻄﻬﺎ ﲜﻮﺍﻧﺐ ﺃﺧﺮﻯ ﻧﺬﻛﺮ ﻣﻨﻬﺎ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻟﺴﻴﺎﺳﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ...ﺍﱁ -1ﺗﺎﺭﻳﺦ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﰲ ﺍﻟﻌﺎﱂ: ﻳﺬﻛﺮ ﺍﻟﺘﺎﺭﻳﺦ ﺃﻥ ﺍﻟﺼﻴﻨﻴﻮﻥ ﻣﺎﺭﺳﻮﺍ ﻟﻌﺒﺔ ﺗﺴﻤﻰ "ﺗﺴﻮﺷﻮ "Tsu-Chuﻗﺮﻳﺒﺔ ﺍﻟﺸﺒﻪ ﻣﻦ ﻟﻌﺒﺔ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﻛﻤﺎ ﺃﺷﺎﺭﺕ ﺍﳌﺮﺍﺟﻊ ﺇﱃ ﺃﻥ ﺍﻹﻏﺮﻳﻖ ﻗﺪ ﻣﺎﺭﺳﻮﺍ ﺃﻧﻮﺍﻉ ﻣﻦ ﺃﻟﻌﺎﺏ ﺍﻟﻜﺮﺍﺕ ﺗﺸﺒﻪ ﻟﻌﺒﺔ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻛﺎﻧﺖ ﺗﺴﻤﻰ "ﺍﻳﺒﺲ ﻛﺮﻭﺱ ،"EpisKrosﻭ ﰲ ﺍﻟﻘﺮﻥ ﺍﻟﺜﺎﱐ ﻋﺸﺮ ﻋﺮﻓﺖ ﻟﻌﺒﺔ ﺗﺴﻤﻰ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻛﺎﻧﺖ ﲤﺎﺭﺱ ﺑﲔ ﻛﺒﺎﺭ ﺍﻟﻘﻮﻡ ﻭ ﺍﳋﺪﻡ ﻭ ﻛﺎﻥ ﻋﺪﺩ ﺃﻓﺮﺍﺩ ﺍﻟﻔﺮﻳﻖ ﺍﻟﻮﺍﺣﺪ 27ﻻﻋﺒﺎ. ﺍﻧﺘﻘﻠﺖ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺇﱃ ﺍﳒﻠﺘﺮﺍ ﻋﻨﺪﻣﺎ ﺍﺣﺘﻠﻬﺎ ﺍﻟﺮﻭﻣﺎﻥ،ﻭ ﺍﺳﺘﻤﺮﺕ ﳑﺎﺭﺳﺔ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﰲ ﺍﳒﻠﺘﺮﺍ ﺇﱃ ﺃﻥ ﻣﻨﻌﻬﺎ ﺍﳌﻠﻚ ﺇﺩﻭﺍﺭﺩ ﺍﻟﺜﺎﱐ ﻋﺎﻡ 1314ﻡ ﻣﻦ ﺷﻮﺍﺭﻉ ﻟﻨﺪﻥ ﲝﺠﺔ ﺃﺎ ﺗﺴﺒﺐ ﺍﻟﻀﻮﺿﺎﺀ ﻭ ﺗﻮﻗﻆ ﺍﳌﻼﺋﻜﺔ. ﻋﺎﺩﺕ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻟﻠﻤﻤﺎﺭﺳﺔ ﻣﺮﺓ ﺃﺧﺮﻯ ﺑﻌﺪ ﻓﺘﺮﺓ ﻭ ﻇﻠﺖ ﺗﺘﻄﻮﺭ ﻭﻭﺿﻌﺖ ﳍﺎ ﻗﻮﺍﻧﲔ ﻭﻗﺘﻴﺔ ﺷﻔﻬﻴﺔ ﻏﲑ ﻣﻜﺘﻮﺑﺔ ﺣﻴﺚ ﻇﻬﺮﺕ ﻭ ﺑﻘﻮﺓ ﰲ ﺍﳌﺪﺍﺭﺱ ﰲ ﺑﺪﺍﻳﺔ ﺍﻟﻘﺮﻥ ﺍﻟﺜﺎﻣﻦ ﻋﺸﺮ ﻭ ﱂ ﻳﻜﻦ ﳍﺎ ﻣﻼﻋﺐ ﺧﺎﺻﺔ ﳌﺰﺍﻭﻟﺘﻬﺎ ﺇﻻ ﺃﻥ ﻋﻨﻒ ﳑﺎﺭﺳﺘﻬﺎ ﻛﺎﻥ ﺳﺒﺒﺎ ﰲ ﳏﺎﺭﺑﺘﻬﺎ ﻣﻦ ﺟﺎﻧﺐ ﻣﺴﺆﻭﱄ ﺍﳌﺪﺍﺭﺱ. ﻛﺎﻥ ﻫﻨﺎﻙ ﺗﺪﺍﺧﻞ ﺑﲔ ﻟﻌﺒﺔ ﺍﻟﺮﻗﱯ ﻭ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺣﱴ ﻋﺎﻡ 1845ﻡ ﺣﻴﺚ ﰎ ﺍﻟﻔﺼﻞ ﺑﻴﻨﻬﻤﺎ. ﰲ ﻋﺎﻡ 1848ﻡ ﻗﺎﻣﺖ ﳉﻨﺔ ﻣﻦ ﺟﺎﻣﻌﺔ ﻛﻤﱪﺩﺝ ﺑﻮﺿﻊ ﺃﻭﻝ ﳎﻤﻮﻋﺔ ﻗﻮﺍﻧﲔ ﻣﻜﺘﻮﺑﺔ ﻟﺮﻳﺎﺿﺔ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. 1 ﰲ ﻋﺎﻡ 1862ﻡ ﻗﺎﻡ "ﺍﺩﻭﺍﺭﺩ ﺗﺮﻧﺞ" ﻧﺎﻇﺮ ﻣﺪﺭﺳﺔ "ﺍﺑﻴﻨﺠﻬﺎﻡ" ﺑﺈﺻﺪﺍﺭ ﻗﻮﺍﻧﲔ ﻣﻦ 10ﺑﻨﻮﺩ ﻣﻌﺪﻻ ﺑﺬﻟﻚ ﳎﻤﻮﻋﺔ ﻗﻮﺍﻧﲔ ﻛﻤﱪﺩﺝ. ﰲ 26ﺃﻛﺘﻮﺑﺮ 1863ﻡ ﰎ ﺗﻜﻮﻳﻦ ﺃﻭﻝ ﺍﲢﺎﺩ ﻛﺮﺓ ﻗﺪﻡ ﺭﲰﻲ ﻫﻮ"ﺍﲢﺎﺩ ﺍﳒﻠﺘﺮﺍ ﻟﻜﺮﺓ ﺍﻟﻘﺪﻡ". ﰲ ﻋﺎﻡ 1871ﻡ ﰎ ﺗﻨﻈﻴﻢ ﺃﻭﻝ ﻣﺴﺎﺑﻘﺔ ﻟﻜﺮﺓ ﺍﻟﻘﺪﻡ ﰲ ﺍﻟﻌﺎﱂ ﻭ ﻫﻲ "ﻛﺎﺱ ﺍﳒﻠﺘﺮﺍ ﻟﻜﺮﺓ ﺍﻟﻘﺪﻡ" ﻭ ﻓﺎﺯ ﺎ ﻧﺎﺩﻱ "ﺍﻟﻮﺍﻧﺪﺭﺍﺭﺯ 0-1ﻋﻠﻰ ﻓﺮﻳﻖ ﺳﻼﺡ ﺍﳌﻬﻨﺪﺳﲔ" ﻭ ﻗﺪ ﺃﺩﻯ ﺫﻟﻚ ﺇﱃ ﺍﻧﺘﺸﺎﺭ ﺍﻟﻠﻌﺒﺔ ﺃﻛﺜﺮ. -1ﳏﻤﺪ ﻋﺒـﺪﻩ ﺻـﺎﱀ ﺍﻟـﻮﺣﺶ،ﻣﻔﱵ ﺇﺑـﺮﺍﻫﻴﻢ ﳏﻤـﺪ:ﺃﺳﺎﺳـﻴﺎﺕ ﻛـﺮﺓ ﺍﻟﻘـﺪﻡ،ﻁ،1ﺩﺍﺭ ﻋـﺎﱂ ﺍﳌﻌﺮﻓﺔ،ﻣﺆﺳﺴـﺔ ﳐﺘـﺎﺭ ﻟﻠﻨﺸـﺮ ﻭ ﺍﻟﺘﻮﺯﻳﻊ،ﺍﻟﻘﺎﻫﺮﺓ،1994،ﺹ.08 ﰲ ﻋﺎﻡ 1888ﻡ ﻇﻬﺮﺕ ﻣﺴﺎﺑﻘﺔ ﺍﻟﺪﻭﺭﻱ ﺍﻟﻌﺎﻡ ﺑﺎﳒﻠﺘﺮﺍ "."The Football Leage ﰲ ﻋﺎﻡ 1904ﻡ ﺃﻧﺸﺊ " ﺍﻻﲢﺎﺩ ﺍﻟﺪﻭﱄ ﻟﻜﺮﺓ ﺍﻟﻘﺪﻡ"The Football International - .(F.I.F.A)"Fédération Association ﰲ ﻋﺎﻡ 1930ﻡ ﺃﻗﻴﻤﺖ ﺃﻭﻝ ﺑﻄﻮﻟﺔ ﻟﻜﺎﺱ ﺍﻟﻌﺎﱂ ﺑﺎﺭﺟﻮﺍﻱ ﻭ ﻓﺎﺯﺕ ﺍﺭﺟﻮﺍﻱ ﰲ ﺍﻟﺪﻭﺭ ﺍﻟﻨﻬﺎﺋﻲ ﻋﻠﻰ ﺍﻷﺭﺟﻨﺘﲔ).(2-4 1 -1-1ﺃﻫﻢ ﻣﺮﺍﺣﻞ ﺗﻄﻮﺭ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﰲ ﺍﻟﻌﺎﱂ: ﻣﺮﺕ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﲟﺤﻄﺎﺕ ﻭ ﻣﺮﺍﺣﻞ ﺧﻼﻝ ﺗﻄﻮﻳﺮﻫﺎ ﻭ ﲢﻮﳍﺎ ﺇﱃ ﺍﻟﺸﻜﻞ ﺍﳊﺎﱄ ﻭ ﻓﻴﻤﺎ ﻳﻠﻲ ﻧﻠﺨﺺ ﻟﻜﻢ ﺍﻟﺘﺴﻠﺴﻞ ﺍﻟﺘﺎﺭﳜﻲ ﳌﺮﺍﺣﻞ ﺗﻄﻮﺭ ﻟﻌﺒﺔ ﻛﺮﺓ ﺍﻟﻘﺪﻡ: :1845ﻭﺿﻌﺖ ﺟﺎﻣﻌﺔ ﻛﻤﱪﺩﺝ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺜﻼﺙ ﻋﺸﺮ ﻟﻠﻌﺒﺔ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. :1855ﺃﺳﺲ ﺃﻭ ﻧﺎﺩ ﻟﻜﺮﺓ ﺍﻟﻘﺪﻡ ﺑﱪﻳﻄﺎﻧﻴﺎ )ﻧﺎﺩﻱ ﺷﻴﻔﻴﻠﺪ ﻳﻮﻧﺎﻳﺘﺪ(. :1863ﺃﺳﺲ ﺍﻻﲢﺎﺩ ﺍﻟﱪﻳﻄﺎﱐ ﻟﻜﺮﺓ ﺍﻟﻘﺪﻡ )ﺃﻭﻝ ﺍﲢﺎﺩ ﰲ ﺍﻟﻌﺎﱂ(. :1870ﲰﺢ ﳊﺎﺭﺱ ﺍﳌﺮﻣﻰ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻳﺪﻳﻪ ﻟﺼﺪ ﺍﻟﻜﺮﺓ ﻭﻣﺴﻜﻬﺎ. :1875ﺣﺪﺩ ﺍﺭﺗﻔﺎﻉ ﻋﺎﺭﺿﺔ ﺍﳌﺮﻣﻰ. :1878ﺍﺳﺘﻌﻤﻠﺖ ﺻﻔﺎﺭﺓ ﺍﳊﻜﻢ. :1880ﻭﺿﻌﺖ ﻗﺎﻋﺪﺓ ﺭﻣﻴﺔ ﺍﻟﺘﻤﺎﺱ ﺑﺎﻟﻴﺪﻳﻦ. :1882ﻋﻘﺪ ﺑﻠﻨﺪﻥ ﻣﺆﲤﺮ ﺩﻭﱄ ﺿﻢ ﻣﻨﺪﻭﰊ ﺍﲢﺎﺩﺍﺕ ﺑﺮﻳﻄﺎﻧﻴﺎ ،ﺳﻜﻮﺗﻠﻨﺪﺍ ،ﺃﻳﺮﻟﻨﺪﺍ ،ﻭﻳﻠﺰ ،ﻭﺗﻘﺮﺭ ﰲ ﻫﺬﺍﺍﳌﺆﲤﺮ ﺇﻧﺸﺎﺀ ﻫﻴﺌﺔ ﺩﻭﻟﻴﺔ ﻣﻬﻤﺘﻬﺎ ﺍﻹﺷﺮﺍﻑ ﻋﻠﻰ ﺗﻨﻔﻴﺬ ﺍﻟﻘﺎﻧﻮﻥ ﻭﺗﻌﺪﻳﻠﻪ ،ﻭﻗﺪ ﺍﻋﺘﺮﻑ ﺍﻻﲢﺎﺩ ﺍﻟﺪﻭﱄ ﻋﻨﺪ ﺗﺄﺳﻴﺴﻪ ﳍﺬﻩ ﺍﳍﻴﺌﺔ. :1890ﻃﺒﻘﺖ ﺭﻣﻴﺔ ﺍﻟﺘﻤﺎﺱ. :1891ﺗﻘﺮﺭ ﻭﺿﻊ ﺍﻟﺸﺒﻜﺔ ﺧﻠﻒ ﺍﳌﺮﻣﻰ ،ﻛﻤﺎ ﺗﻘﺮﺭ ﻣﺎﺩﺓ ﺿﺮﺑﺔ ﺍﳉﺰﺍﺀ. :1895ﺗﻘﺮﺭ ﺍﻟﺴﻤﺎﺡ ﺑﺎﻻﺣﺘﺮﺍﻑ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. 2 -1ﳏﻤﺪ ﻋﺒﺪﻩ ﺻﺎﱀ ﺍﻟﻮﺣﺶ،ﻣﻔﱵ ﺇﺑﺮﺍﻫﻴﻢ ﳏﻤﺪ:ﺃﺳﺎﺳﻴﺎﺕ ﻛﺮﺓ ﺍﻟﻘﺪﻡ،ﻣﺮﺟﻊ ﺳﺎﺑﻖ،ﺹ.08 -2ﺳﺎﻣﻲ ﺍﻟﺼﻔﺎﺭ ﻭ ﺁﺧﺮﻭﻥ:ﻛﺮﺓ ﺍﻟﻘﺪﻡ،ﺍﳉﺰﺀ ﺍﻷﻭﻝ،ﻁ،2ﻣﺪﻳﺮﻳﺔ ﺩﺍﺭ ﺍﻟﻜﺘﺎﺏ ﻟﻠﻄﺒﺎﻋﺔ ﻭ ﺍﻟﻨﺸﺮ،ﺟﺎﻣﻌﺔ ﺍﳌﻮﺻﻞ،ﺑﻐﺪﺍﺩ،1987،ﺹ.11 :1904ﺗﺄﺳﺲ ﺍﻻﲢﺎﺩ ﺍﻟﺪﻭﱄ ﻟﻜﺮﺓ ﺍﻟﻘﺪﻡ FIFAﻭ ﺗﻀﻢ ﺣﺎﻟﻴﺎ 193ﺍﲢﺎﺩ ﻭ ﻃﲏ ﺗﺘﺠﻤﻊ ﻣﺸﻜﻠﺔ ﺍﲢﺎﺩﺍﺕ ﻗﺎﺭﻳﺔ ﺣﺴﺐ ﻣﻮﻗﻌﻬﺎ ﺍﳉﻐﺮﺍﰲ ﻣﻬﻤﺘﻬﺎ ﺗﻨﻀﻴﻢ ﻣﺴﺎﺑﻘﺎﺕ ﻋﺪﻳﺪﺓ ﻟﻠﻨﻮﺍﺩﻱ ﻭ ﺍﳌﻨﺘﺨﺒﺎﺕ ﺍﻟﻮﻃﻨﻴﺔ. 1 :1907ﺗﺄﺳﺲ ﺍﻻﲢﺎﺩ ﺍﻟﱪﻳﻄﺎﱐ ﻟﻠﻬﻮﺍﺓ. :1916ﺗﻘﺮﺭ ﻓﺮﺽ ﺿﺮﻳﺒﺔ ﻋﻠﻰ ﺩﺧﻞ ﺍﳌﺒﺎﺭﻳﺎﺕ. :1925ﻭﺿﻌﺖ ﻣﺎﺩﺓ ﺟﺪﻳﺪﺓ ﰲ ﺍﻟﻘﺎﻧﻮﻥ ﺣﺪﺩﺕ ﺣﺎﻻﺕ ﺍﻟﺘﺴﻠﻞ )ﺃﻭﻓﺪ ﺳﺎﻳﺪ(. 2 :1928ﺍﻧﻔﺼﻠﺖ ﺑﺮﻳﻄﺎﻧﻴﺎ ﻋﻦ ﺍﻻﲢﺎﺩ ﺍﻟﺪﻭﱄ ﻟﻜﺮﺓ ﺍﻟﻘﺪﻡ. :1930ﻓﺎﺯﺕ ﺍﻷﺭﻏﻮﺍﻱ ﺑﻜﺄﺱ ﺍﻟﻌﺎﱂ ﺃﻣﺎﻡ ﺍﻷﺭﺟﻨﺘﲔ .2-4 :1931ﻭﺿﻌﺖ ﻋﻘﻮﺑﺔ ﺍﳋﻄﺄ ﰲ ﺭﻣﻴﺔ ﺍﻟﺘﻤﺎﺱ ﺑﻨﻘﻞ ﺍﳊﻖ ﻟﻠﻔﺮﻳﻖ ﺍﻵﺧﺮ ﻭﲰﺢ ﳊﺎﺭﺱ ﺍﳌﺮﻣﻰ ﺃﻥ ﳜﻄﻮ ﺑﺎﻟﻜﺮﺓ ﺃﺭﺑﻊ ﺧﻄﻮﺍﺕ ﺑﺪﻻ ﻣﻦ ﺍﺛﻨﲔ. :1934ﻓﺎﺯﺕ ﺇﻳﻄﺎﻟﻴﺎ ﺑﻜﺄﺱ ﺍﻟﻌﺎﱂ :1935ﺟﺮﺕ ﳏﺎﻭﻟﺔ ﺗﻌﻴﲔ ﺣﻜﻤﲔ ﻟﻠﻤﺒﺎﺭﺍﺓ. :1937ﺍﺳﺘﻌﻤﺎﻝ ﻗﻮﺱ ﺍﳉﺰﺍﺀ ﺑﻌﺸﺮ ﻳﺎﺭﺩﺍﺕ)(9.15ﻡ ﻣﻮﻗﻊ ﻋﻼﻣﺔ ﺍﳉﺰﺍﺀ. :1938ﻋﺪﻝ ﺗﺒﻮﻳﺐ ﻗﺎﻧﻮﻥ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. :1939ﺗﻘﺮﺭ ﻭﺿﻊ ﺃﺭﻗﺎﻡ ﻋﻠﻰ ﻇﻬﻮﺭ ﺍﻟﻼﻋﺒﲔ ﻭﺗﻮﻗﻔﺖ ﺍﳌﺒﺎﺭﻳﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﺍﻟﺮﲰﻴﺔ ﺑﺴﺒﺐ ﺍﳊﺮﺏ. :1942ﺗﻘﺮﺭ ﺗﺄﺟﻴﻞ ﺍﻟﻄﺒﻌﺔ ﺍﻟﺮﺍﺑﻌﺔ ﻟﻜﺎﺱ ﺍﻟﻌﺎﱂ ﺍﻟﱵ ﻛﺎﻧﺖ ﺳﺘﻘﺎﻡ ﺑﺎﻟﱪﺍﺯﻳﻞ ﺑﺴﺒﺐ ﺍﳊﺮﺏ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ. :1945ﺍﺳﺘﺄﻧﻔﺖ ﺍﳌﺒﺎﺭﻳﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﺍﻟﺮﲰﻴﺔ. :1946ﻋﺎﺩ ﺍﻻﲢﺎﺩ ﺍﻟﱪﻳﻄﺎﱐ ﺇﱃ ﻋﺎﺋﻠﺔ ﺍﻻﲢﺎﺩ ﺍﻟﺪﻭﱄ. :1949ﺃﻗﻴﻤﺖ ﺃﻭﻝ ﺩﻭﺭﺓ ﻟﻜﺮﺓ ﺍﻟﻘﺪﻡ ﺑﲔ ﺩﻭﻝ ﺍﻟﺒﺤﺮ ﺍﻷﺑﻴﺾ ﺍﳌﺘﻮﺳﻂ. :1950ﺗﻘﺮﺭ ﺇﻧﺸﺎﺀ ﺩﻭﺭﺍﺕ ﻋﺴﻜﺮﻳﺔ ﺩﻭﻟﻴﺔ ﻟﻜﺮﺓ ﺍﻟﻘﺪﻡ. -1ﺭﺷﻴﺪ ﻓﺮﺣﺎﺕ ﻭ ﺁﺧﺮﻭﻥ:ﻣﻮﺳﻮﻋﺔ ﻛﻨﻮﺯ ﺍﳌﻌﺮﻓﺔ،ﺩﺍﺭ ﺍﻟﻨﻀﲑ ﻟﻠﻌﺒﻮﺭ،ﻃﺒﻌﺔ،2،1999ﺹ.217 -2ﻣﻮﻓﻖ ﳎﻴﺪ ﺍﳌﻮﱃ:ﺍﻹﻋﺪﺍﺩ ﺍﻟﻮﻇﻴﻔﻲ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ،ﺩﺍﺭ ﺍﻟﻔﻜﺮ،ﻁ،2ﻋﻤﺎﻥ ,1999،ﺹ.09 :1953ﺍﻟﺪﻭﺭﺓ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻷﻭﱃ ﻭﻛﺎﻧﺖ ﻟﻌﺒﺔ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻣﻦ ﺃﺑﺮﺯ ﺃﻟﻌﺎﺎ )ﺍﻹﺳﻜﻨﺪﺭﻳﺔ(. :1954ﺃﻗﻴﻤﺖ ﺍﳌﻨﺎﻓﺴﺔ ﺍﳋﺎﻣﺴﺔ ﻟﻜﺎﺱ ﺍﻟﻌﺎﱂ ﺑﺴﻮﻳﺴﺮﺍ ﻭ ﺍﻋﺘﻤﺪ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﻭﺭﻱ،ﺟﺮﺕ ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﺑﲔ ﺃﳌﺎﻧﻴﺎ ﻭ ﺍﺮ).(2-3 1 :1955ﺩﻭﺭﺓ ﺍﳌﺘﻮﺳﻂ ﻭﻣﻦ ﺿﻤﻦ ﺃﻟﻌﺎﺎ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. :1957ﺍﻟﺪﻭﺭﺓ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ ،ﻧﻈﻤﺘﻬﺎ ﻟﺒﻨﺎﻥ. :1959ﺗﻨﻈﻴﻢ ﻛﺎﺱ ﺍﻻﲢﺎﺩ ﺍﻷﻭﺭﻭﰊ. :1961ﺗﻨﻈﻴﻢ ﻛﺎﺱ ﺭﺍﺑﻄﺔ ﺍﻷﺑﻄﺎﻝ ﺍﻷﻭﺭﻭﺑﻴﺔ. :1962ﺇﻗﺎﻣﺔ ﺍﳌﻨﺎﻓﺴﺔ ﺍﻟﺴﺎﺑﻌﺔ ﻟﻜﺎﺱ ﺍﻟﻌﺎﱂ ﰲ ﺍﻟﺸﻴﻠﻲ ﻭ ﺷﺎﺭﻙ ﻓﻴﻬﺎ 16ﻣﻨﺘﺨﺐ ﻛﺎﻥ ﺍﻟﻠﻘﺎﺀ ﺍﻟﻨﻬﺎﺋﻲ ﺑﲔ ﺍﻟﱪﺍﺯﻳﻞ ﻭ ﺗﺸﻴﻜﻮﺳﻠﻮﻓﺎﻛﻴﺎ.1-3 :1963ﺃﻭﻝ ﺩﻭﺭﺓ ﺑﺎﺳﻢ "ﻛﺄﺱ ﺍﻟﻌﺮﺏ" ﻧﻈﻤﻬﺎ ﺍﻻﲢﺎﺩ ﺍﻟﻠﺒﻨﺎﱐ ﻟﻜﺮﺓ ﺍﻟﻘﺪﻡ. :1964ﺩﻭﺭﺓ "ﻛﺄﺱ ﺍﻟﻌﺮﺏ" ﺍﻟﺜﺎﻧﻴﺔ ﰲ ﺗﻮﻧﺲ. :1965ﺩﻭﺭﺓ "ﻛﺄﺱ ﺍﻟﻌﺮﺏ" ﺍﻟﺜﺎﻟﺜﺔ ﰲ ﺍﻟﻜﻮﻳﺖ. :1966ﻛﺎﺱ ﺍﻟﻌﺎﱂ ﺍﻟﺜﺎﻣﻨﺔ ﰲ ﺍﳒﻠﺘﺮﺍ ﻓﺰﺕ ﺎ ﺍﳒﻠﺘﺮﺍ. :1967ﺩﻭﺭ ﺍﳌﺘﻮﺳﻂ ﰲ ﺗﻮﻧﺲ ﻭﻣﻦ ﺿﻤﻦ ﺃﻟﻌﺎﺎ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. :1969ﺩﻭﺭﺓ "ﻛﺄﺱ ﺍﻟﻌﺮﺏ" ﰲ ﻣﻜﺴﻴﻜﻮ. :1974ﺩﻭﺭﺓ "ﻛﺄﺱ ﺍﻟﻌﺮﺏ" ﰲ ﻣﻴﻮﻧﻴﺦ. :1982ﺑﻄﻮﻟﺔ ﻛﺎﺱ ﺍﻟﻌﺎﱂ ﺑﺎﺳﺒﺎﻧﻴﺎ ﻭ ﺗﺄﻫﻞ ﻓﻴﻬﺎ 24ﻓﺮﻳﻘﺎ ﻟﻸﺩﻭﺍﺭ ﺍﳌﺘﻘﺪﻣﺔ ﻣﻦ ﺑﻴﻨﻬﻢ ﻓﺮﻳﻘﺎﻥ ﻋﺮﺑﻴﺎﻥ-ﺍﳉﺰﺍﺋﺮ ﻭ ﺍﻟﻜﻮﻳﺖ -ﻭ ﺗﻮﺝ ﺍﳌﻨﺘﺨﺐ ﺍﻻﻳﻄﺎﱄ ﺑﺎﻟﻜﺄﺱ ﺑﻌﺪ ﻓﻮﺯﻩ ﻋﻠﻰ ﺃﳌﺎﻧﻴﺎ).(1-3 :1986ﺑﻄﻮﻟﺔ ﻛﺎﺱ ﺍﻟﻌﺎﱂ ﰲ ﺍﳌﻜﺴﻴﻚ ﻭ ﺗﺄﻫﻞ ﻟﻸﺩﻭﺍﺭ ﺍﻟﻨﻬﺎﺋﻴﺔ ﻣﻦ ﺍﻟﻔﺮﻕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻐﺮﺏ ﻭﺍﳉﺰﺍﺋﺮ ﻭ ﺍﻟﻌﺮﺍﻕ ﻭ ﻓﺎﺯ ﺑﺒﻄﻮﻟﺘﻬﺎ ﺍﻷﺭﺟﻨﺘﲔ. :1990ﺑﻄﻮﻟﺔ ﻛﺎﺱ ﺍﻟﻌﺎﱂ ﺑﺎﻳﻄﺎﻟﻴﺎ ﻓﺎﺯ ﻓﻴﻬﺎ ﺍﳌﻨﺘﺨﺐ ﺍﻷﳌﺎﱐ ﺿﺪ ﺍﻷﺭﺟﻨﺘﲔ. -1ﺣﺴﻦ ﻋﺒﺪ ﺍﳉﻮﺍﺩ :ﻛﺮﺓ ﺍﻟﻘﺪﻡ،ﻁ ،7ﺩﺍﺭ ﺍﻟﻌﻠﻢ ﻟﻠﻤﻼﻳﲔ ،ﺑﲑﻭﺕ،ﻟﺒﻨﺎﻥ،1984،ﺹ.10-09 :1994ﺑﻄﻮﻟﺔ ﻛﺎﺱ ﺍﻟﻌﺎﱂ ﰲ ﺃﻣﺮﻳﻜﺎ ﺗﻘﺮﺭ ﰲ ﻫﺬﻩ ﺍﻟﺪﻭﺭﺓ ﻣﻨﻊ ﻣﺴﻚ ﺍﻟﻜﺮﺓ ﺑﺎﻟﻴﺪﻳﻦ ﻣﻦ ﻃﺮﻑ ﺍﳊﺎﺭﺱ ﻋﻨﺪﻣﺎ ﻳﺮﺟﻌﻬﺎ ﺍﻟﺰﻣﻴﻞ ﻣﺎﻋﺪﺍ ﺣﺎﻟﺔ ﺇﺭﺟﺎﻋﻬﺎ ﺑﺎﻟﺮﺃﺱ ﺃﻭ ﺍﻟﺼﺪﺭ،ﻓﺎﺯﺕ ﻓﻴﻬﺎ ﺍﻟﱪﺍﺯﻳﻞ ﻋﻠﻰ ﺍﻳﻄﺎﻟﻴﺎ ﺑﻀﺮﺑﺎﺕ ﺍﻟﺘﺮﺟﻴﺢ. :1998ﺑﻄﻮﻟﺔ ﻛﺎﺱ ﺍﻟﻌﺎﱂ ﰲ ﻓﺮﻧﺴﺎ ﺍﺩﺧﻞ ﻓﻴﻬﺎ ﺍﳍﺪﻑ ﺍﻟﺬﻫﱯ ﻭ ﻳﻌﲏ ﺑﻌﺪ ﺍﻧﺘﻬﺎﺀ ﺍﻟﻮﻗﺖ ﺍﻟﺮﲰﻲ ﻭ ﺩﺧﻮﻝ ﺍﻟﻮﻗﺖ ﺍﻹﺿﺎﰲ ﻓﺎﻟﻔﺮﻳﻖ ﺍﻟﺬﻱ ﻳﺴﺠﻞ ﻳﻔﻮﺯ ﻣﺒﺎﺷﺮﺓ،ﻭ ﻓﺎﺯﺕ ﺎ ﻓﺮﻧﺴﺎ ﻋﻠﻰ ﺍﻟﱪﺍﺯﻳﻞ).(0-3 :2002ﺑﻄﻮﻟﺔ ﻛﺎﺱ ﺍﻟﻌﺎﱂ ﰲ ﻛﻮﺭﻳﺎ ﺍﳉﻨﻮﺑﻴﺔ ﻭ ﺍﻟﻴﺎﺑﺎﻥ ﻭ ﰎ ﺇﻟﻐﺎﺀ ﺍﳍﺪﻑ ﺍﻟﺬﻫﱯ،ﻓﺎﺯﺕ ﺎ ﺍﻟﱪﺍﺯﻳﻞ ﻋﻠﻰ ﺃﳌﺎﻧﻴﺎ).(0-2 :2006ﺑﻄﻮﻟﺔ ﻛﺎﺱ ﺍﻟﻌﺎﱂ ﰲ ﺃﳌﺎﻧﻴﺎ ﻭ ﻓﺎﺯﺕ ﺎ ﺍﻳﻄﺎﻟﻴﺎ ﻋﻠﻰ ﻓﺮﻧﺴﺎ ﺑﻀﺮﺑﺎﺕ ﺍﻟﺘﺮﺟﻴﺢ. 1 -2-1ﺃﻫﻢ ﻣﺮﺍﺣﻞ ﺗﻄﻮﺭ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﰲ ﺍﳉﺰﺍﺋﺮ: ﺍﳉﺰﺍﺋﺮ ﻣﺜﻠﻬﺎ ﻣﺜﻞ ﺃﻱ ﺑﻠﺪ ﺁﺧﺮ ﲢﺘﻞ ﻓﻴﻪ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺷﻌﺒﻴﺔ ﻛﺒﲑﺓ،ﻭ ﻫﻲ ﺗﺴﻌﻰ ﺍﻟﻴﻮﻡ ﻣﻦ ﺍﺟﻞ ﺍﺣﺘﻼﻝ ﻣﻜﺎﻧﺔ ﻣﺸﺮﻓﺔ ﰲ ﻫﺬﻩ ﺍﻟﻠﻌﺒﺔ ﻋﻠﻰ ﺍﻟﺼﻌﻴﺪﻳﻦ ﺍﻟﻘﺎﺭﻱ ﻭ ﺍﻟﻌﺎﳌﻲ،ﻭ ﻗﺪ ﻣﺮﺕ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳉﺰﺍﺋﺮﻳﺔ ﲟﺤﻄﺎﺕ ﻭ ﻣﺮﺍﺣﻞ ﻫﺎﻣﺔ ﰲ ﻣﺴﲑﺎ ﺍﻟﺘﺎﺭﳜﻴﺔ ﳝﻜﻦ ﺍﻟﺘﻌﺮﻳﺞ ﻋﻠﻴﻬﺎ ﻛﻤﺎ ﻳﻠﻲ: ﺍﳌﺮﺣﻠﺔ ﺍﻷﻭﱃ1895):ﻡ1962-ﻡ(:ﻛﺎﻥ ﺫﻟﻚ ﺑﻔﻀﻞ ﺍﻟﺸﻴﺦ "ﻋﻤﺮ ﳏﻤﻮﺩ ﻋﻠﻲ ﺭﺍﻳﺲ" ﺍﻟﺬﻱ ﺃﺳﺲ ﺃﻭﻝ ﻓﺮﻳﻖ ﺭﲰﻲ ﻟﻜﺮﺓ ﺍﻟﻘﺪﻡ ﻳﺘﻤﺜﻞ ﰲ ﻣﻮﻟﻮﺩﻳﺔ ﺍﳉﺰﺍﺋﺮ ،ﻏﲑ ﺃﻥ ﻫﻨﺎﻙ ﻣﻦ ﻳﻘﻮﻝ ﺃﻥ ﺍﻟﻨﺎﺩﻱ ﺍﻟﺮﻳﺎﺿﻲ ﻟﻘﺴﻨﻄﻴﻨﺔ CSC ﻫﻮ ﺃﻭﻝ ﻧﺎﺩﻱ ﺗﺄﺳﺲ ﻗﺒﻞ .1921 ﺑﻌﺪ ﺗﺄﺳﻴﺲ ﻣﻮﻟﻮﺩﻳﺔ ﺍﳉﺰﺍﺋﺮ ﺗﺄﺳﺴﺖ ﻋﺪﺓ ﻓﺮﻕ ﺃﺧﺮﻯ ﻣﺜﻞ ):ﻏﺎﱄ ﻣﻌﺴﻜﺮ،ﺍﻻﲢﺎﺩ ﺍﻹﺳﻼﻣﻲ ﻟﻮﻫﺮﺍﻥ،ﺍﻻﲢﺎﺩ ﺍﻟﺮﻳﺎﺿﻲ ﺍﻹﺳﻼﻣﻲ ﻟﻠﺒﻠﻴﺪﺓ ﻭ ﺍﻻﲢﺎﺩ ﺍﻹﺳﻼﻣﻲ ﺍﻟﺮﻳﺎﺿﻲ ﻟﻠﺠﺰﺍﺋﺮ،ﻭ ﻧﻈﺮﺍ ﳊﺎﺟﺔ ﺍﻟﺸﻌﺐ ﺍﳉﺰﺍﺋﺮﻱ ﺇﱃ ﻛﻞ ﺍﻟﻘﻮﻯ ﺍﻟﺒﻨﺎﺀﺓ ﻣﻦ ﺍﺟﻞ ﺍﻻﻧﻀﻤﺎﻡ ﻭ ﺍﻟﺘﻜﺘﻞ ﻟﺼﺪ ﺍﻻﺳﺘﻌﻤﺎﺭ. -1ﳎﻠﺔ ﺍﳊﻮﺍﺩﺙ:ﺍﻟﻌﺪﺩ 118،23ﻣﺎﻱ ،1986ﺍﳉﺰﺍﺋﺮ،ﺹ.38 -2ﳏﻤﺪ ﻣﻨﺼﻮﺭﻱ:ﺍﻟﻜﺮﺓ ﺍﳉﺰﺍﺋﺮﻳﺔ ﻓﻮﺯ ﻣﺴﺘﺤﻖ،ﺟﺮﻳﺪﺓ ﺍﻟﺸﺒﺎﻙ،ﺍﻟﻌﺪﺩ ،26ﻧﻮﻓﻤﱪ،1993ﺍﳉﺰﺍﺋﺮ،ﺹ.23 2 ﻛﺎﻧﺖ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺇﺣﺪﻯ ﺍﻟﻮﺳﺎﺋﻞ ﺍﶈﻘﻘﺔ ﻟﺬﻟﻚ ﺣﻴﺚ ﻛﺎﻧﺖ ﺍﳌﻘﺎﺑﻼﺕ ﲡﻤﻊ ﺑﲔ ﺍﻟﻔﺮﻕ ﺍﳉﺰﺍﺋﺮﻳﺔ ﻣﻊ ﻓﺮﻕ ﺍﳌﻌﻤﺮﻳﻦ،ﻭ ﺑﺎﻟﺘﺎﱄ ﺃﺻﺒﺤﺖ ﻫﺬﻩ ﺍﻷﺧﲑﺓ ﻓﺮﻕ ﺿﻌﻴﻔﺔ ﻧﻈﺮﺍ ﻟﺘﺰﺍﻳﺪ ﻋﺪﺩ ﺍﻷﻧﺪﻳﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﺍﻹﺳﻼﻣﻴﺔ ﻣﻊ ﻫﺬﺍ ﱂ ﺗﻜﻦ ﺗﺘﻔﻄﻦ ﺍﻟﺴﻠﻄﺎﺕ ﺍﻟﻔﺮﻧﺴﻴﺔ ،ﺇﻻ ﺃﻥ ﺍﳌﻘﺎﺑﻼﺕ ﺍﻟﱵ ﲡﺮﻯ ﺗﻌﻄﻰ ﺍﻟﻔﺮﺻﺔ ﻷﺑﻨﺎﺀ ﺍﻟﺸﻌﺐ ﻟﻠﺘﺠﻤﻊ ﻭ ﺍﻟﺘﻈﺎﻫﺮ ﺑﻌﺪ ﻛﻞ ﻟﻘﺎﺀ،ﺣﻴﺚ ﺣﺪﺛﺖ ﺍﺷﺘﺒﺎﻛﺎﺕ ﻋﻨﻴﻔﺔ ﺑﻌﺪ ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﱵ ﲨﻌﺖ ﻣﻮﻟﻮﺩﻳﺔ ﺍﳉﺰﺍﺋﺮ ﺑﻔﺮﻳﻖ "ﺳﺎﻧﺖ ﺍﻭﺟﲔ" ﺑﺒﻮﻟﻮﻏﲔ ﺣﺎﻟﻴﺎ ﻭ ﺍﻟﱵ ﻋﻠﻰ ﺃﺛﺮﻫﺎ ﺍﻋﺘﻘﻞ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳉﺰﺍﺋﺮﻳﲔ،ﳑﺎ ﺃﺩﻯ ﺑﻘﻴﺎﺩﺓ ﺍﻟﺜﻮﺭﺓ ﺇﱃ ﲡﻤﻴﺪ ﺍﻷﻧﺸﻄﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﰲ 11ﻣﺎﺭﺱ 1952ﲡﻨﺒﺎ ﻟﻸﺿﺮﺍﺭ ﺍﻟﱵ ﺗﻠﺤﻖ ﺑﺎﳉﺰﺍﺋﺮﻳﲔ. ﻭ ﻗﺪ ﻋﺮﻓﺖ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺘﺤﺮﻳﺮﻳﺔ ﺗﻜﻮﻳﻦ ﻓﺮﻳﻖ ﺟﺒﻬﺔ ﺍﻟﺘﺤﺮﻳﺮ ﺍﻟﻮﻃﲏ ﻋﺎﻡ 1958ﺍﻟﺬﻱ ﻛﺎﻥ ﻳﻠﻌﺐ ﺁﻧﺬﺍﻙ ﰲ ﺻﻔﻮﻑ ﻓﺮﻳﻖ ﺳﺎﻥ ﺍﻳﻨﺒﺎﻥ،ﺳﻮﻓﺎﻥ،ﺭﻭﺑﺎ،ﻛﺮﳝﻮﺍ ﻭ ﻛﺎﻥ ﻫﺬﺍ ﺍﻟﻔﺮﻳﻖ ﳝﺜﻞ ﺍﳉﺰﺍﺋﺮ ﰲ ﳐﺘﻠﻒ ﺍﳌﻨﺎﻓﺴﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻨﻬﺎ ﺃﻭ ﺍﻟﺪﻭﻟﻴﺔ. ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ) :ﻣﺮﺣﻠﺔ ﻣﺎ ﺑﻌﺪ ﺍﻻﺳﺘﻘﻼﻝ(:ﺣﻴﺚ ﻋﺮﻓﺖ ﺍﻟﻜﺮﺓ ﺍﳉﺰﺍﺋﺮﻳﺔ ﺗﺄﺳﻴﺲ ﳎﻠﺲ ﺍﻟﺮﻳﺎﺿﺔ ﲢﺖ ﺇﺷﺮﺍﻑ ﺍﻟﺪﻛﺘﻮﺭ )ﳏﻤﺪ ﻣﻌﻮﺵ(، ،ﻓﻤﻨﺬ ﺳﻨﺔ 1962ﻡ ﺇﱃ 1964ﻡ ﺷﺮﻉ ﰲ ﺗﻨﻈﻴﻢ ﺍﻟﻜﺮﺓ ﺍﳉﺰﺍﺋﺮﻳﺔ ﻭﺫﻟﻚ ﺑﺈﻧﺸﺎﺀ ﺍﳍﻴﺎﻛﻞ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻣﺜﻞ ﺍﻻﲢﺎﺩﻳﺔ ﻭﺍﻟﺮﺍﺑﻄﺎﺕ،ﺣﻴﺚ ﻧﻈﻤﺖ ﺃﻭﻝ ﺑﻄﻮﻟﺔ ﻭﻃﻨﻴﺔ ﻣﻮﺳﻢ)1963 -1962ﻡ(،ﺗﻮﺝ ﺎ ﺍﻻﲢﺎﺩ ﺍﻟﺮﻳﺎﺿﻲ ﺍﻹﺳﻼﻣﻲ ﻟﻠﺠﺰﺍﺋﺮ ،ﻭ ﻧﻈﻤﺖ ﺃﻭﻝ ﻛﺎﺱ ﻟﻠﺠﻤﻬﻮﺭﻳﺔ ﺳﻨﺔ 1963ﻭ ﻓﺎﺯ ﺎ ﻭﻓﺎﻕ ﺳﻄﻴﻒ،ﻭﻛﺎﻥ ﺃﻭﻝ ﺭﺋﻴﺲ ﻟﻼﲢﺎﺩﻳﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﻟﻜﺮﺓ ﺍﻟﻘﺪﻡ ﺍﻟﺪﻛﺘﻮﺭ )ﳏﻤﺪ ﻣﻌﻮﺵ( ،ﻭﺷﻜﻞ ﻓﺮﻳﻖ ﻭﻃﲏ ﺃﺟﺮﻯ ﺃﻭﻝ ﻣﻘﺎﺑﻠﺔ ﺿﺪ ﺍﳌﻨﺘﺨﺐ ﺍﻟﱪﺗﻐﺎﱄ ﻭﻓﺎﺯ ﻣﻨﺘﺨﺒﻨﺎ ﺑﻨﺘﻴﺠﺔ ) 2ﻣﻘﺎﺑﻞ ،(1ﺃﻣﺎ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳌﻨﺎﻓﺴﺎﺕ ﺍﻟﺮﲰﻴﺔ ﻓﻘﺪ ﻟﻌﺐ ﺍﳌﻨﺘﺨﺐ ﺍﻟﻮﻃﲏ ﺃﻭﻝ ﻟﻘﺎﺀ ﺭﲰﻲ ﻟﻪ ﺃﻣﺎﻡ ﺍﳌﻨﺘﺨﺐ ﺍﻟﺘﻮﻧﺴﻲ ﺳﻨﺔ.1964 1 ﻭﺑﻌﺪ 1964ﻡ ﺃﺻﺒﺢ ﺍﻟﻔﺮﻳﻖ ﺍﻟﻮﻃﲏ ﻗﻮﻳﺎ ﺑﻌﺪﺩ ﺍﻟﻼﻋﺒﲔ ﺍﶈﺘﺮﻓﲔ ﺍﻟﺬﻳﻦ ﻟﻌﺒﻮﺍ ﺿﻤﻦ ﻓﺮﻳﻖ ﺟﺒﻬﺔ ﺍﻟﺘﺤﺮﻳﺮ ،ﻭﻛﺎﻥ ﻛﻞ ﻣﻦ ﻓﺮﻳﻖ ﻣﻮﻟﻮﺩﻳﺔ ﺍﳉﺰﺍﺋﺮ ﻭﺷﺒﺎﺏ ﺑﻠﻜﻮﺭ ﻣﻦ ﺃﺑﺮﺯ ﺍﻷﻧﺪﻳﺔ ﺁﻧﺬﺍﻙ ﺍﻟﺬﻳﻦ ﻛﺎﻥ ﳍﻤﺎ ﺍﻟﻔﻀﻞ ﰲ ﺗﻮﺍﺻﻞ ﺗﻄﻮﺭ ﺍﻟﻜﺮﺓ ﺣﻴﺚ ﻓﺎﺯ ﺷﺒﺎﺏ ﺑﻠﻜﻮﺭ ﺑﻜﺄﺱ ﺍﳌﻐﺮﺏ ﺍﻟﻌﺮﰊ ﺃﺭﺑﻊ ﻣﺮﺍﺕ -1ﳏﻤﺪ ﻣﻨﺼﻮﺭﻱ:ﺍﻟﻜﺮﺓ ﺍﳉﺰﺍﺋﺮﻳﺔ ﻓﻮﺯ ﻣﺴﺘﺤﻖ،ﻣﺮﺟﻊ ﺳﺎﺑﻖ،ﺹ.23 ﺇﱃ ﻏﺎﻳﺔ ﳎﻲﺀ ﺍﻹﺻﻼﺡ ﺍﻟﺮﻳﺎﺿﻲ ﺳﻨﺔ 1976ﻡ ﻭﺍﻟﺬﻱ ﺃﻋﻄﻰ ﺩﻓﻌﺎ ﻗﻮﻳﺎ ﻟﻜﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳉﺰﺍﺋﺮﻳﺔ، ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺗﺪﺧﻞ ﺍﻟﺪﻭﻟﺔ ﰲ ﻫﺬﺍ ﺍﺎﻝ ﻣﻦ ﺧﻼﻝ ﻭﺯﺍﺭﺓ ﺍﻟﺸﺒﺎﺏ ﻭﺍﻟﺮﻳﺎﺿﺔ ﻭﺗﺪﺧﻞ ﺍﻟﺸﺮﻛﺎﺕ. ﻭﺟﺎﺀ ﻫﺬﺍ ﺍﻹﺻﻼﺡ ﺑﻨﻮﻉ ﻣﻦ ﺍﻻﺣﺘﺮﺍﻑ ﺍﳌﻮﺟﻪ ﻭﻣﻨﻪ ﺩﺧﻠﺖ ﺍﻟﻜﺮﺓ ﺍﳉﺰﺍﺋﺮﻳﺔ ﰲ ﻋﺎﱂ ﺍﻟﻜﺮﺓ ﺍﻟﻌﺎﳌﻴﺔ ،ﺣﻴﺚ ﺯﺍﺩﺕ ﻣﺸﺎﺭﻛﺎﺕ ﺍﳌﻨﺘﺨﺐ ﺍﻟﻮﻃﲏ ﲟﺨﺘﻠﻒ ﻓﺌﺎﺗﻪ ،ﻭﻛﺬﺍ ﺍﻷﻧﺪﻳﺔ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳌﻨﺎﻓﺴﺎﺕ ﺍﻟﻘﺎﺭﻳﺔ ﻭﺍﳉﻬﻮﻳﺔ ﻭﺍﻟﺪﻭﻟﻴﺔ ﺃﻳﻀﺎ ،ﻭﻣﻨﻪ ﺟﺎﺀﺕ ﻣﺸﺎﺭﻛﺔ ﺍﳉﺰﺍﺋﺮ ﰲ ﻛﺄﺱ ﺍﻟﻌﺎﱂ ﻟﺴﻨﺔ 1982ﻡ ﺍﻟﱵ ﺃﻋﻄﺘﻨﺎ ﺍﳊﻤﺎﺱ ﺍﻟﺬﻱ ﻋﺮﻓﻨﺎﻩ ﺧﻼﻝ ﺍﻻﺳﺘﻘﻼﻝ. 1 ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻟﺜﺔ:ﺗﻌﺘﱪ ﻓﺘﺮﺓ ﺑﺪﺍﻳﺔ ﺗﺮﺍﺟﻊ ﻣﺴﺘﻮﻯ ﺍﻟﻜﺮﺓ ﺍﳉﺰﺍﺋﺮﻳﺔ ﺑﻌﺪ 1982ﻡ،ﻭ ﺫﻟﻚ ﻛﻨﺘﻴﺠﺔ ﺣﺘﻤﻴﺔ ﻟﺴﻮﺀ ﺍﻟﺘﺨﻄﻴﻂ ﻭ ﺍﻟﺘﺴﻴﲑ ﻭ ﺍﳌﺘﺎﺑﻌﺔ ﺍﳉﺪﻳﺔ ﻭ ﺍﳊﺮﻳﺼﺔ ﳌﺎ ﺑﻌﺪ ﻓﺘﺮﺓ ﺍﻹﺻﻼﺡ ﺍﻟﺮﻳﺎﺿﻲ ،ﺇﺫ ﱂ ﺗﻜﻦ ﻫﻨﺎﻙ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻓﻌﺎﻟﺔ ﻟﻠﻨﻬﻮﺽ ﺑﺎﻟﻜﺮﺓ ﺍﳉﺰﺍﺋﺮﻳﺔ ،ﻓﻌﻠﻰ ﻋﻜﺲ ﺍﻟﺪﻭﻝ ﱂ ﺗﺄﺧﺬ ﺍﳉﺰﺍﺋﺮ ﳕﻮﺫﺝ ﺗﺴﲑ ﻋﻠﻴﻪ ﺑﻞ ﻛﺎﻧﺖ ﺗﻌﻤﻞ ﺑﺎﻟﻨﻤﻮﺫﺝ ﺍﻟﱪﺍﺯﻳﻠﻲ ﺃﻭ ﺍﻷﳌﺎﱐ ﻭﺗﺴﺘﻔﻴﺪ ﻣﻨﻪ ﻟﺬﺍ ﻛﺎﻥ ﻟﺰﺍﻣﺎ ﻋﻠﻴﻨﺎ ﺇﺣﺪﺍﺙ ﺟﺪﻳﺪ ﺑﻌﺪ ﻋﺎﻡ 1982ﻡ. ﺍﳌﺮﺣﻠﺔ ﺍﻟﺮﺍﺑﻌﺔ) 1990ﻭ2002ﻡ(:ﺃﻳﻦ ﻋﺮﻓﺖ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳉﺰﺍﺋﺮﻳﺔ ﺗﺪﻫﻮﺭﺍ ﺧﻄﲑﺍ ﻭﺍﻧﻌﻜﺎﺳﺎ ﺳﻠﺒﻴﺎ ﻋﻠﻰ ﺍﻟﺮﻳﺎﺿﺔ ﰲ ﺍﳉﺰﺍﺋﺮ، ﻭﺑﺎﳋﺼﻮﺹ ﺍﳌﻨﺘﺨﺐ ﺍﻟﻮﻃﲏ ﻋﻠﻰ ﺍﻟﺼﻌﻴﺪﻳﻦ ﺍﻟﺪﻭﱄ ﻭﺍﻟﻘﺎﺭﻱ ،ﺣﻴﺚ ﻇﻬﺮ ﺍﳌﻨﺘﺨﺐ ﺃﺛﻨﺎﺀ ﺩﻭﺭﺓ ﻛﺄﺱ ﺃﻣﻢ ﺇﻓﺮﻳﻘﻴﺎ ﰲ ﻋﺎﻡ 1992ﻡ ﺍﳌﻘﺎﻣﺔ ﺑﺎﻟﺴﻨﻐﺎﻝ ،ﲟﺴﺘﻮﻯ ﻣﺘﻮﺍﺿﻊ ﻓﺎﺰﻡ ﰲ ﺃﻭﻝ ﻣﻘﺎﺑﻠﺔ ﻟﻪ ﺃﻣﺎﻡ ﻛﻮﺕ ﺩﻳﻔﻮﺍﺭ ﻭﻫﻮ ﻣﺎ ﺧﻴﺐ ﺁﻣﺎﻝ ﺍﳉﻤﻬﻮﺭ ﻭﻣﺘﺘﺒﻌﻲ ﺍﻟﻜﺮﺓ ﺍﳌﺴﺘﺪﻳﺮﺓ ﰲ ﺍﳉﺰﺍﺋﺮ. :1994ﺃﻱ ﺃﺛﻨﺎﺀ ﺍﻟﺪﻭﺭﺓ ﺍﻟﺘﺎﺳﻌﺔ ﻋﺸﺮ ) (19ﻟﻜﺄﺱ ﺇﻓﺮﻳﻘﻴﺎ ﻟﻸﻣﻢ ﺍﳌﻘﺎﻣﺔ ﺑﺘﻮﻧﺲ ،ﺃﻗﺼﻰ ﺍﳌﻨﺘﺨﺐ ﺍﻟﻮﻃﲏ ﻭﺍﻟﺴﺒﺐ ﻫﻮ ﻗﻀﻴﺔ "ﻛﺮﻭﻑ" ،ﻻﻋﺐ ﺷﺒﻴﺒﺔ ﺍﻟﻘﺒﺎﺋﻞ ﺃﺩﺭﺝ ﺿﻤﻦ ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺮﲰﻴﺔ ﺍﻟﱵ ﲨﻌﺖ -1ﺟﺮﻳﺪﺓ ﺍﻟﺮﺃﻱ :ﻋﺪﺩ 20 ،1137ﻳﻨﺎﻳﺮ ،2002ﺹ.17 ﺍﳉﺰﺍﺋﺮ ﺑﻨﻈﲑﻩ ﺍﻟﺴﻨﻐﺎﱄ ﺍﳌﻘﺎﻣﺔ ﻳﻮﻡ 10ﺟﺎﻧﻔﻲ 1993ﻡ ،ﰲ ﺇﻃﺎﺭ ﺗﺼﻔﻴﺎﺕ ﻛﺄﺱ ﺇﻓﺮﻳﻘﻴﺎ ﻟﻸﻣﻢ ﺑﺘﻮﻧﺲ 1994ﻡ ﺣﻴﺚ ﺃﻥ ﺍﻟﻼﻋﺐ ﻛﺎﻥ ﻣﻌﺎﻗﺐ ﻣﻦ ﻃﺮﻑ ﺍﻟﻜﻮﻧﻔﺪﺭﺍﻟﻴﺔ ﺍﻹﻓﺮﻳﻘﻴﺔ ﻟﻜﺮﺓ ﺍﻟﻘﺪﻡ ﻭﻫﻮ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﺗﺴﺒﺐ ﰲ ﺇﻗﺼﺎﺀ ﺃﻭ ﺣﺮﻣﺎﻥ ﺍﳌﻨﺘﺨﺐ ﺍﻟﻮﻃﲏ ﺍﳉﺰﺍﺋﺮﻱ ﻣﻦ ﺍﻟﺪﻭﺭﺓ ﺍﳌﻨﻈﻤﺔ ﺇﱃ ﺟﺎﻧﺐ ﺇﻗﺼﺎﺋﻪ ﻣﻦ ﺗﺼﻔﻴﺎﺕ ﻛﺄﺱ ﺍﻟﻌﺎﱂ ﻟﺴﻨﺔ 1994ﻡ ﻭ 1998ﻭ 2002ﻋﻠﻰ ﺍﻟﺘﻮﺍﱄ ،ﺃﻱ ﺍﳌﻘﺎﻣﺔ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ،ﻓﺮﻧﺴﺎ ،ﺍﻟﻴﺎﺑﺎﻥ ﻭﻛﻮﺭﻳﺎ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ ،ﻛﻤﺎ ﺃﻥ ﺍﻟﻔﺮﻳﻖ ﺍﻟﻮﻃﲏ ﺧﺮﺝ ﻣﻦ ﺍﻟﺪﻭﺭ ﺍﻟﺮﺑﻊ ﺍﻟﻨﻬﺎﺋﻲ ﻟﻨﻬﺎﺋﻴﺎﺕ ﺍﻟﺪﻭﺭﺓ ﺍﻟﻌﺸﺮﻳﻦ ) (20ﻟﻜﺄﺱ ﺇﻓﺮﻳﻘﻴﺎ ﺳﻨﺔ ،1996ﻭﻫﻜﺬﺍ ﺗﻮﺍﺻﻠﺖ ﺳﻠﺴﻠﺔ ﺍﳍﺰﺍﺋﻢ ﻭﺍﻹﻗﺼﺎﺀﺍﺕ ﺍﻟﱵ ﺳﺮﻋﺎﻥ ﻣﺎ ﲢﻮﻟﺖ ﺇﱃ ﻣﺄﺳﺎﺓ ﺧﺎﺻﺔ ﺑﻌﺪ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻟﺪﻭﺭ ﺍﻷﻭﻝ ﻛﻞ ﻣﻦ ﻏﻴﻨﻴﺎ ﺑﻨﺘﻴﺠﺔ ﻫﺪﻑ ) (01ﻣﻘﺎﺑﻞ ﺻﻔﺮ ) (0ﻭﺑﻮﺭﻛﻴﻨﺎﻓﺴﻮ ﺪﻓﲔ ) (02ﳍﺪﻑ )(01 ﻭﺍﻟﻜﺎﻣﺮﻭﻥ ﺑﻨﻔﺲ ﺍﻟﻨﺘﻴﺠﺔ. :2000ﺃﻱ ﺍﻟﺪﻭﺭﺓ ﺍﻟﺜﺎﻧﻴﺔ ﻭﺍﻟﻌﺸﺮﻭﻥ ) (22ﻟﻜﺄﺱ ﺇﻓﺮﻳﻘﻴﺎ ﺳﺠﻠﻨﺎ ﺍﻧﺴﺤﺎﺏ ﻣﻨﺘﺨﺒﻨﺎ ﰲ ﺍﻟﺪﻭﺭ ﺍﻟﺮﺑﻊ ﺎﺋﻲ ﺃﻳﻦ ﺍﺰﻡ ﺃﻣﺎﻡ ﻣﻨﺘﺨﺐ ﺍﻟﻜﺎﻣﺮﻭﻥ ﺪﻓﲔ ) (02ﳍﺪﻑ ).(01 :2002ﺃﻱ ﺃﺛﻨﺎﺀ ﺍﻟﺪﻭﺭﺓ ﺍﻟﺜﺎﻟﺜﺔ ﻭﺍﻟﻌﺸﺮﻭﻥ ) (23ﻟﻜﺄﺱ ﺇﻓﺮﻳﻘﻴﺎ ﺍﳌﻘﺎﻣﺔ ﺑﺎﳉﺎﺭﺓ "ﻣﺎﱄ" ﺃﻳﻦ ﺍﻧﺴﺤﺐ ﺍﻟﻔﺮﻳﻖ ﺍﻟﻮﻃﲏ ﻣﺒﻜﺮﺍ ﻣﻦ ﻫﺬﻩ ﺍﻟﻜﺄﺱ ﰲ ﺍﻟﺪﻭﺭ ﺍﻷﻭﻝ. :2004ﺃﻱ ﺃﺛﻨﺎﺀ ﺍﻟﺪﻭﺭﺓ ﺍﻟﺮﺍﺑﻌﺔ ﻭﺍﻟﻌﺸﺮﻭﻥ ) (24ﻟﻜﺄﺱ ﺇﻓﺮﻳﻘﻴﺎ ﺍﳌﻘﺎﻣﺔ ﺑﺎﻟﺸﻘﻴﻘﺔ ﺗﻮﻧﺲ ﺃﻳﻦ ﺍﻧﺴﺤﺐ ﺍﻟﻔﺮﻳﻖ ﺍﻟﻮﻃﲏ ﰲ ﺍﻟﺪﻭﺭ ﺍﻟﺮﺑﻊ ﺍﻟﻨﻬﺎﺋﻲ ﻣﻊ ﺍﳌﻨﺘﺨﺐ ﺍﳌﻐﺮﰊ ﺑﺜﻼﺛﺔ ﺃﻫﺪﺍﻑ ) (03ﳍﺪﻑ ﻭﺍﺣﺪ ).(01 :2006ﺣﻴﺚ ﱂ ﻳﺘﺄﻫﻞ ﺍﻟﻔﺮﻳﻖ ﺍﻟﻮﻃﲏ ﺇﱃ ﻛﺄﺱ ﺇﻓﺮﻳﻘﻴﺎ. -1ﺟﺮﻳﺪﺓ ﺍﻟﺮﺃﻱ :ﻣﺮﺟﻊ ﺳﺎﺑﻖ ،ﺹ .17 1 -3-1ﺍﳌﺸﺎﺭﻛﺎﺕ ﺍﳉﺰﺍﺋﺮﻳﺔ ﺑﺎﻷﺭﻗﺎﻡ ﰲ ﻛﺄﺱ ﺇﻓﺮﻳﻘﻴﺎ ﻟﻜﺮﺓ ﺍﻟﻘﺪﻡ: ﺍﻹﺣﺼﺎﺋﻴﺎﺕ ﻣﺄﺧﻮﺫﺓ ﻟﺴﻨﺔ:2002 *ﺍﺛﻨﺎ ﻋﺸﺮ ) (12ﻣﺸﺎﺭﻛﺔ ﰲ ﺎﺋﻴﺎﺕ ﻛﺄﺱ ﺇﻓﺮﻳﻘﻴﺎ ﻟﻸﻣﻢ. *ﻟﻌﺐ ) (47ﻣﻘﺎﺑﻠﺔ ،ﺳﺠﻞ ) (58ﻫﺪﻑ ،ﺗﻠﻘﻰ ) (49ﻫﺪﻑ. *ﻓﺎﺯ ﰲ ) (17ﻣﻘﺎﺑﻠﺔ ،ﺗﻌﺎﺩﻝ ﰲ ) (16ﻣﻘﺎﺑﻠﺔ ،ﺍﺰﻡ ﰲ ) (04ﻣﻘﺎﺑﻼﺕ. *ﻓﺎﺯ ﺑﺎﻟﻜﺄﺱ ﻣﺮﺓ ﻭﺍﺣﺪﺓ ﻋﺎﻡ ) (1990ﺍﳌﻨﻈﻤﺔ ﰲ ﺍﳉﺰﺍﺋﺮ. *ﺍﺣﺘﻞ ﺍﳌﺮﺗﺒﺔ ﺍﻟﺮﺍﺑﻌﺔ ﻣﺮﺓ ﻭﺍﺣﺪﺓ ﻋﺎﻡ ).(1982 *ﺗﺄﻫﻞ ﺇﱃ ﺍﻟﺮﺑﻊ ﺍﻟﻨﻬﺎﺋﻲ ﻣﺮﺗﲔ ﻋﺎﻡ ) (1996ﻭ).(2000 *ﺃﻗﺼﻲ ﰲ ﺍﻟﺪﻭﺭ ﺍﻷﻭﻝ ﲬﺲ ﻣﺮﺍﺕ ﻭﻫﺬﺍ ﰲ ﺍﻟﺴﻨﻮﺍﺕ )،1998 ،1992 ،1986 ،1968 .(2002 *ﺃﺣﺴﻦ ﻫﺪﺍﻑ ﰲ ) (2002ﻟﻠﻔﺮﻳﻖ ﺍﻟﻮﻃﲏ "ﻋﺒﺪ ﺍﳊﻔﻴﻆ ﺗﺎﺳﻔﺎﻭﺕ" ﺑـ 4ﻫﺪﻑ. 1 -2ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳊﺪﻳﺜﺔ: -1-2ﻣﻼﻣﺢ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳊﺪﻳﺜﺔ: ﺃﺛﺒﺘﺖ ﺑﻌﺾ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭ ﺍﻟﺒﺤﻮﺙ ﺍﳊﺪﻳﺜﺔ ﺃﻧﻪ ﺧﻼﻝ ﻣﺒﺎﺭﺍﺓ ﻛﺮﺓ ﻗﺪﻡ ﻣﺴﺘﻮﻯ ﻋﺎﱄ ﻳﻜﻮﻥ ﻫﻨﺎﻙ: ﻣﻦ 72ﺇﱃ 109ﺗﺴﺎﺭﻉ« accélérations brutales ».ﻣﻦ 40ﺇﱃ 70ﺻﺪ ﺯﺍﺋﺪ ﺗﻐﻴﲑ ﺍﲡﺎﻩ « blocages +changements de» direction 6ﺿﺮﺑﺎﺕ ﺑﺎﻟﻌﻘﺐ » . « tacles 13ﻣﺮﺍﻭﻏﺔ » « dribbles 11ﺿﺮﺑﺔ ﺑﺎﻟﺮﺃﺱ. 30ﺻﺮﺍﻉ ﻋﻠﻰ ﺍﻟﻜﺮﺓ ﺑﺪﻭﻥ ﻛﺮﺓ» « luttes sans ballon27ﺻﺮﺍﻉ ﻋﻠﻰ ﺍﻟﻜﺮﺓ ﺑﺎﻟﻜﺮﺓ» « lutte avec ballon2 ﻭ ﻋﻠﻰ ﻭﺟﻪ ﺍﳋﺼﻮﺹ ﻳﻮﺟﺪ ﻣﻮﺍﻗﻒ ﻋﺎﻟﻴﺔ ﺍﻟﺸﺪﺓ ﻛﻞ 43ﺛﺎﻧﻴﺔ. -1ﺟﺮﻳﺪﺓ ﺍﻟﺮﺃﻱ :ﻣﺮﺟﻊ ﺳﺎﺑﻖ ،ﺹ .18 -Cazorla et fahri: exigences physiques et physiologiques actuelles¸ revue EPS n 273¸ sep oct. 1998 2 ﻫﺬﺍ ﻣﺎ ﻳﻌﲏ ﺃﻥ ﻻﻋﺐ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﰲ ﺁﻥ ﻭﺍﺣﺪ: • ﺳﺮﻳﻊ ﻭ ﻗﻮﻱ ﻣﻦ ﺍﺟﻞ ﺧﻠﻖ ﺣﺮﻛﺎﺕ ﻣﻮﺟﺰﺓ ﻭ ﺣﺎﲰﺔ» « brèves et décisives • ﻭﻛﺬﻟﻚ ﻳﺘﻤﺘﻊ ﺑﺼﻔﺔ ﺍﳌﺪﺍﻭﻣﺔ،ﻣﻌﻨﺎﻩ ﻗﺎﺩﺭ ﻋﻠﻰ ﺇﻋﺎﺩﺓ ﺑﺸﻜﻞ ﻣﺘﻜﺮﺭ ﺣﺮﻛﺎﺕ ﻣﻮﺟﺰﺓ ﻭ ﺣﺎﲰﺔ. 1 -2-2ﻣﺘﻄﻠﺒﺎﺕ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳊﺪﻳﺜﺔ: -1-2-2ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﻟﺒﺪﻧﻴﺔ ﻟﻼﻋﺐ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳊﺪﻳﺜﺔ: -1ﺍﻹﻋﺪﺍﺩ ﺍﻟﺒﺪﱐ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ: ﻳﻌﲏ ﺍﻹﻋﺪﺍﺩ ﺍﻟﺒﺪﱐ ﻟﻼﻋﺐ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﰲ ﺍﺑﺴﻂ ﺻﻮﺭﺓ ﺗﻠﻚ ﺍﻟﺘﻤﺮﻳﻨﺎﺕ ﺍﻟﱵ ﺗﻌﻄﻰ ﻟﻼﻋﺒﲔ ﺪﻑ ﺇﻛﺴﺎﻢ ﺃﻋﻠﻰ ﻣﺴﺘﻮﻯ ﳑﻜﻦ ﻣﻦ ﻋﻨﺎﺻﺮ ﺍﻟﻠﻴﺎﻗﺔ ﺍﻟﺒﺪﻧﻴﺔ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻭ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺍﻟﻠﻌﺒﺔ. *-2ﺃﻧﻮﺍﻉ ﺍﻹﻋﺪﺍﺩ ﺍﻟﺒﺪﱐ: ﻳﻨﻘﺴﻢ ﺍﻹﻋﺪﺍﺩ ﺍﻟﺒﺪﱐ ﻟﻼﻋﱯ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺇﱃ ﻓﺮﻋﲔ ﺭﺋﻴﺴﲔ ﳘﺎ: *-1-2ﺍﻹﻋﺪﺍﺩ ﺍﻟﺒﺪﱐ ﺍﻟﻌﺎﻡ: ﻭ ﻳﻘﺼﺪ ﺑﻪ ﺇﻛﺴﺎﺏ ﺍﻟﻼﻋﺐ ﺍﻟﺼﻔﺎﺕ ﺃﻭ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺒﺪﻧﻴﺔ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﻭ ﺷﺎﻣﻠﺔ ﻭ ﻣﺘﺰﻧﺔ ﻭ ﻣﻦ ﺃﳘﻬﺎ ﺍﻟﻘﻮﺓ ﺍﻟﻌﻀﻠﻴﺔ ﺃﻭ ﺍﻟﺴﺮﻋﺔ ﻭ ﺍﻟﺘﺤﻤﻞ ﻭ ﺍﻟﺮﺷﺎﻗﺔ ﻭ ﺍﳌﺮﻭﻧﺔ ﻭ ﺍﻟﺪﻗﺔ ﻭ ﺍﻟﺘﻮﺍﻓﻖ ﻭ ﻫﻮ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﻳﺒﲎ ﻋﻠﻴﻬﺎ ﺍﻹﻋﺪﺍﺩ ﺍﻟﺒﺪﱐ ﺍﳋﺎﺹ. *-2-2ﺍﻹﻋﺪﺍﺩ ﺍﻟﺒﺪﱐ ﺍﳋﺎﺹ: ﻭ ﻳﻘﺼﺪ ﺑﻪ ﺇﻛﺴﺎﺏ ﺍﻟﻼﻋﺐ ﺍﻟﺼﻔﺎﺕ)ﺍﻟﻌﻨﺎﺻﺮ( ﺍﻟﺒﺪﻧﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻭ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻟﻠﻌﺒﺔ ﻛﺮﺓ ﺍﻟﻘﺪﻡ،ﻭ ﻗﺪ ﺍﲨﻊ ﺧﱪﺍﺀ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻋﻠﻰ ﺃﺎ ﲬﺲ ﻭ ﻫﻲ"ﺍﻟﻘﻮﺓ ﺍﻟﻌﻀﻠﻴﺔ-ﺍﻟﺘﺤﻤﻞ-ﺍﻟﺴﺮﻋﺔ-ﺍﻟﺮﺷﺎﻗﺔ-ﺍﳌﺮﻭﻧﺔ". 1-Bernard Turpin: Prèparation et entrainement du footballeur¸Edition Amphora¸ paris¸novembre 2002.p24 -2ﳏﻤﺪ ﻋﺒﺪﻩ ﺻﺎﱀ ﺍﻟﻮﺣﺶ،ﻣﻔﱵ ﺇﺑﺮﺍﻫﻴﻢ ﳏﻤﺪ:ﺃﺳﺎﺳﻴﺎﺕ ﻛﺮﺓ ﺍﻟﻘﺪﻡ،ﻣﺮﺟﻊ ﺳﺎﺑﻖ،ﺹ.91 2 -2-2-2ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﳌﻬﺎﺭﻳﺔ ﻟﻼﻋﺐ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳊﺪﻳﺜﺔ: *-ﻣﻔﻬـﻮﻡ ﺍﳌﻬـﺎﺭﺍﺕ ﺍﻷﺳﺎﺳﻴـﺔ: ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻫﻲ ﻛﻞ ﺍﳊﺮﻛﺎﺕ ﺍﻟﱵ ﺗﺆﺩﻯ ﺪﻑ ﳏﺪﺩ ﰲ ﻗـﺎﻧﻮﻥ ﺍﻟﻠﻌﺒﺔ،ﻭ ﻫﻲ ﺟﻮﻫﺮ ﺍﻻﳒﺎﺯ ﺧﻼﻝ ﺍﳌﺒﺎﺭﻳﺎﺕ.ﻭ ﻳﻬﺪﻑ ﺍﻹﻋﺪﺍﺩ ﺍﳌﻬﺎﺭﻱ ﺇﱃ ﺗﻌﻠﻴﻢ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﺮﻛﻴـﺔ 1 ﺃﻭ ﺍﻷﺳﺎﺳﻴﺔ ﻭ ﳏﺎﻭﻟﺔ ﺇﺗﻘﺎﺎ ﻭ ﺗﺜﺒﻴﺘﻬﺎ ﺑﻐﺮﺽ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺃﻓﻀﻞ ﻣﺴﺘﻮﻯ ﳑﻜﻦ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. *ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﻘﺎﻋﺪﻳﺔ ﺑﺎﻟﻜﺮﺓ * ﺍﻟﺘﻤﺮﻳﺮ: ﺍﻟﺘﻤﺮﻳﺮ ﻭﺳﻴﻠﺔ ﺭﺑﻂ ﺃﻭﻟﻴﺔ ﺑﲔ ﻻﻋﺒﲔ ﺃﻭ ﺃﻛﺜﺮ ،ﺗﺴﻤﺢ ﺑﺘﻔﺎﺩﻱ ﻻﻋﱯ ﺍﳋﺼﻢ ﻭﻭﺿﻊ ﺍﻟﺰﻣﻴﻞ 2 ﰲ ﺍﻟﻮﺿﻌﻴﺔ ﺍﳌﻔﻀﻠﺔ ﻣﻦ ﺃﺟﻞ ﺃﺩﺍﺀ ﺣﺮﻛﻲ ﳏﺪﺩ )ﺍﻟﺘﺼﻮﻳﺐ(. *ﺍﺳﺘﻘﺒﺎﻝ ﺍﻟﻜﺮﺓ: ﺍﺳﺘﻘﺒﺎﻝ ﺍﻟﻜﺮﺓ ﻫﻮ ﺇﺧﻀﺎﻉ ﺍﻟﻜﺮﺓ ﲢﺖ ﺗﺼﺮﻑ ﺍﻟﻠﻌﺐ ﻭﺍﳍﻴﻤﻨﺔ ﻋﻠﻴﻬﺎ ﻭﺟﻌﻠﻬﺎ ﺑﻌﻴﺪﺓ ﻋـﻦ ﻣﺘﻨﺎﻭﻝ ﺍﳋﺼﻢ ﻭﺫﻟﻚ ﻟﻠﺘﺼﺮﻑ ﻓﻴﻬﺎ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﳌﻨﺎﺳﺒﺔ ﺣﺴﺐ ﻇﺮﻭﻑ ﺍﳌﺒﺎﺭﺍﺓ ﻭﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻰ ﺍﻟﻜﺮﺓ ﺗﺘﻢ ﰲ ﲨﻴﻊ ﺍﻻﺭﺗﻔﺎﻋﺎﺕ ﻭﺍﳌﺴﺘﻮﻳﺎﺕ ﺳﻮﺍﺀ ﻛﺎﻧﺖ ﺍﻟﻜﺮﺍﺕ ﺍﻷﺭﺿﻴﺔ ﺃﻭ ﺍﳌﻨﺨﻔﻀـﺔ ﺍﻻﺭﺗﻔـﺎﻉ ﺃﻭ 3 ﺍﳌﺮﺗﻔﻌﺔ. *ﺍﳉﺮﻱ ﺑﺎﻟﻜﺮﺓ: ﺍﳉﺮﻱ ﺑﺎﻟﻜﺮﺓ ﻫﻮ ﺍﻟﺘﺪﺭﺏ ﻋﻠﻰ ﺍﳉﺮﻱ ﰲ ﺧﻂ ﻣﺴﺘﻘﻴﻢ،ﻣﺘﻌﺮﺝ،ﻣﻨﺤﲏ ،ﻣﺴﺘﻌﻤﻼ ﰲ ﺫﻟﻚ ﻭﺟﻪ ﺍﻟﻘﺪﻡ ﺍﻟﺪﺍﺧﻠﻲ ﻭ ﺍﳋﺎﺭﺟﻲ ﻭ ﺍﻻﻣﺎﻣﻲ. ﲝﻴﺚ ﻧﺒﺤﺚ ﺧﻼﻝ ﺍﳉﺮﻱ ﺑﺎﻟﻜﺮﺓ ﻋﻦ: -1ﳏﻤﺪ ﻋﺒﺪﻩ ﺻﺎﱀ ﺍﻟﻮﺣﺶ،ﻣﻔﱵ ﺇﺑﺮﺍﻫﻴﻢ ﳏﻤﺪ:ﺃﺳﺎﺳﻴﺎﺕ ﻛﺮﺓ ﺍﻟﻘﺪﻡ،ﻣﺮﺟﻊ ﺳﺎﺑﻖ،ﺹ.67 3– Bernard turpin : préparation et entrainement du footballeur, édition amphora, paris ,France, 1996, p99. –3ﺣﻨﻔﻲ ﳏﻤﻮﺩ ﳐﺘﺎﺭ :ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻟﻠﻨﺎﺷﺌﲔ ،ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ ،ﺍﻟﻘﺎﻫﺮﺓ ،ﻣﺼﺮ ،1997 ،ﺹ .54 ﺗﻮﺍﺯﻥ ﺍﳉﺴﻢ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺮﺟﻞ ﺍﻟﱵ ﺗﻘﻮﻡ ﺑﺎﳋﻄﻮﺓ.ﺍﳉﻤﻊ ﺑﲔ ﺍﳉﻞ ﻭ ﺍﻟﻌﲔ)ﺍﻟﻨﻈﺮ(:ﺍﻟﻼﻋﺐ ﺍﻟﺬﻱ ﳛﺴﻦ ﺍﳉﺮﻱ ﺑﺎﻟﻜﺮﺓ ﻫﻮ ﺍﻟﺬﻱ ﳚﺮﻱ ﺑﺎﻟﻜﺮﺓ ﻭ ﺭﺃﺳﻪ1 ﻣﺮﻓﻮﻋﺔ ﻟﻸﻣﺎﻡ. * ﺍﳌﺮﺍﻭﻏــﺔ: ﻫﻲ ﺍﳊﻔﺎﻅ ﻋﻠﻰ ﺍﻟﺘﺤﻜﻢ ﰲ ﺍﻟﻜﺮﺓ ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﻭﺟﻮﺩ ﺍﳌﺪﺍﻓﻊ ﻭ ﲪﺎﻳﺔ ﺍﻟﻜﺮﺓ ﺃﻭ ﺍﻟـﺘﺨﻠﺺ ﻣﻦ ﺍﳌﺪﺍﻓﻊ ﻭ ﻧﻘﺴﻢ ﺍﳌﺮﺍﻭﻏﺔ ﺇﱃ: ﻣﺮﺍﻭﻏﺔ ﻟﻠﺤﻤﺎﻳﺔ ﺃﻳﻦ ﻳﻘﻮﻡ ﺍﻟﻼﻋﺐ ﲝﻤﺎﻳﺔ ﻛﺮﺗﻪ ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﻣﻀﺎﻳﻘﺔ ﺍﳋﺼﻢ.2 ﻣﺮﺍﻭﻏﺔ ﻣﻦ ﺍﺟﻞ ﺍﳍﺠﻮﻡ ﺃﻳﻦ ﻳﻘﻮﻡ ﺍﻟﻼﻋﺐ ﺑﺎﻟﺘﺨﻠﺺ ﻣﻦ ﺍﳌﺪﺍﻓﻊ ﻭ ﺗﻐﻠﻴﻄﻪ ﻟﺒﻨﺎﺀ ﻫﺠﻮﻡ.*ﺍﻟﺘﺼﻮﻳـﺐ: ﻫﻮ ﺇﺣﺪﻯ ﻭﺳﺎﺋﻞ ﺍﳍﺠﻮﻡ ﺍﻟﻔﺮﺩﻱ ،ﻭﻳﺘﻄﻠﺐ ﺍﻟﺘﺼﻮﻳﺐ ﻣﻦ ﺍﻟﻼﻋﺐ ﻣﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺮﻛﻴـﺰ ﻭﻣﻬﺎﺭﺓ ﻓﻨﻴﺔ ﻋﺎﻟﻴﺔ ﰲ ﺍﻷﺩﺍﺀ ﳌﺨﺘﻠﻒ ﺃﻧﻮﺍﻉ ﺿﺮﺏ ﺍﻟﻜﺮﺓ ﺑﺎﻟﻘﺪﻡ ﻭﺗﺄﰐ ﻓﺮﺻﺔ ﺍﻟﺘﺼﻮﻳﺐ ﺩﺍﺋﻤﺎ ﺑﻌـﺪ ﺍﶈﺎﻭﺭﺓ ﺃﻭ ﺑﻌﺪ ﺍﻟﻠﻌﺐ ﺍﳉﻤﺎﻋﻲ ﺑﲔ ﻻﻋﺒﲔ ،ﻭﳚﺐ ﻗﺒﻞ ﺍﻟﺘﺼﻮﻳﺐ ﺃﻥ ﻳﻘﺮﺭ ﺍﻟﻼﻋﺐ ﻛﻴﻒ ﻳﺼﻮﺏ، 3 ﻭﳚﺐ ﺃﻥ ﻳﺪﺭﻙ ﺍﻟﻼﻋﺐ ﻧﻮﺍﺣﻲ ﺍﻟﻀﻌﻒ ﰲ ﺣﺎﺭﺱ ﻣﺮﻣﻰ ﺍﻟﻔﺮﻳﻖ ﺍﳌﻨﺎﻓﺲ. 3-2-2ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﳋﻄﻄﻴﺔ ﻟﻼﻋﺐ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳊﺪﻳﺜﺔ: *-ﺍﻹﻋﺪﺍﺩ ﺍﳋﻄﻄﻲ: ﻳﻌﲏ ﺍﻹﻋﺪﺍﺩ ﺍﳋﻄﻄﻲ ﺇﻛﺴﺎﺏ ﺍﻟﻼﻋﺐ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭ ﺍﳌﻌﺎﺭﻑ ﻭ ﺍﻟﻘﺪﺭﺍﺕ ﺍﳋﻄﻄﻴﺔ ﻭ ﺇﺗﻘﺎﺎ ﻋﻤﻠﻴﺎ ﺑﺎﻟﻘﺪﺭ ﺍﻟﻜﺎﰲ ﺍﻟﺬﻱ ﳝﻜﻨﻪ ﻣﻦ ﺣﺴﻦ ﺍﻟﺘﺼﺮﻑ ﰲ ﳐﺘﻠﻒ ﺍﳌﻮﺍﻗﻒ ﺍﳌﺘﻌﺪﺩﺓ ﻭ ﺍﳌﺘﻐﲑﺓ ﺧﻼﻝ ﺍﳌﺒﺎﺭﺍﺓ. *-ﺗﻘﺴﻴﻢ ﺍﳋﻄﻂ:ﺗﻘﺴﻢ ﺍﳋﻄﻂ ﺇﱃ ﻧﻮﻋﲔ ﳘﺎ: *ﺍﳋﻄﻂ ﺍﳍﺠﻮﻣﻴﺔ ﻭ ﺗﻨﻘﺴﻢ ﺇﱃ ﺟﺰﺃﻳﻦ ﺭﺋﻴﺴﲔ ﳘﺎ":ﺍﳋﻄﻂ ﺍﳍﺠﻮﻣﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ)ﻣﺒﺎﺩﺉ ﺍﻟﻠﻌﺐ ﺍﳍﺠﻮﻣﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ(،ﻭ ﺍﳋﻄﻂ ﺍﳍﺠﻮﻣﻴﺔ ﺍﻟﻌﺎﻣﺔ". 1– Bernard turpin : préparation et entrainement du footballeur, op ct, p85. 2– Bernard turpin : préparation et entrainement du footballeur, op ct, p87. –3ﺣﻨﻔﻲ ﳏﻤﻮﺩ ﳐﺘﺎﺭ :ﻣﺮﺟﻊ ﺳﺎﺑﻖ ،ﺹ .106 *ﺍﳋﻄﻂ ﺍﻟﺪﻓﺎﻋﻴﺔ ﻭ ﺗﻨﻘﺴﻢ ﺇﱃ ﺟﺰﺃﻳﻦ ﺭﺋﻴﺴﲔ ﳘﺎ":ﺍﳋﻄﻂ ﺍﻟﺪﻓﺎﻋﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ)ﻣﺒﺎﺩﺉ ﺍﻟﻠﻌﺐ ﺍﻟﺪﻓﺎﻋﻲ ﺍﻷﺳﺎﺳﻴﺔ(،ﻭ ﺍﳋﻄﻂ ﺍﻟﺪﻓﺎﻋﻴﺔ ﺍﻟﻌﺎﻣﺔ". 1 4-2-2ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻼﻋﺐ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳊﺪﻳﺜﺔ: *-ﺍﻹﻋﺪﺍﺩ ﺍﻟﻨﻔﺴﻲ: ﻳﻘﻮﻝ ﺍﻟﺪﻛﺘﻮﺭ " ﳏﻤﺪ ﺣﺴﻦ ﻋﻼﻭﻱ " ﺃﻥ ﺍﻟﺘﺤﻀﲑ ﺍﻟﻨﻔﺴﻲ ﻭﺍﻟﺴﻴﻜﻮﻟﻮﺟﻲ ﻳﻌﲏ ﻣﺴﺘﻮﻯ ﺗﻄﻮﻳﺮ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺍﳌﻮﺟﻮﺩﺓ ﻟﺪﻯ ﺍﻟﺮﻳﺎﺿﻲ ﻭﺑﻌﺾ ﺍﳌﻨﺎﺻﺐ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﺮﻳﺎﺿﻲ ﺍﻟﱵ ﺗﺸﺘﺮﻁ ﻟﻺﺎﺀ ﺍﳉﻴﺪ ﻭﺍﳌﻨﺎﺳﺐ ﻟﻠﺮﻳﺎﺿﺔ ﰲ ﺷﺮﻁ ﺍﳌﻨﺎﻓﺴﺔ ﻭ ﺍﻟﺘﺪﺭﻳﺐ. ﻓﺎﻟﺘﺤﻀﲑ ﺍﻟﻨﻔﺴﻲ ﻫﻮ ﺳﲑﻭﺭﺓ ﺍﻟﺘﻄﺒﻴﻖ ﺍﻟﻌﻠﻤﻲ ﻟﻮﺳﺎﺋﻞ ﻭﻣﻨﺎﻫﺞ ﻣﻌﻴﻨﺔ ﻭﳏﺪﻭﺩﺓ ﻭﻣﻮﺟﻬﺔ ﳓﻮ ﺍﻟﺘﻜﻮﻳﻦ ﺍﻟﻨﻔﺴﻲ ﻟﻠﺮﻳﺎﺿﻲ. ﻛﻤﺎ ﻫﻮ ﺫﻟﻚ ﺍﻹﻋﺪﺍﺩ ﺍﻟﺬﻱ ﳜﻠﻖ ﻭﻳﻨﻤﻲ ﺍﻟﺪﻭﺍﻓﻊ ﻭﺍﻻﲡﺎﻫﺎﺕ ﺍﻹﳚﺎﺑﻴﺔ ﺍﻟﱵ ﺗﺮﺗﻜﺰ ﻋﻠﻰ ﺗﻜﻮﻳﻦ ﺍﻻﻗﺘﻨﺎﻋﺎﺕ ﺍﳊﻘﻴﻘﻴﺔ ﻭﺍﳌﻌﺎﺭﻑ ﺍﻟﻌﻠﻤﻴﺔ ،ﻛﻤﺎ ﻳﻌﻤﻞ ﻋﻠﻰ ﺗﻄﻮﻳﺮ ﺍﻟﺴﻤﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻭﺍﳋﺎﺻﺔ 2 ﻟﺪﻯ ﺍﻟﻔﺮﺩ ﺍﻟﺮﻳﺎﺿﻲ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻟﺘﻮﺟﻴﻪ ﻭﺍﻹﺭﺷﺎﺩ ﺍﻟﻨﻔﺴﻲ ﻟﻠﺮﻳﺎﺿﻲ. *-ﳏﺪﺩﺍﺕ ﻋﻤﻠﻴﺔ ﺍﻹﻋﺪﺍﺩ ﺍﻟﻨﻔﺴﻲ ﻟﻠﺮﻳﺎﺿﻲ: ﳚﺐ ﻣﺮﺍﻋﺎﺓ ﺍﻟﺘﺤﻀﲑ ﺍﻟﻨﻔﺴﻲ ﺍﳌﺒﺎﺷﺮ ﻟﻠﻔﺮﺩ ﻗﺒﻞ ﺩﺧﻮﻟﻪ ﺍﳌﻨﺎﻓﺴﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ،ﻓﺈﻧﻪ ﻟﻦ ﻳﺆﺩﻱ ﺇﱃ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﻨﺘﻈﺮﺓ ﰲ ﺣﺎﻟﺔ ﻋﺪﻡ ﺍﻟﺘﺤﻀﲑ ﺍﻟﻨﻔﺴﻲ ﺍﻟﻘﺼﲑ ﺍﳌﺪﻯ ﰲ ﺍﳌﻨﺎﻓﺴﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﻌﺎﻣﺔ ﻛﻤﺎ 3 ﻳﻮﺿﺤﻪ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ: -1ﳏﻤﺪ ﻋﺒﺪﻩ ﺻﺎﱀ ﺍﻟﻮﺣﺶ،ﻣﻔﱵ ﺇﺑﺮﺍﻫﻴﻢ ﳏﻤﺪ:ﺃﺳﺎﺳﻴﺎﺕ ﻛﺮﺓ ﺍﻟﻘﺪﻡ،ﻣﺮﺟﻊ ﺳﺎﺑﻖ،ﺹ.91 -2ﺃﲪﺪ ﺑﺴﻄﻮﺳﻲ :ﺳﺒﺎﻗﺎﺕ ﺍﳌﻀﻤﺎﺭ ﻭﻣﺴﺎﺑﻘﺎﺕ ﺍﳌﻴﺪﺍﻥ ،ﺩﺍﺭ ﻧﺸﺮ ﺍﳌﻌﺎﺭﻑ ،ﺍﻹﺳﻜﻨﺪﺭﻳﺔ ،1998 ،ﺹ .273 -3ﻋﺰﺕ ﳏﻤﻮﺩ ﻛﺎﺷﻒ :ﺍﻹﻋﺪﺍﺩ ﺍﻟﻨﻔﺴﻲ ﻟﻠﺮﻳﺎﺿﻴﲔ ،ﺍﻟﻄﺒﻌﺔ ﺍﻷﻭﱃ ،ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ ،ﺍﻟﻘﺎﻫﺮﺓ ،1991 ،ﺹ .13-11 ﳏﺪﺩﺍﺕ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺤﻀﲑ ﺍﻟﻨﻔﺴﻲ ﻟﻠﺮﻳﺎﺿﻲ ﳏﺪﺩﺍﺕ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺤﻀﲑ ﺍﻟﻨﻔﺴﻲ ﻟﻠﺮﻳﺎﺿﻲ ﺍﻟﺮﻓﻴﻊ ﺍﳌﺴﺘﻮﻯ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ ﺍﻟﺮﻳﺎﺿﻲ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺮﻳﺎﺿﻲ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ ﺍﻟﻨﺸﺎﻁ ﻭﺃﺳﺎﻟﻴﺒﻬﺎ ﺍﻟﺒﻴﺪﺍﻏﻮﺟﻴﺔ ﺍﻟﺮﻳﺎﺿﻲ ﺍﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺟﻌﻴﺔ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻃﺒﻴﻌﺔ ﺷﺨﺼﻴﺔ ﺍﻟﺮﻳﺎﺿﻲ ﻭﺧﺼﺎﺋﺼﻬﺎ ﺣﺴﺐ: × ﺍﻟﺒﻌﺪ ﺍﳌﻮﺭﻓﻮﻟﻮﺟﻲ ﻭﺍﻟﻔﻴﺰﻳﻮﻟﻮﺟﻲ. × ﺍﻟﺒﻌﺪ ﺍﳌﻌﺮﰲ ﺍﻟﻌﻘﻠﻲ. × ﺍﻟﺒﻌﺪ ﺍﻻﻧﻔﻌﺎﱄ ﺍﻟﻌﺎﻃﻔﻲ. × ﺍﻟﺒﻌﺪ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻟﺮﻭﺣﻲ. × ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﺘﻜﺮﺭ. × ﲡﻨﺐ ﺍﻟﻄﺮﻕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺴﻠﺒﻴﺔ. × ﺇﻧﺘﺎﺝ ﺁﻟﻴﺎﺕ ﺣﺮﻛﻴﺔ ﻟﺘﻌﻤﻴﻤﻬﺎ ﰲ ﻣﻮﺍﻗﻒ ﺍﳌﻨﺎﻓﺴﺔ ﺍﳌﺘﻮﻓﺮﺓ. × ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻄﺮﻕ ﻏﲑ ﺍﳌﺒﺎﺷﺮﺓ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﳌﺘﻤﺤﻮﺭﺓ ﺣﻮﻝ ﺍﻟﺮﻳﺎﺿﻲ ﻭﺍﳌﺒﻨﻴﺔ ﻋﻠﻰ ﺍﻻﺗﺼﺎﻝ ﺍﻟﺴﻨﻮﻱ. × ﺍﻻﺗﺼﺎﻝ ﻏﲑ ﺍﻟﻠﻔﻈﻲ ﻭﺍﻟﺒﺪﱐ. ﻃﺒﻴﻌﺔ ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻭﺧﺼﺎﺋﺼﻬﺎ ﺣﺴﺐ: × ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﻟﻔﺮﺩﻳﺔ ﻭﺍﳉﻤﺎﻋﻴﺔ. × ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺒﺴﻴﻄﺔ ﻭﺍﳌﺮﻛﺒﺔ. .3ﳕﻮﺫﺝ ﺧﻄﺔ ﺳﻨﻮﻳﺔ ﻟﻠﺘﺤﻀﲑ ﺍﻟﻨﻔﺴﻲ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ: 1 -1ﺍﻟﺘﺤﻀﲑ ﺍﻟﻨﻔﺴﻲ ﺍﻟﻌﺎﻡ:ﻭ ﻣﻦ ﺃﻫﺪﺍﻓﻪ: -1ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺃﺣﺴﻦ ﺇﳒﺎﺯ ﳑﻜﻦ ﻃﺒﻘﺎ ﻟﻈﺮﻭﻑ ﺍﳌﺒﺎﺭﻳﺎﺕ. -2ﺗﻨﻤﻴﺔ ﺍﻟﺼﻔﺎﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻟﻼﻋﱯ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. -3ﺍﻟﺘﻜﻴﻒ ﺍﻟﻨﻔﺴﻲ ﻟﻈﺮﻭﻑ ﺍﳌﺒﺎﺭﻳﺎﺕ. ﺍﳉﺪﻭﻝ )( :ﳕﻮﺫﺝ ﳋﻄﺔ ﺳﻨﻮﻳﺔ ﻟﻠﺘﺤﻀﲑ ﺍﻟﻨﻔﺴﻲ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﳏﺘﻮﻯ ﺍﻟﺘﺤﻀﲑ ﺍﻟﺮﻗﻢ - 01ﺍﻟﺼﻔﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﳌﻌﻨﻮﻳﺔ ﻭﺍﻷﺧﻼﻗﻴﺔ. ﺍﻟﻮﺍﺟﺒﺎﺕ ﺗﺮﺑﻴﺔ ﺍﳊﺴﻦ ﺍﻟﻘﻮﻣﻲ -ﺍﻻﻧﻀﺒﺎﻁ -ﺍﻟﺘﻨﻈﻴﻢ. ﺗﺮﺑﻴﺔ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻨﻔﺲ ﰲ ﺿﺒﻂ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺬﺍﰐ ﻣﻊﺍﻟﻈﺮﻭﻑ ﺍﶈﻴﻄﺔ ﺑﺎﳌﺒﺎﺭﺍﺓ. - 02ﺍﻟﺘﺤﻀﲑ ﺍﻹﺭﺍﺩﻱ. ﺍﻟﺘﻐﻠﺐ ﻋﻠﻰ ﺍﻟﺜﻐﺮﺍﺕ )ﺍﳋﻠﻞ( ﰲ ﺗﻨﻤﻴﺔ ﺍﻟﺼﻔﺎﺕﺍﻹﺭﺍﺩﻳﺔ. - 03ﲢﻀﲑ ﺍﻟﻼﻋﺒﲔ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻊ ﺍﳌﻮﺍﻗﻒ ﻏﲑ ﺍﳌﺘﻮﻗﻌﺔ. ﺗﻨﻤﻴﺔ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺳﺮﻋﺔ ﺍﻟﺘﺤﻜﻢ ﰲ ﺍﻟﻨﻔﺲ. ﺍﻟﺘﻘﻮﱘ ﺍﻟﺼﺤﻴﺢ ﻟﻠﻤﻮﺍﻗﻒ -ﺍﻟﺘﻨﻔﻴﺬ ﺍﳌﺪﺭﻙ ﻟﻠﻘﺮﺍﺭﺍﺕﺍﳌﺘﺨﺬﺓ ﻣﻊ ﲢﻤﻞ ﺍﳌﺴﺆﻭﻟﻴﺔ. - 04ﺗﻨﻤﻴﺔ ﺍﻟﺼﻔﺎﺕ ﺍﻟﻌﻘﻠﻴﺔ. ﺗﻨﻤﻴﺔ ﺻﻔﺔ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﻟﺘﺮﻛﻴﺐ ﺑﺎﺳﺘﺨﺪﺍﻡﺍﻟﻨﻘﺪ . ﺗﻨﻤﻴﺔ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﳌﻼﺣﻈﺔ. ﺗﻨﻤﻴﺔ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻔﻜﲑ ﺑﻌﻤﻖ ﻭﺛﺒﺎﺕ ﻭﻣﺮﻭﻧﺔ. -ﺗﻨﻤﻴﺔ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺨﻴﻞ ﺍﳌﺒﺪﻉ. - 05ﺭﻓﻊ ﻣﺴﺘﻮﻯ ﺍﻟﺜﺒﺎﺕ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻈﺮﻭﻑ -ﺗﻨﻤﻴﺔ ﺍﻻﻧﺘﺒﺎﻩ ﻣﻦ ﺣﻴﺚ ﺍﻟﺸﺪﺓ – ﺍﻟﺘﺮﻛﻴﺰ -ﺍﻟﺜﺒﺎﺕ. ﺗﻨﻤﻴﺔ ﺭﺑﺎﻃﺔ ﺍﳉﺄﺵ ﻭﺍﻟﺘﺤﻜﻢ ﰲ ﺍﻟﻨﻔﺲ.ﺍﶈﻴﻄﺔ ﻏﲑ ﺍﳌﻼﺋﻤﺔ ﺃﺛﻨﺎﺀ ﺍﳌﺒﺎﺭﺍﺓ. -1ﺣﺴﻦ ﺍﻟﺴﻴﺪ ﺃﺑﻮ ﻋﺒﺪﻩ :ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﲣﻄﻴﻂ ﻭﺗﺪﺭﻳﺐ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﺍﻟﻄﺒﻌﺔ ﺍﻷﻭﱃ،ﻣﻜﺘﺒﺔ ﻭﻣﻄﺒﻌﺔ ﺍﻹﺷﻌﺎﻉ ﺍﻟﻔﻨﻴـﺔ ،ﺍﻹﺳـﻜﻨﺪﺭﻳﺔ، ،2001ﺹ.287 - 06ﲢﺴﲔ ﻣﺴﺘﻮﻯ ﺍﻻﺳﺘﻌﺪﺍﺩ ﻟﺘﻨﻔﻴﺬ ﺍﳌﻬﺎﻡ. ﺗﻨﻤﻴﺔ ﺍﻻﺳﺘﻌﺪﺍﺩ ﻟﺘﻨﻔﻴﺬ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﻄﻠﻮﺑﺔ. ﺇﺗﻘﺎﻥ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﻌﻘﻠﻲ. ﺗﻨﻤﻴﺔ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺮﻛﻴﺰ ﻟﻔﺘﺮﺓ ﻃﻮﻳﻠﺔ ﻗﺒﻞ ﺗﻨﻔﻴﺬﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﻄﻠﻮﺑﺔ ) ﺿﺮﺑﺎﺕ ﺍﳉﺰﺍﺀ (. -ﺗﻨﻤﻴﺔ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﲢﺪﻳﺪ ﺍﻟﻠﺤﻈﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻟﺘﻨﻔﻴﺬ ﺍﳌﻬﺎﺭﺓ - 07ﺯﻳﺎﺩﺓ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﺍﺳﺘﻴﻌﺎﺏ ﺍﳌﻌﻄﻴﺎﺕ ﺍﳊﺴﻴﺔ ﻟﻠﻤﻬﺎﺭﺍﺕ. ﺗﻨﻤﻴﺔ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻨﺎﻗﺪ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗﺸﺘﺮﻙﰲ ﺗﻨﻔﻴﺬ ﺍﳌﻬﺎﺭﺍﺕ. ﺗﻨﻤﻴﺔ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺇﺩﺭﺍﻙ ﺍﻹﺣﺴﺎﺳﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵﺗﺸﺘﺮﻙ ﰲ ﺍﳉﻬﺎﺯ ﺍﻟﺘﺤﻠﻴﻠﻲ ﻟﻠﺤﺮﻛﺔ ﺃﺛﻨﺎﺀ ﺍﻟﻨﺸﺎﻁ. - 08ﺍﻟﺘﻤﻜﻦ ﻣﻦ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻨﻈﻴﻢ ﺍﻟﺬﺍﰐ ﻟﻠﺤﺎﻟﺔ -ﺗﻌﻠﻴﻢ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺤﻜﻢ ﺍﻟﺬﺍﰐ ﰲ ﺍﻟﻈﻮﺍﻫﺮ ﺍﻻﻧﻔﻌﺎﻟﻴﺔ ﺍﻟﱵ ﺗﺮﺗﺒﻂ ﺑﺎﻟﺘﻮﺗﺮ ﻭﺍﻟﱵ ﻻ ﳝﻜﻦ ﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻴﻬﺎ. ﺍﻟﻨﻔﺴﻴﺔ ﻏﲑ ﺍﳌﻼﺋﻤﺔ. ﺍﺳﺘﺨﺪﺍﻡ ﺍﻻﺳﺘﺮﺧﺎﺀ ﺍﻹﺭﺍﺩﻱ ﻟﻠﻌﻀﻼﺕ. ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﻨﻈﻴﻢ ﺍﻟﺘﻨﻔﺲ ﻭﲢﻮﻳﻞ ﺍﻻﻧﺘﺒﺎﻩ. - 09ﺍﻻﺣﺘﻔﺎﻅ ﺑﺎﻟﻜﻔﺎﻳﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻭ ﺍﻟﻌﺼﺒﻴﺔ ﺍﳊﺚ ﺍﻟﺬﺍﰐ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﻠﻤﺔ. -ﺍﺳﺘﺨﺪﺍﻡ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻨﺸﻴﻂ ﺍﳌﺨﺘﻠﻔﺔ. ﺍﳌﺼﺪﺭ :ﺣﺴﻦ ﺍﻟﺴﻴﺪ ﺃﺑﻮ ﻋﺒﺪﻩ :ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﲣﻄﻴﻂ ﻭﺗﺪﺭﻳﺐ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﺍﻟﻄﺒﻌﺔ ﺍﻷﻭﱃ ﻣﻜﺘﺒﺔ ﻭﻣﻄﺒﻌﺔ ﺍﻹﺷﻌﺎﻉ ﺍﻟﻔﻨﻴﺔ ،ﺍﻹﺳﻜﻨﺪﺭﻳﺔ ،2001 ،ﺹ.287 -2ﺍﻟﺘﺤﻀﲑ ﺍﻟﻨﻔﺴﻲ ﻟﻠﻤﺒﺎﺭﺍﺓ: ﺍﳍﺪﻑ :ﺍﻟﺘﺤﻀﲑ ﺍﻟﻨﻔﺴﻲ ﻟﻼﺷﺘﺮﺍﻙ ﰲ ﺍﳌﺒﺎﺭﺍﺓ ﺧﻄﻮﺍﺕ ﺍﻟﺘﺤﻀﲑ ﺍﻟﻨﻔﺴﻲ ﻟﻠﻤﺒﺎﺭﺍﺓ ﺍﻟﺮﻗﻢ - 01ﺑﻨﺎﺀ ﺍﻟﺜﻘﺔ ﰲ ﺍﻟﻨﻔﺲ ﻭﺍﻟﺜﻘﺔ ﺍﻟﺬﺍﺗﻴﺔ ﻭﺍﻟﻘﺪﺭﺓ -ﲨﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﲢﻠﻴﻠﻬﺎ ﻋﻦ ﻇﺮﻭﻑ ﺍﳌﺒﺎﺭﺍﺓ ﻋﻠﻰ ﻣﻮﺍﺻﻠﺔ ﺍﻟﺼﺮﺍﻉ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺃﺣﺴﻦ ﻭﺍﳌﻨﺎﻓﺴﲔ. ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻔﻮﺭﻣﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻭﺣﺎﻻﺕ ﺍﻟﻨﻘﺺﺍﻟﻨﺘﺎﺋﺞ. ﺇﻥ ﻭﺟﺪﺕ. ﲢﺪﻳﺪ ﺍﻷﻫﺪﺍﻑ ﻭﺍﻟﻮﺍﺟﺒﺎﺕ ﺑﻜﻞ ﺩﻗﺔ ﻟﻼﻋﺒﲔ. ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺃﳘﻴﺔ ﺍﳌﺒﺎﺭﺍﺓ ﻭﺗﻨﺸﻴﻂ ﺍﻟﺪﻭﺍﻓﻊ ﻟﻼﺷﺘﺮﺍﻙ ﻓﻴﻬﺎ - 02ﲢﺴﲔ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﻮﺟﻴﻪ ﺍﻟﻨﺸﺎﻁ -ﺍﻟﱪﳎﺔ ﺍﳌﻮﺿﻮﻋﻴﺔ ﻟﻠﻨﺸﺎﻁ ،ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺍﺳﻊ ﻷﺳﺎﻟﻴﺐ ﳏﺘﻮﻯ ﺍﳋﻄﺔ ﺍﻟﻮﺍﺟﺒﺎﺕ ﻭﺍﳌﺸﺎﻋﺮ ﻭﺍﻷﻓﻜﺎﺭ ﲟﺎ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﻇﺮﻭﻑ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﻌﻘﻠﻲ. ﺍﻹﻋﺪﺍﺩ ﺍﳋﺎﺹ ﳌﻮﺍﺟﻬﺔ ﺍﻟﻌﻘﺒﺎﺕ ﻏﲑ ﺍﳌﻨﺘﻈﺮﺓﺍﳌﺒﺎﺭﺍﺓ. ﻭﺧﺎﺻﺔ ﰲ ﺑﺪﺍﻳﺔ ﺍﳌﺒﺎﺭﺍﺓ. ﺍﺳﺘﺨﺪﺍﻡ ﺍﳊﺪ ﺍﻷﻗﺼﻰ ﻣﻦ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻹﳚﺎﺑﻴﺔ ﺍﳌﺘﺎﺣﺔ. ﺍﻻﻫﺘﻤﺎﻡ ﺑﻌﻤﻠﻴﺔ ﺍﻟﺘﻬﻴﺌﺔ ﻟﻔﺘﺮﺍﺕ ﺍﻟﻨﺸﺎﻁ ﺍﳌﻬﻤﺔ )ﺿﺮﺑﺎﺕﺍﳉﺰﺍﺀ -ﺿﺮﺑﺎﺕ ﺍﻟﺰﺍﻭﻳﺔ(. - 03ﺗﺸﻜﻴﻞ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺜﺎﱄ ﻟﻠﺘﻮﺗﺮ ﻭﺍﻻﺣﺘﻔﺎﻅ -ﺷﺤﻦ ﺍﻟﻔﺮﻳﻖ ﺑﻜﻞ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﻤﻜﻨﺔ ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﺍﻟﻈﺮﻭﻑ ﺍﻟﻔﺮﺩﻳﺔ. ﺑﺜﺒﺎﺗﻪ ﻗﺒﻞ ﻭ ﺃﺛﻨﺎﺀ ﺍﳌﺒﺎﺭﻳﺎﺕ. ﲢﺪﻳﺪ ﻭﺳﺎﺋﻞ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻷﺣﻮﺍﻝ ﻏﲑ ﺍﳌﻼﺋﻤﺔ ﻟﺘﻨﻈﻴﻢﺍﳊﺎﻟﺔ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭ ﺍﻻﺣﺘﻔﺎﻅ ﲟﺴﺘﻮﻯ ﻋﺎﻝ ﻣﻦ ﺍﻟﻜﻔﺎﻟﺔ ﺍﳊﻴﻮﻳﺔ ﻟﻠﺠﻬﺎﺯ ﺍﻟﻌﺼﱯ ﻃﺒﻘﺎ ﻟﻮﻗﺖ ﺣﺪﻭﺛﻬﺎ. ﺍﳌﺼﺪﺭ :ﺣﺴﻦ ﺍﻟﺴﻴﺪ ﺃﺑﻮ ﻋﺒﺪﻩ :ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﲣﻄﻴﻂ ﻭﺗﺪﺭﻳﺐ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﺍﻟﻄﺒﻌﺔ ﺍﻷﻭﱃ ﻣﻜﺘﺒﺔ ﻭﻣﻄﺒﻌﺔ ﺍﻹﺷﻌﺎﻉ ﺍﻟﻔﻨﻴﺔ ،ﺍﻹﺳﻜﻨﺪﺭﻳﺔ ،2001 ،ﺹ.287 ﺧﻼﺻـﺔ: ﻛﺨﻼﺻﺔ ﳌﺎ ﺳﺒﻖ ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﻟﻴﻮﻡ ﺃﺻﺒﺤﺖ ﺃﻛﺜﺮ ﺗﻄﻮﺭﺍ ﻭ ﴰﻮﻟﻴـﺔ ﻭ ﳍـﺎ ﺃﺑﻌـﺎﺩ ﻣﺘﻨﻮﻋﺔ،ﺣﻴﺚ ﺍﺭﺗﺒﻄﺖ ﺑﺎﳉﺎﻧﺐ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭ ﺣﱴ ﺍﻟﺴﻴﺎﺳﻲ،ﻭ ﺃﺩﺧﻠﺖ ﰲ ﺑـﺮﺍﻣﺞ ﻭ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﻌﻮﳌﺔ،ﻫﺬﺍ ﻣﺎ ﺟﻌﻞ ﻣﻦ ﻣﺘﻄﻠﺒﺎﺕ ﻟﻌﺐ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺗﺘﻨﻮﻉ ﻭ ﺗﺘﻜﺎﻣﻞ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ ﻣـﻦ ﺍﺟﻞ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻌﺎﱄ ﻣﻦ ﺍﻻﳒﺎﺯ.ﻭ ﻳﺴﻬﺮ ﺍﻟﻘﺎﺋﻤﻮﻥ ﻋﻠﻴﻬﺎ ﺑﺘﻄﺒﻴﻖ ﲨﻴﻊ ﺍﳉﻮﺍﻧـﺐ ﺍﻟـﱵ ﺗﺪﺧﻞ ﰲ ﺇﻋﺪﺍﺩ ﻭ ﺑﻨﺎﺀ ﻓﺮﻳﻖ ﻛﺮﺓ ﻗﺪﻡ ﻣﺘﻜﺎﻣﻞ ﺍﳉﻮﺍﻧﺐ ﲟﺎ ﰲ ﺫﻟﻚ ﺍﳉﻮﺍﻧﺐ ﺍﻟﻨﻔﺴﻴﺔ ﻭ ﻣﺎ ﳍﺎ ﻣﻦ ﺃﺛﺮ ﰲ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ﻟﻼﻋﱯ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﲤﻬﻴـﺪ: ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺳﻨﺘﻄﺮﻕ ﳌﺨﺘﻠﻒ ﺍﳋﻄﻮﺍﺕ ﺍﳌﻴﺪﺍﻧﻴﺔ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺇﺛﺒﺎﺕ ﺃﻭ ﻧﻔﻲ ﻓﺮﺿﻴﺎﺕ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ،ﻭﺗﺘﻤﺜﻞ ﰲ ﲢﺪﻳﺪ ﺍﺎﻟﲔ ﺍﻟﺰﻣﺎﱐ ﻭﺍﳌﻜﺎﱐ ﻟﻠﺪﺭﺍﺳﺔ ،ﻭﲢﺪﻳﺪ ﳎﺘﻤﻊ ﻭ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ﻭ ﺍﳌﻨﻬﺞ ﺍﳌﺘﺒﻊ ،ﻭ ﻛﺬﻟﻚ ﺃﺩﻭﺍﺕ ﺍﻟﺒﺤﺚ ﺍﳌﻴﺪﺍﻧﻴﺔ ﻭﻣﻦ ﰒ ﲢﻠﻴﻞ ﻭﻣﻨﺎﻗﺸﺔ ﻭﺍﳌﻌﺎﳉﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻟﻠﻨﺘﺎﺋﺞ ﺍﶈﺼﻞ ﻋﻠﻴﻬﺎ ،ﻭﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺗﻔﺴﲑﺍﺕ ﻣﻦ ﺷﺎﺎ ﲢﻘﻴﻖ ﻫﺪﻑ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻭ ﺍﳋﺮﻭﺝ ﲝﻠﻮﻝ ﳌﺸﻜﻠﺔ ﺍﻟﺒﺤﺚ ﻭ ﻣﻦ ﰒ ﺇﺛﺒﺎﺕ ﺃﻭ ﻧﻔﻲ ﻓﺮﺿﻴﺎﺕ . -1ﻣﻨﻬﺞ ﺍﻟﺒﺤﺚ: ﺍﳌﻨﻬﺞ ﻫﻮ ﺍﻟﻮﺳﻴﻠﺔ ﺍﻟﻔﻌﻠﻴﺔ ﺍﻟﱵ ﻳﺴﺘﻌﲔ ﺎ ﺍﻟﺒﺎﺣﺚ ﰲ ﺣﻞ ﻣﺸﻜﻠﺔ ﲝﺜﻪ ،ﻭﳜﺘﻠﻒ ﺍﳌﻨﻬﺞ 1 ﺑﺎﺧﺘﻼﻑ ﻣﺸﻜﻠﺔ ﺍﻟﺒﺤﺚ ﻭﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻟﻨﻮﻋﻴﺔ ﺍﻟﱵ ﻳﺴﺘﻬﺪﻑ ﺍﻟﺒﺤﺚ ﲢﻘﻴﻘﻬﺎ. ﻭﻳﻌﺮﻑ ﻛﺬﻟﻚ ﺑﺄﻧﻪ" :ﺍﻟﻄﺮﻳﻖ ﺍﳌﺆﺩﻱ ﺇﱃ ﺍﳍﺪﻑ ﺍﳌﻄﻠﻮﺏ ﺃﻭ ﺍﳋﻴﻂ ﻏﲑ ﺍﳌﺮﺋﻲ ﺍﻟﺬﻱ ﻳﺸﺪ 2 ﺍﻟﺒﺤﺚ ﻣﻦ ﺑﺪﺍﻳﺘﻪ ﺣﱴ ﺎﻳﺘﻪ ﻗﺼﺪ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻧﺘﺎﺋﺞ ﻣﻌﻴﻨﺔ". ﻫﺬﺍ. ﻭﰲ ﲝﺜﻨﺎ ﻫﺬﺍ ﰎ ﺍﺳﺘﺨﺪﺍﻡ ﻭﺇﺗﺒﺎﻉ ﺧﻄﻮﺍﺕ ﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﺍﻟﺘﺤﻠﻴﻠﻲ ﳌﻼﺋﻤﺘﻪ ﳌﻮﺿﻮﻉ ﲝﺜﻨﺎ ﺣﻴﺚ ﻳﻌﺮﻑ ﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﺑﺄﻧﻪ" :ﻃﺮﻳﻘﺔ ﻣﻦ ﻃﺮﻕ ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﻟﺘﻔﺴﲑ ﻟﻠﻈﻮﺍﻫﺮ ﺑﺸﻜﻞ ﻋﻠﻤﻲ ،ﺃﻭ ﻫﻮ ﻃﺮﻳﻘﺔ ﻟﻮﺻﻒ ﺍﻟﻈﺎﻫﺮﺓ ﺍﳌﺪﺭﻭﺳﺔ ﻭﺗﺼﻮﻳﺮﻫﺎ ﻛﻤﻴﺎ ﻋﻦ ﻃﺮﻳﻖ ﲨﻊ ﻣﻌﻠﻮﻣﺎﺕ ﻣﻘﻨﻨﺔ ﻋﻦ 3 ﺍﳌﺸﻜﻠﺔ ﻭﺗﺼﻨﻴﻔﻬﺎ ﻭﲢﻠﻴﻠﻬﺎ ﻭﺇﺧﻀﺎﻋﻬﺎ ﻟﻠﺪﺭﺍﺳﺔ ﺍﻟﺪﻗﻴﻘﺔ. ﻭﻳﻌﺮﻓﻪ ﻭﺟﻴﻪ ﳏﺒﻮﺏ ﺑﺄﻧﻪ" :ﻋﺒﺎﺭﺓ ﻋﻦ ﺍﻻﺳﺘﻘﺼﺎﺀ ﺣﻮﻝ ﻇﺎﻫﺮﺓ ﻣﻦ ﺍﻟﻈﻮﺍﻫﺮ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻋﻠﻰ ﻣﺎ ﻫﻲ ﻋﻠﻴﻪ ﰲ ﺍﳊﺎﺿﺮ ،ﻗﺼﺪ ﺗﺸﺨﻴﺼﻬﺎ ﻭﻛﺸﻒ ﺟﻮﺍﻧﺒﻬﺎ ﻭﲢﺪﻳﺪ ﺍﻟﻌﻼﻗﺔ ﺑﲔ 4 ﻋﻨﺎﺻﺮﻫﺎ ﻭﺇﳚﺎﺩ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻨﻬﺎ ﻭﺑﲔ ﺍﻟﻈﻮﺍﻫﺮ ﺍﻷﺧﺮﻯ ﺍﻟﱵ ﳍﺎ ﻋﻼﻗﺔ ﺎ". ﻭﲟﺎ ﺃﻥ ﺍﻟﺒﺎﺣﺚ ﺑﺼﺪﺩ ﺩﺭﺍﺳﺔ ﻇﺎﻫﺮﺓ ﺘﻢ ﺑﺎﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﻭﻋﻼﻗﺘﻪ ﺑﺎﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ﻭﺍﳌﺘﻤﺜﻠﺔ ﰲ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ "ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﰲ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺑﺎﳉﺰﺍﺋﺮ ،ﻭﺟﺐ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺚ ﺗﺘﺒﻊ ﺧﻄﻮﺍﺕ ﻫﺬﺍ ﺍﳌﻨﻬﺞ. -1ﻋﺒﺪ ﺍﻴﺪ ﻧﺸﻮﺍﰐ :ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺘﺮﺑﻮﻱ ،ﻁ ،3ﺩﺍﺭ ﺍﻟﻔﺮﻗﺎﻥ ،ﺑﲑﻭﺕ ،1987 ،ﺹ .28 -2ﳏﻤﺪ ﺃﺯﻫﺮ ﺍﻟﺴﻤﺎﻙ ﻭﺁﺧﺮﻭﻥ :ﺍﻷﺻﻮﻝ ﰲ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ،ﺩﺍﺭ ﺍﳊﻜﻤﺔ ﻟﻠﻄﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺮ ،ﺍﳌﻮﺻﻞ ،1988 ،ﺹ .42 -3ﳏﻤﺪ ﺷﻔﻴﻖ :ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ -ﺍﳋﻄﻮﺍﺕ ﺍﳌﻨﻬﺠﻴﺔ ﻹﻋﺪﺍﺩ ﺍﻟﺒﺤﻮﺙ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ،ﺍﻹﺳﻜﻨﺪﺭﻳﺔ ،1985 ،ﺹ .80 -4ﻭﺟﻴﻪ ﳏﺒﻮﺏ ﺟﺎﺳﻢ :ﻃﺮﻕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﻭﻃﺮﻕ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺤﻮﺙ ،ﺩﻳﻮﺍﻥ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ ،ﺍﳉﺰﺍﺋﺮ ،1995 ،ﺹ .130 -2ﺍﻟﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ: ﻗﻤﻨﺎ ﺑﺪﺭﺍﺳﺔ ﺍﺳﺘﻄﻼﻋﻴﺔ ،ﻣﻦ ﺧﻼﻝ ﺯﻳﺎﺭﺓ ﺑﻌﺾ ﻣﺪﺍﺭﺱ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳉﺰﺍﺋﺮﻳﺔ ﴰﻠﺖ "ﺷﺮﻕ ﻭﻭﺳﻂ" ﺍﳉﺰﺍﺋﺮ ،ﺃﻳﻦ ﻗﻤﻨﺎ ﺑﺘﻮﺯﻳﻊ ﺍﻻﺳﺘﺒﻴﺎﻥ ﺍﻷﻭﱄ ﻋﻠﻰ ﳎﻤﻮﻋﺔ ﻣﻦ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻭﺍﳌﻘﺪﺭﻳﻦ ﺑـ 20ﻣﺪﺭﺑﺎ ،ﻣﻦ ﺃﺟﻞ ﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﻧﻘﺎﺋﺺ ﻭﺗﻐﲑﺍﺕ ﺍﻻﺳﺘﺒﻴﺎﻥ ﻗﺒﻞ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻨﻬﺎﺋﻲ، ﻭﻛﺬﻟﻚ ﻣﻦ ﺃﺟﻞ ﺍﻧﺘﻘﺎﺀ ﻓﺌﺔ ﺍﳌﺪﺭﺑﲔ ﺍﻟﺬﻳﻦ ﻟﺪﻳﻬﻢ ﺧﱪﺓ ﰲ ﳎﺎﻝ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﻭﻛﺬﻟﻚ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﻣﺪﻯ ﻭﺿﻮﺡ ﺍﻷﺳﺌﻠﺔ ﺑﺼﻔﺔ ﻋﺎﻣﺔ ،ﻭﻗﻴﺎﺳﻬﺎ ﻟﻠﺸﻲﺀ ﺍﳌﻄﻠﻮﺏ ﻗﻴﺎﺳﻪ، ﻭﺍﻟﺘﻌﺮﻑ ﻛﺬﻟﻚ ﻋﻠﻰ ﺍﻷﺳﺌﻠﺔ ﺍﻟﱵ ﻗﺪ ﺗﺴﺒﺐ ﻏﻤﻮﺿﺎ ﻟﻠﻤﺴﺘﺠﻮﺑﲔ ﳑﺎ ﻳﺆﺩﻱ ﺇﱃ ﻋﺪﻡ ﺍﻹﺟﺎﺑﺔ ﻋﻨﻬﺎ، ﻭﺫﻟﻚ ﻟﻜﻲ ﻳﺘﻢ ﺇﻋﺎﺩﺓ ﺻﻴﺎﻏﺘﻬﺎ ﺑﻄﺮﻳﻘﺔ ﻭﺍﺿﺤﺔ ﻭﻣﻔﻬﻮﻣﺔ. ﻣﻦ ﺧﻼﻝ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ ﺗﻮﺻﻠﻨﺎ ﺇﱃ ﺑﻌﺾ ﺍﳌﻼﺣﻈﺎﺕ ﻧﻠﺨﺺ ﺃﳘﻬﺎ ﻓﻴﻤﺎ ﻳﻠﻲ: ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﻴﺪﺍﻥ ﺍﻟﺪﺭﺍﺳﺔ ،ﻭﻣﺪﻯ ﺻﻼﺣﻴﺘﻪ ﻹﺟﺮﺍﺀ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ. ﻏﻤﻮﺽ ﺑﻌﺾ ﺍﻷﺳﺌﻠﺔ ،ﳑﺎ ﺗﻄﻠﺐ ﺇﻋﺎﺩﺓ ﺻﻴﺎﻏﺘﻬﺎ ﻭﺇﺯﺍﻟﺔ ﺍﻹﺎﻡ ﻋﻠﻴﻬﺎ. ﻭﺟﻮﺩ ﺑﻌﺾ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﰲ ﺑﻨﻮﺩ ﺍﻷﺳﺌﻠﺔ ،ﳑﺎ ﺃﺩﻯ ﺑﻨﺎ ﺇﱃ ﺣﺬﻓﻬﺎ. ﻋﺪﻡ ﺍﻟﺮﺩ ﻋﻠﻰ ﺑﻌﺾ ﺍﻷﺳﺌﻠﺔ ﻣﻦ ﻃﺮﻑ ﺍﳌﺴﺘﺠﻮﺑﲔ ،ﳑﺎ ﺃﺩﻯ ﺑﻨﺎ ﺇﱃ ﺗﻌﺪﻳﻠﻬﺎ. ﻭﻗﺪ ﺃﻋﻄﺘﻨﺎ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ ،ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻷﻭﱄ ﻟﻼﺳﺘﻤﺎﺭﺍﺕ ﺗﺄﻛﻴﺪ ﺇﻣﻜﺎﻧﻴﺔﻗﺎﺑﻠﻴﺔ ﻓﺮﺿﻴﺎﺕ ﲝﺜﻨﺎ ﻫﺬﺍ ﻟﻼﺧﺘﺒﺎﺭ. -3ﲢﺪﻳﺪ ﳎﺘﻤﻊ ﺍﻟﺒﺤﺚ: -1-3ﳎﺘﻤﻊ ﺍﻟﺒﺤﺚ: ﻳﺘﻜﻮﻥ ﳎﺘﻤﻊ ﺩﺭﺍﺳﺘﻨﺎ ﻫﺬﻩ ﻣﻦ ﲨﻴﻊ ﻣﺪﺭﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﻟﺬﻳﻦ ﻳﺸﺮﻓﻮﻥ ﻋﻠﻰ ﺍﳌﺪﺍﺭﺱ ﺍﻟﻜﺮﻭﻳﺔ ﻟﻠﻨﺎﺷﺌﲔ ﺑﺎﳉﺰﺍﺋﺮ ،ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﻋﻨﺼﺮ ﺍﳋﱪﺓ ﺍﳌﻴﺪﺍﻧﻴﺔ ﻓﻴﻬﻢ ،ﻭﻛﺬﻟﻚ ﻣﺴﲑﻢ ﺍﻟﻄﻮﻳﻠﺔ ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﻧﺘﻘﺎﺀ ﻻﻋﱯ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻭﺫﻟﻚ ﺑﺎﻋﺘﺒﺎﺭ ﺍﳌﺪﺭﺑﲔ ﻫﻢ ﺍﳌﺴﺆﻭﻟﻮﻥ ﻋﻦ ﺍﻧﺘﻘﺎﺀ ﺍﻟﻼﻋﺒﲔ. ﻛﻤﺎ ﻳﺘﻀﻤﻦ ﳎﺘﻤﻊ ﲝﺜﻨﺎ ﻫﺬﺍ ﻣﺴﺎﻋﺪﻱ ﺍﳌﺪﺭﺑﲔ ،ﻭﺃﺧﺼﺎﺋﻴﻲ ﺍﻻﻧﺘﻘﺎﺀ ﺍﻟﺬﻳﻦ ﰎ ﺗﻌﻴﻴﻨﻬﻢ ﻣﻦ ﻃﺮﻑ ﺍﲢﺎﺩﻳﺔ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻭﻫﺬﺍ ﻟﺴﺒﺐ ﺍﳋﱪﺓ ﻭﺍﳌﺸﻮﺍﺭ ﺍﻟﻄﻮﻳﻞ ﰲ ﺗﺪﺭﺏ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻭﻛﺬﺍ ﺍﳌﺆﻫﻞ ﺍﻟﻌﻠﻤﻲ. -2-3ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ: ﰎ ﺃﺧﺬ ﻋﻴﻨﺔ ﺣﺠﻤﻬﺎ 20ﻣﺪﺭﺏ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﻗﺪﻡ ،ﻭ ﰎ ﺍﺧﺘﻴﺎﺭﻫﻢ ﺑﻄﺮﻳﻘﺔ ﻋﺸﻮﺍﺋﻴﺔ.ﻭﰎ ﺗﻮﺯﻳﻊ ﺍﺳﺘﻤﺎﺭﺍﺕ ﺍﻻﺳﺘﺒﻴﺎﻥ ﻋﻠﻴﻬﻢ ،ﰒ ﲨﻊ ﻫﺬﻩ ﺍﻻﺳﺘﻤﺎﺭﺍﺕ ﺑﻌﺪ ﺃﺳﺒﻮﻉ ﻣﻦ ﺍﺳﺘﻼﻣﻬﺎ، ﻭﻫﺬﺍ ﲟﺴﺎﻋﺪﺓ ﺑﻌﺾ ﺍﻟﺰﻣﻼﺀ ﻣﻦ ﻃﻠﺒﺔ ﻭﺃﺳﺎﺗﺬﺓ. -1-1-3ﺧﺼﺎﺋﺺ ﺍﻟﻌﻴﻨﺔ: ﴰﻠﺖ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﺍﳌﺪﺍﺭﺱ ﺍﻟﻜﺮﻭﻳﺔ ﻭﺍﻟﺬﻳﻦ ﺗﺘﻮﻓﺮ ﻓﻴﻬﻢ ﺍﳋﱪﺓ ﺍﳌﻴﺪﺍﻧﻴﺔ ﰲ ﳎﺎﻝ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ،ﻫﺬﺍ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺃﺧﺼﺎﺋﻴﻲ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳌﻌﻨﻴﲔ ﻣﻦ ﻃﺮﻑ ﺍﻻﲢﺎﺩﻳﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﻟﻜﺮﺓ ﺍﻟﻘﺪﻡ. ﱂ ﻳﺄﺧﺬ ﻋﺎﻣﻞ ﺍﻟﺴﻦ ﰲ ﺍﻻﻋﺘﺒﺎﺭ. ﱂ ﻳﺄﺧﺬ ﻧﻮﻉ ﺍﻟﺸﻬﺎﺩﺓ ﺍﶈﺼﻞ ﻋﻠﻴﻬﺎ ﰲ ﺍﻻﻋﺘﺒﺎﺭ.ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(06ﻳﺒﲔ ﺗﻮﺯﻳﻊ ﺍﻟﻌﻴﻨﺔ "ﻋﻴﻨﺔ ﺍﳌﺪﺭﺑﲔ" ﺣﺴﺐ ﺍﳌﺪﺍﺭﺱ ﺍﻟﻜﺮﻭﻳﺔ ﻟﻠﻨﺎﺷﺌﲔ. ﺍﳌﻨﻄﻘﺔ ﺍﳌﺴﻴﻠﺔ ﺑﺮﺝ ﺑﻮ ﻋﺮﻳﺮﻳﺞ ﺳﻄﻴﻒ ﺍﻟﺒﻮﻳﺮﺓ ﺑﺴﻜﺮﺓ ﺍﳌﺪﺍﺭﺱ ﺍﻟﻜﺮﻭﻳﺔ ﺍﳌﻮﺟﻮﺩﺓ ﺑﻮﺳﻌﺎﺩﺓ ﻣﻘﺮﺓ ﺍﳌﺴﻴﻠﺔ )ﺍﻟﻮﻻﻳﺔ( ﺃﻭﻻﺩ ﺩﺭﺍﺝ ﲪﺎﻡ ﺍﻟﻀﻠﻌﺔ ﺳﻴﺪﻱ ﻋﻴﺴﻰ ﺑﺮﻫﻮﻡ ﺑﻦ ﺳﺮﻭﺭ ﺭﺃﺱ ﺍﻟﻮﺍﺩ ﺍﻟﱪﺝ ﺍﻟﻮﻻﻳﺔ ﳎﺎﻧﺔ ﺍﻟﻌﻠﻤﺔ ﺳﻄﻴﻒ ﺍﻟﻮﻻﻳﺔ ﺍﻟﺒﻮﻳﺮﺓ ﺍﻟﻮﻻﻳﺔ ﺻﻮﺭ ﺍﻟﻐﺰﻻﻥ ﻋﲔ ﺑﺴﺎﻡ ﺑﺴﻜﺮﺓ ﺍﻟﻮﻻﻳﺔ ﺃﻭﻻﺩ ﺟﻼﻝ ﺍﻟﺪﻭﺳﻦ ﺳﻴﺪﻱ ﺧﺎﻟﺪ ﻋﺪﺩ ﺍﳌﺪﺭﺑﲔ ﺍﳌﺴﺘﺠﻮﺑﲔ 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 -4ﺃﺩﻭﺍﺕ ﺍﻟﺒﺤﺚ: -1-4ﺍﻻﺳﺘﺒﻴﺎﻥ: *ﻣﻦ ﻭﺳﺎﺋﻞ ﺍﻟﺒﺤﺚ ﺍﻟﺸﺎﺋﻌﺔ ﺍﻻﺳﺘﺨﺪﺍﻡ ﰲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺘﺮﺑﻮﻳﺔ ﳒﺪ: ﺍﻻﺳﺘﺒﻴﺎﻥ ﻭﺍﳌﻘﺎﺑﻠﺔ ﻭﺍﳌﻼﺣﻈﺔ. 1 ﻭﻳﻌﺘﱪ ﺍﻻﺳﺘﺒﻴﺎﻥ ﺃﺩﺍﺓ ﻣﻔﻴﺪﺓ ﻣﻦ ﺃﺩﻭﺍﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﳊﻘﺎﺋﻖ ،ﻭﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺍﻟﻮﻗﺎﺋﻊ ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻈﺮﻭﻑ ﻭﺍﻷﺣﻮﺍﻝ ﻭﺩﺭﺍﺳﺔ ﺍﳌﻮﺍﻗﻒ ﻭﺍﻻﲡﺎﻫﺎﺕ ﻭﺍﻵﺭﺍﺀ ،ﻳﺴﺎﻋﺪ ﺍﳌﻼﺣﻈﺔ ﻭﻳﻜﻤﻠﻬﺎ ،ﻭﻫﻮ ﰲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﺍﻟﻮﺳﻴﻠﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﻮﺣﻴﺪﺓ ﻟﻠﻘﻴﺎﻡ ﺑﺎﻟﺪﺭﺍﺳﺔ ﺍﻟﻌﻠﻤﻴﺔ. 2 ﻭﰲ ﲝﺜﻨﺎ ﻫﺬﺍ ﺑﻌﻨﻮﺍﻥ "ﺍﻻﻫﺘﻤﺎﻡ ﺑﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ )ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ( ﰲ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺑﺎﳉﺰﺍﺋﺮ" ،ﰎ ﺗﺼﻤﻴﻢ ﺍﻻﺳﺘﺒﻴﺎﻥ ﺍﳌﻮﺟﻪ ﻟﻠﻤﺪﺭﺑﲔ ﻭﲢﺪﻳﺪ ﻋﻨﺎﺻﺮﻩ ﺍﻗﺘﺒﺎﺳﺎ ﻣﻦ ﻣﻘﻴﺎﺱ ﻭﺍﺧﺘﺒﺎﺭ ﻓﺮﺍﻳﺒﻮﺭﺝ ﻟﻠﺸﺨﺼﻴﺔ ،ﺣﻴﺚ ﰎ ﺍﻧﺘﻘﺎﺀ ﺍﳌﺆﺷﺮﺍﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﲢﺪﺩ ﳐﺘﻠﻒ ﺃﺑﻌﺎﺩ ﻭﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﺮﻳﺎﺿﻲ ،ﻭﺻﻴﺎﻏﺘﻬﺎ ﻭﺗﻮﺟﻴﻬﻬﺎ ﺇﱃ ﺍﳌﺪﺭﺑﲔ ﻟﺘﻘﻴﺲ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻋﻨﺪ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺑﺎﳉﺰﺍﺋﺮ،ﻭﻛﺬﻟﻚ ﰎ ﺍﻻﺳﺘﻌﺎﻧﺔ ﺑﺂﺭﺍﺀ ﻭﺗﻮﺟﻴﻬﺎﺕ ﻋﺪﺩ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ ﻭﺍﳌﺨﺘﺼﲔ ﰲ ﺍﳌﻴﺪﺍﻥ ﺍﻟﺮﻳﺎﺿﻲ ﻭﺍﻟﻨﻔﺴﻲ ،ﻹﻋﻄﺎﺀ ﺻﻮﺭﺓ ﺎﺋﻴﺔ ﻟﻼﺳﺘﺒﻴﺎﻥ. ﻭﺍﻟﺬﻱ ﻳﺘﺸﻜﻞ ﻣﻦ 24ﺳﺆﺍﻝ ﺪﻑ ﳏﺎﻭﺭﻫﺎ ﻗﻴﺎﺱ ﻣﺪﻯ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺜﻼﺙ ﳏﺎﻭﺭ ﰲ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ،ﻭﻛﻞ ﳏﻮﺭ ﳛﻤﻞ ﻣﺆﺷﺮﺍﺕ ﰎ ﺻﻴﺎﻏﺘﻬﺎ ﰲ ﺷﻜﻞ ﺃﺳﺌﻠﺔ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ: -1ﺳﺎﻣﻲ ﻋﺮﻳﻔﺞ ،ﺧﺎﻟﺪ ﺣﺴﲔ :ﻣﺼﻄﻠﺢ ﰲ ﻣﻨﻬﺎﺝ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﻭﺃﺳﺎﻟﻴﺒﻪ ،ﻁ ،2ﺩﺭﺍ ﳎﺪﻭﻻﻭﻱ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ ،ﻋﻤﺎﻥ ،1999 ،ﺹ .67 -2ﺭﺟﺎﺀ ﻭﺣﻴﺪ ﺩﻭﻳﺪﺭﻱ :ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﺃﺳﺎﺳﻴﺎﺗﻪ ﺍﻟﻨﻈﺮﻳﺔ ﻭﳑﺎﺭﺳﺘﻪ ﺍﻟﻌﻠﻤﻴﺔ ،ﺩﺍﺭ ﺍﻟﻔﻜﺮﺓ ﺍﻟﻌﺮﰊ ،ﺩﻣﺸﻖ ،ﺳﻮﺭﻳﺎ ،2000 ،ﺹ .328 -1-1-4ﲢﺪﻳﺪ ﳏﺎﻭﺭ ﺍﻻﺳﺘﺒﻴﺎﻥ :ﰎ ﲢﺪﻳﺪ ﳏﺎﻭﺭ ﺍﻻﺳﺘﺒﻴﺎﻥ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ: ﺍﶈﻮﺭ ﺍﻷﻭﻝ :ﻳﺘﻌﻠﻖ ﺑﺎﻷﺳﺌﻠﺔ ﺍﻟﱵ ﳍﺎ ﻋﻼﻗﺔ ﲟﺪﻯ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﺑﺈﺗﺒﺎﻉ ﺍﻷﺳﻠﻮﺏ ﺍﻟﻌﻠﻤﻲ ﺍﳊﺪﻳﺚ ﰲ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﳑﺎ ﻳﺴﻤﺢ ﺑﺎﻻﻫﺘﻤﺎﻡ ﺑﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﳍﺆﻻﺀ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ﺍﳌﺨﺘﻠﻔﺔ ،ﻭﳛﺘﻮﻱ ﻋﻠﻰ ﺳﺘﺔ ﻋﺒﺎﺭﺍﺕ ﺗﻨﺪﺭﺝ ﰲ ﺍﻻﺳﺘﺒﻴﺎﻥ ﻭﻓﻘﺎ ﻟﻸﺭﻗﺎﻡ ﺍﻟﺘﺎﻟﻴﺔ،1 : .5 ،6 ،4 ،3 ،2 ﺍﶈﻮﺭ ﺍﻟﺜﺎﱐ :ﻳﺘﻌﻠﻖ ﺑﺎﻷﺳﺌﻠﺔ ﺍﻟﱵ ﳍﺎ ﻋﻼﻗﺔ ﲟﺪﻯ ﺍﻟﻌﻨﺎﻳﺔ ﻭ ﺍﻟﺘﻘﺮﺏ ﲟﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻣﻦ ﻃﺮﻑ ﺍﳌﺪﺭﺑﲔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ﳑﺎ ﻳﺴﺎﻋﺪ ﰲ ﺍﻛﺘﺸﺎﻑ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﳍﺆﻻﺀ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ﺍﳌﺨﺘﻠﻔﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺎ ،ﻭﳛﺘﻮﻱ ﻋﻠﻰ ﲦﺎﻧﻴﺔ ﻋﺒﺎﺭﺍﺕ ﺗﻨﺪﺭﺝ ﰲ ﺍﻻﺳﺘﺒﻴﺎﻥ ﻭﻓﻘﺎ ﻟﻸﺭﻗﺎﻡ ﺍﻟﺘﺎﻟﻴﺔ،7 : .14 ،13 ،11،12 ،10 ،9 ،8 ﺍﶈﻮﺭ ﺍﻟﺜﺎﻟﺚ :ﻳﺘﻌﻠﻖ ﺑﺎﻷﺳﺌﻠﺔ ﺍﻟﱵ ﳍﺎ ﻋﻼﻗﺔ ﲟﺪﻯ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﺑﺎﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ"ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ﺍﳌﺨﺘﻠﻔﺔ ،ﻭﳛﺘﻮﻱ ﻋﻠﻰ ﻋﺸﺮﺓ ﻋﺒﺎﺭﺍﺕ ﺗﻨﺪﺭﺝ ﰲ ﺍﻻﺳﺘﺒﻴﺎﻥ ﻭﻓﻘﺎ ﻟﻸﺭﻗﺎﻡ ﺍﻟﺘﺎﻟﻴﺔ18،19 ،16،17 ،15 ،14 : . 24 ،23 ،22 ،21، 20، -2-1-4ﺻﺪﻕ ﺍﻻﺳﺘﺒﻴﺎﻥ :ﺑﻌﺪ ﺇﻋﻄﺎﺀ ﺍﻟﺼﻴﻐﺔ ﺍﻷﻭﻟﻴﺔ ﻟﻼﺳﺘﺒﻴﺎﻥ ﻭﺑﻨﺎﺅﻩ ﻭﻓﻘﻂ ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ ﻟﻠﺒﺤﺚ ،ﰎ ﻗﻴﺎﺱ ﻣﺪﻯ ﺻﺪﻗﻪ ﻣﻦ ﺧﻼﻝ: ﲢﻜﻴﻢ ﺍﻻﺳﺘﺒﻴﺎﻥ ﻣﻦ ﻃﺮﻑ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺳﺎﺗﺬﺓ ﺍﳌﺨﺘﺼﲔ ،ﻭﻳﻌﺘﱪ ﻫﺬﺍ ﺍﻟﺘﺤﻜﻴﻢ ﲟﺜﺎﺑﺔ ﺍﳌﻮﺟﻪ ﺍﻷﻭﻝ ﻟﺘﺤﺪﻳﺪ ﻧﻘﺎﺋﺺ ﺍﻻﺳﺘﺒﻴﺎﻥ ﻭﺍﻟﻮﻗﻮﻑ ﻋﻨﺪﻫﺎ. ﻭﻗﺪ ﻋﺮﺽ ﺍﻟﺒﺎﺣﺚ ﺍﻻﺳﺘﺒﻴﺎﻥ ﻋﻠﻰ ﲬﺴﺔ ﺃﺳﺎﺗﺬﺓ ﳏﻜﻤﲔ: ) (02ﻣﻨﻬﻢ ﻣﻦ ﻣﻌﻬﺪ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﻟﺮﻳﺎﺿﻴﺔ ﻟﻮﻻﻳﺔ ﺍﳌﺴﻴﻠﺔ ،ﻭ) (02ﻣﻦ ﺟﺎﻣﻌﺔ ﺑﻮﺯﺭﻳﻌﺔ )ﻗﺴﻢ ﻋﻠﻢ ﺍﻟﻨﻔﺲ( ،ﻭﺁﺧﺮ ﻣﻦ ﻗﺴﻢ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺑﺎﳌﺴﻴﻠﺔ ،ﻳﺸﻬﺪ ﳍﻢ ﲟﺴﺘﻮﺍﻫﻢ ﺍﻟﻌﻠﻤﻲ )ﺩﻛﺘﻮﺭﺍﻩ( ﻭﲡﺮﺑﺘﻬﻢ ﺍﳌﻴﺪﺍﻧﻴﺔ ﰲ ﺍﺎﻻﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ،ﻭﻫﺬﺍ ﻣﻦ ﺃﺟﻞ ﲢﻜﻴﻢ ﺍﻻﺳﺘﺒﻴﺎﻥ ﺑﻐﺮﺽ ﺍﻟﻮﻗﻮﻑ ﻋﻨﺪ ﺑﻌﺾ ﺍﻟﻨﻘﺎﺋﺺ ﻣﻨﻬﺎ: ﺇﺿﺎﻓﺔ ﻭﺇﺯﺍﻟﺔ ﺑﻌﺾ ﺍﻷﺳﺌﻠﺔ. ﺇﻋﺎﺩﺓ ﺍﻟﺼﻴﺎﻏﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻟﺒﻌﺾ ﺍﻷﺳﺌﻠﺔ ،ﺍﻟﱵ ﺍﺑﺘﻌﺪﺕ ﻋﻦ ﺍﳌﻌﲎ ﺍﳌﻘﺼﻮﺩ. ﺇﻋﺎﺩﺓ ﺗﺮﺗﻴﺐ ﺑﻌﺾ ﺍﻷﺳﺌﻠﺔ ﺣﺴﺐ ﺃﳘﻴﺘﻬﺎ ﻭﺃﻭﻟﻮﻳﺘﻬﺎ ﰲ ﺍﻟﺒﺤﺚ. ﺗﻌﻮﻳﺾ ﺑﻌﺾ ﺍﻷﺳﺌﻠﺔ ﺍﳌﻔﺘﻮﺣﺔ ﺑﺄﺧﺮﻯ ﻣﻐﻠﻘﺔ. -2-4ﺍﳌﻘﺎﺑﻠﺔ: ﺗﻌﺘﱪ ﺍﳌﻘﺎﺑﻠﺔ ﺃﺩﺍﺓ ﻫﺎﻣﺔ ﰲ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻨﺪ ﺩﺭﺍﺳﺔ ﺍﻷﻓﺮﺍﺩ ﻭﺍﳉﻤﺎﻋﺎﺕ ﺍﻟﺒﺸﺮﻳﺔ، ﻭﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ "ﻟﻘﺎﺀ ﻳﺘﻢ ﺑﲔ ﺍﻟﺸﺨﺺ ﺍﳌﻘﺎﺑﻞ )ﺍﻟﺒﺎﺣﺚ ﺃﻭ ﻣﻦ ﻳﻨﻮﺏ ﻋﻨﻪ( ﺍﻟﺬﻱ ﻳﻘﻮﻡ ﺑﻄﺮﺡ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺳﺌﻠﺔ ﻋﻠﻰ ﺍﻷﺷﺨﺎﺹ ﺍﳌﺴﺘﺠﻮﺑﲔ ﻭﺟﻬﺎ ﻟﻮﺟﻪ ،ﻭﻳﻘﻮﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺘﺴﺠﻴﻞ ﺍﻹﺟﺎﺑﺎﺕ ﻋﻠﻰ ﺍﻻﺳﺘﻤﺎﺭﺍﺕ". 1 ﻭﻗﺪ ﻛﺎﻥ ﺍﳍﺪﻑ ﺍﻟﺮﺋﻴﺴﻲ ﻣﻦ ﻫﺬﻩ ﺍﳌﻘﺎﺑﻼﺕ ﺍﻟﱵ ﺃﺟﺮﻳﺖ ﻣﻊ ﺑﻌﺾ ﺍﳌﺪﺭﺑﲔ ﻣﻦ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ،ﻫﻮ ﺍﻟﺘﻌﺮﻑ ﺑﺼﻔﺔ ﺩﻗﻴﻘﺔ ﻋﻠﻰ ﺁﺭﺍﺋﻬﻢ ﻭﺍﻧﻄﺒﺎﻋﺎﻢ ﺣﻮﻝ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ "ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﻭﻗﺪ ﰎ ﻃﺮﺡ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺳﺌﻠﺔ ﻋﻠﻰ ﺍﳌﺪﺭﺑﲔ ﳌﺎ ﳜﺪﻡ ﻭﻳﺘﻔﻖ ﻣﻊ ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ ﻭﻓﺮﺿﻴﺎﺗﻪ ﻭﳏﺎﻭﺭﻩ ﺍﻷﺳﺎﺳﻴﺔ. -1ﺣﺴﺎﻡ ﻫﺸﺎﻡ :ﻣﻨﻬﺠﻴﺔ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ،ﻁ ،1ﻣﻄﺒﻌﺔ ﺍﻟﻔﻨﻮﻥ ﺍﻟﺒﻴﺎﻧﻴﺔ ،ﺍﳉﻠﻔﺔ ،2007 ،ﺹ .125 -5ﳎﺎﻻﺕ ﺍﻟﺒﺤﺚ: -1-5ﺍﺎﻝ ﺍﻟﺰﻣﺎﱐ: ﺑﻌﺪ ﺍﳌﻮﺍﻓﻘﺔ ﻋﻠﻰ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ ،ﻣﻦ ﻃﺮﻑ ﻣﺮﻛﺰ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺘﻘﲏ ""C.R.S.T ﻭﻛﺬﻟﻚ ﺍﻷﺳﺘﺎﺫ ﺍﳌﺸﺮﻑ ﰲ ﺷﻬﺮ ﺃﻛﺘﻮﺑﺮ ،2008ﻓﻘﺪ ﰎ ﺍﺧﺘﻴﺎﺭ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ﰲ ﺷﻬﺮ ﻧﻮﻓﻤﱪ ﻣﻦ ﻧﻔﺲ ﺍﻟﺴﻨﺔ. ﻭﰎ ﺗﻮﺯﻳﻊ ﺍﻻﺳﺘﺒﻴﺎﻥ ﺍﳋﺎﺹ ﺑﺎﳌﺪﺭﺑﲔ ﻭﺍﺳﺘﺮﺟﺎﻋﻪ ﰲ ﺷﻬﺮ ﺃﻓﺮﻳﻞ ،2009ﻭﻓﻴﻤﺎ ﳜﺺ ﺍﳌﻘﺎﺑﻠﺔ ﻓﻘﺪ ﺗﺰﺍﻣﻨﺖ ﻣﻊ ﻭﻗﺖ ﺗﻮﺯﻳﻊ ﺍﻻﺳﺘﺒﻴﺎﻥ ﺃﻱ ﰲ ﺃﻓﺮﻳﻞ ،2009ﻭﰎ ﺇﺟﺮﺍﺅﻫﺎ ﻣﻊ ﺑﻌﺾ ﺍﳌﺪﺭﺑﲔ ﰲ ﺑﻌﺾ ﺍﳌﺪﺍﺭﺱ ﺍﻟﻜﺮﻭﻳﺔ. ﺣﻴﺚ ﻳﺘﻮﻓﺮ ﰲ ﻫﺆﻻﺀ ﺍﳌﺪﺭﺑﲔ ﻋﺎﻣﻞ ﺍﳋﱪﺓ ﺍﳌﻴﺪﺍﻧﻴﺔ ﺍﻟﻄﻮﻳﻠﺔ ﰲ ﳎﺎﻝ ﺗﺪﺭﻳﺐ ﻛﺮﺓ ﺍﻟﻘﺪﻡ، ﻭﻛﺬﻟﻚ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﻻﻧﺘﻘﺎﺀ ﻟﻠﻤﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. -2-5ﺍﺎﻝ ﺍﳌﻜﺎﱐ: ﺃﺟﺮﻳﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﳐﺘﻠﻒ ﻣﺪﺍﺭﺱ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺣﺴﺐ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ،ﻭﰎ ﺗﻮﺯﻳﻊ ﺍﻻﺳﺘﺒﻴﺎﻥ ﻋﻠﻰ ﺍﳌﺪﺭﺑﲔ ﺃﺛﻨﺎﺀ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻦ ﺣﺼﺼﻬﻢ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ. -6ﺻﻌﻮﺑﺎﺕ ﺍﻟﺒﺤﺚ: -1ﻧﻘﺺ ﺍﳌﺮﺍﺟﻊ ﺍﻟﱵ ﺗﺘﻔﻖ ﻣﻊ ﳏﺎﻭﺭ ﲝﺜﻨﺎ. -2ﺑﻌﺪ ﺍﳌﻜﺘﺒﺎﺕ ،ﺣﻴﺚ ﺗﻘﺪﺭ ﺃﻗﻞ ﻣﺴﺎﻓﺔ ﺑـ 70ﻛﻠﻢ. -3ﺗﻮﺯﻉ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ﰲ ﻣﻨﺎﻃﻖ ﻣﺘﺒﺎﻋﺪﺓ ﻣﻦ ﺷﺮﻕ ﻭﻭﺳﻂ ﺍﻟﺒﻼﺩ. -4ﺻﻌﻮﺑﺔ ﺿﺒﻂ ﻣﻮﺍﻋﻴﺪ ﻣﻊ ﺍﳌﺪﺭﺑﲔ ﺃﻭ ﺍﻻﺗﺼﺎﻝ ﻢ. -7ﺍﻟﻮﺳﺎﺋﻞ ﺍﻹﺣﺼﺎﺋﻴﺔ: • ﺍﻟﻨﺴﺐ ﺍﳌﺌﻮﻳﺔ :ﺍﺳﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﻗﺎﻧﻮﻥ ﺍﻟﻨﺴﺐ ﺍﳌﺌﻮﻳﺔ ﻟﺘﺤﻠﻴﻞ ﺍﻟﻨﺘﺎﺋﺞ ﰲ ﲨﻴﻊ ﺍﻷﺳﺌﻠﺔ ﺪ ﺣﺴﺎﺏ ﺗﻜﺮﺍﺭﺍﺕ ﻛﻞ ﻣﻨﻬﺎ ،ﻭﻣﺜﻞ ﺫﻟﻚ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺘﺎﱄ: oﺧﻼﻝ ﺗﺘﺒﻌﻚ ﳌﺮﺍﺣﻞ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻫﻞ ﻳﺆﺛﺮ ﺗﻜﺮﺭ ﺍﳌﻈﺎﻫﺮ ﺍﻟﻌﺼﺒﻴﺔ ﻋﻨﺪ ﺍﻟﻼﻋﺐ ﻭﺍﻟﱵ ﻋﺎﺩﺓ ﻣﺎ ﺗﻜﻮﻥ ﻣﺼﺎﺣﺒﺔ ﻻﺳﺘﺜﺎﺭﺓ ﺍﻧﻔﻌﺎﻟﻴﺔ ،ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﻫﺬﺍ ﺍﻟﻼﻋﺐ؟ ﻛﺎﻧﺖ ﺍﻹﺟﺎﺑﺔ 18 :ﺇﺟﺎﺑﺔ ﺑـ :ﻧﻌﻢ 02ﺇﺟﺎﺑﺔ ﺑـ :ﻻ ﺑﻌﺪ ﺗﻄﺒﻴﻖ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﺄﻟﻮﻓﺔ ﳊﺴﺎﺏ ﺍﻟﻨﺴﺐ ﺍﳌﺌﻮﻳﺔ ،ﻛﺎﻧﺖ ﺍﻟﻨﺘﻴﺠﺔ ﻛﻤﺎ ﻳﻠﻲ: = % 90 = % 10 • 100×18 20 100×02 20 = ﳎﻤﻮﻉ ﺍﻹﺟﺎﺑﺎﺕ ﺑـ :ﻧﻌﻢ × 100 ﺍﻹﺟﺎﺑﺔ ﺑـ:ﻧﻌﻢ= ﺍﻤﻮﻉ ﺍﻟﻜﻠﻲ ﻷﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﳎﻤﻮﻉ ﺍﻹﺟﺎﺑﺎﺕ ﺑـ :ﻻ × 100 ﺍﻹﺟﺎﺑﺔ ﺑـ:ﻻ= ﺍﻤﻮﻉ ﺍﻟﻜﻠﻲ ﻷﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ = ﺍﺧﺘﺒﺎﺭ ﻛﺎﻑ ﺗﺮﺑﻴﻊ "ﻛﺎ :"2ﻳﺴﻤﺢ ﻟﻨﺎ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ﺑﺈﺟﺮﺍﺀ ﻣﻘﺎﺭﻧﺔ ﺑﲔ ﳐﺘﻠﻒ ﺍﻟﻨﺘﺎﺋﺞ ﺍﶈﺼﻞ ﻋﻠﻴﻬﺎ ،ﻣﻦ ﺧﻼﻝ ﺍﻻﺳﺘﺒﻴﺎﻥ ،ﻭﻫﻲ ﻛﻤﺎ ﻳﻠﻲ: )ﺕ ﺡ – ﺕ ﻥ( 2 ﺕﻥ ﻛﺎ = ﳎﻤﻮﻉ 2 ﺩﺭﺟﺔ ﺍﳋﻄﺄ ﺍﳌﻌﻴﺎﺭﻱ 0.05 = α ﺩﺭﺝ ﺍﳊﺮﻳﺔ ﻥ = ﻫـ ،1-ﺣﻴﺚ ﻫـ ﲤﺜﻞ ﻋﺪﺩ ﺍﻟﻔﺌﺎﺕ. ﺇﺫﺍ ﻛﺎﻧﺖ ﻋﺪﺩ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﺃﻗﻞ ﻣﻦ 5ﻧﺴﺘﻌﻤﻞ ﺗﺼﺤﻴﺢ "ﻳﺎﺗﺲ".2 )ﺕ ﺡ -ﺕ ﻥ (0.5 - ﻛﺎ =2ﳎﻤﻮﻉ ﺕ.ﻥ ﳝﺜﻞ ﻙ :2ﺍﻟﻘﻴﻤﺔ ﺍﶈﺴﻮﺑﺔ ﻣﻦ ﺧﻼﻝ ﺍﻻﺧﺘﺒﺎﺭ. ﺕ ﺡ :ﻋﺪﺩ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﺍﳊﻘﻴﻘﻴﺔ )ﺍﻟﻮﺍﻗﻌﻴﺔ(. -ﺕ.ﻥ :ﻋﺪﺩ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﺍﻟﻨﻈﺮﻳﺔ )ﺍﳌﺘﻮﻗﻌﺔ( ﻥ ﺕﻥ= ﻳﺘﻢ ﺣﺴﺎﺏ ﻋﺪﺩ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﺍﻟﻨﻈﺮﻳﺔ ﻣﻦ ﺧﻼﻝ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﺘﺎﻟﻴﺔﻭ: ﺣﻴﺚ ﻥ :ﳝﺜﻞ ﺍﻟﻌﺪﺩ ﺍﻹﲨﺎﱄ )ﺍﻟﻜﻠﻲ( ﻷﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ. ﻭ :ﳝﺜﻞ ﺍﻻﺧﺘﻴﺎﺭﺍﺕ ﺍﳌﻮﺿﻮﻋﺔ ﻟﻸﺳﺌﻠﺔ. ﻳﺴﻤﺢ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ﺑﺘﺤﺪﻳﺪ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﺍﻹﺟﺎﺑﺎﺕ ،ﺇﺫﺍ ﻛﺎﻧﺖ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺃﻡ ﻻ، ﺫﻟﻚ ﻣﻦ ﺃﺟﻞ ﺍﻟﻜﺸﻒ ﻋﻦ ﻣﺪﻯ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ "ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺑﺎﳉﺰﺍﺋﺮ. ﳕﻮﺫﺝ ﻟﻜﻴﻔﻴﺔ ﺣﺴﺎﺏ ﻛﺎ: 2 ﺍﻹﺟﺎﺑﺎﺕ ﺍﳊﺴﺎﺏ )ﺕ ﺡ-ﺕ ﻥ( ﺕﻥ 2 ﺕﺡ ﺕ ﻥ ﺕ ﺡ-ﺕ ﻥ )ﺕ ﺡ -ﺗﻦ( 2 ﻧﻌﻢ ﻻ ﺍﻤـﻮﻉ ﻣﺜﺎﻝ :ﺍﻟﺴﺆﺍﻝ ﺍﳌﻮﺿﺢ ﺳﺎﺑﻘﺎ "ﺧﻼﻝ ﺗﺘﺒﻌﻚ ﳌﺮﺍﺣﻞ ﺍﻧﺘﻘﺎﺀ ﻻﻋﱯ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻫﻞ ﻳﺆﺛﺮ ﺗﻜﺮﺍﺭ ﺍﳌﻈﺎﻫﺮ ﺍﻟﻌﺼﺒﻴﺔ ﻋﻨﺪ ﺍﻟﻼﻋﺐ ،ﻭﺍﻟﱵ ﻋﺎﺩﺓ ﻣﺎ ﺗﻜﻮﻥ ﻣﺼﺎﺣﺒﺔ ﻻﺳﺘﺜﺎﺭﺓ ﺍﻧﻔﻌﺎﻟﻴﺔ ،ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﻫﺬﺍ ﺍﻟﻼﻋﺐ؟" * ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(07ﻣﺜﺎﻝ ﺗﻄﺒﻴﻘﻲ ﻟﻜﻴﻔﻴﺔ ﺣﺴﺎﺏ "ﻛﺎ:"2 ﺍﻹﺟﺎﺑﺎﺕ ﺍﳊﺴﺎﺏ )ﺕ ﺡ-ﺕ ﻥ( 2 ﺕﺡ ﺕﻥ ﺕ ﺡ-ﺕ ﻥ )ﺕ ﺡ -ﺗﻦ( 2 ﺕﻥ ﻧﻌﻢ 18 10 08 36 3.6 ﻻ 02 10 08 - 36 3.6 20 20 ﺍﻤـﻮﻉ ﻛﺎ7.5 /2 ﺧﻼﺻـﺔ: ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﰎ ﺍﻟﺘﻄﺮﻕ ﳌﺨﺘﻠﻒ ﺍﳋﻄﻮﺍﺕ ﺍﳌﻨﻬﺠﻴﺔ ﰲ ﺍﳉﺎﻧﺐ ﺍﳌﻴﺪﺍﱐ ﺍﻟﱵ ﻳﺘﺒﻌﻬﺎ ﺍﻟﺒﺎﺣﺚ، ﻭ ﰎ ﻛﺬﻟﻚ ﲢﺪﻳﺪ ﳎﺘﻤﻊ ﻭ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ، ،ﻭ ﲢﻠﻴﻞ ﺍﻟﺒﻴﻨﺎﺕ ﻭ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻤﻌﺔ ﺑﻄﺮﻳﻘﺔ ﻋﻠﻤﻴﺔ ﻭ ﲢﻮﻳﻠﻬﺎ ﺇﱃ ﺑﻴﺎﻧﺎﺕ ﻛﻤﻴﺔ ﳝﻜﻦ ﻣﻦ ﺧﻼﳍﺎ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺗﻔﺴﲑﺍﺕ ﺇﺣﺼﺎﺋﻴﺔ ﳌﺨﺘﻠﻒ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻤﻌﺔ ﻣﻦ ﻋﻴﻨﺔ ﲝﺜﻨﺎ ﻫﺬﺍ. -1ﻋﺮﺽ ﻭﲢﻠﻴﻞ ﻧﺘﺎﺋﺞ ﺍﻻﺳﺘﺒﻴﺎﻥ ﺍﳋﺎﺹ ﺑﺎﳌﺪﺭﺑﲔ: -1-1ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻌﺎﻣﺔ: ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(08ﻣﻌﻠﻮﻣﺎﺕ ﻋﺎﻣﺔ ﻋﻦ ﺍﳌﺪﺭﺑﲔ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﺍﻟﻨﺴﺒﺔ % ﺍﳌﻌﻠﻮﻣﺎﺕ ﻣﺴﺘﺸﺎﺭ ﺭﻳﺎﺿﻲ ﺗﻘﲏ ﺳﺎﻣﻲ ﺭﻳﺎﺿﻲﻟﻴﺴﺎﻧﺲ ﺗﺮﺑﻴﺔ ﺑﺪﻧﻴﺔ ﻭﺭﻳﺎﺿﻴﺔ ﺍﻟﺸﻬﺎﺩﺓ ﺍﶈﺼﻞ ﻋﻠﻴﻬﺎ -ﺩﺑﻠﻮﻡ ﺗﺪﺭﻳﺐ ﺭﻳﺎﺿﻲ ﺩﺭﺟﺔ ﺃﻭﱃ ﺩﺑﻠﻮﻡ ﺗﺪﺭﻳﺐ ﺭﻳﺎﺿﻲ ﺩﺭﺟﺔ ﺛﺎﻧﻴﺔ ﺩﺑﻠﻮﻡ ﺗﺪﺭﻳﺐ ﺭﻳﺎﺿﻲ ﺩﺭﺟﺔ ﺛﺎﻟﺜﺔ -ﻣﺘﺮﺑﺺ )ﺑﺪﻭﻥ ﺷﻬﺎﺩﺓ( 03 % 15 02 % 10 10 % 50 02 % 10 01 % 05 01 % 05 01 % 05 ﺍﻤــﻮﻉ 20 100 03 % 15 12 % 60 05 % 25 20 100 -ﺳﻨﻮﺍﺕ ﺍﳋﱪﺓ ﺍﻹﺟﺎﺑﺔ ﺃﻗﻞ ﻣﻦ 05ﺳﻨﻮﺍﺕ ﻣﻦ 05ﺇﱃ 10ﺳﻨﻮﺍﺕ ﺃﻛﺜﺮ ﻣﻦ 10ﺳﻨﻮﺍﺕﺍﻤــﻮﻉ ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﳌﻨﺎﻗﺸﺔ: ﻣﻦ ﺧﻼﻝ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﻧﻼﺣﻆ ﺃﻥ ﺍﳌﺪﺭﺑﲔ ﻟﺪﻳﻬﻢ ﺷﻬﺎﺩﺍﺕ ﳐﺘﻠﻔﺔ ،ﺣﻴﺚ ﳒﺪ 10ﻣﻨﻬﻢ ﺣﺎﻣﻠﲔ ﺷﻬﺎﺩﺓ ﻟﻴﺴﺎﻧﺲ ﺗﺮﺑﻴﺔ ﺑﺪﻧﻴﺔ ﻭﺭﻳﺎﺿﻴﺔ ،ﻭﺍﻟﺒﺎﻗﻲ ﺗﺘﺒﺎﻳﻦ ﻭﲣﺘﻠﻒ ﺷﻬﺎﺩﺍﻢ ﻣﻦ ﻣﺴﺘﺸﺎﺭ ﺭﻳﺎﺿﻲ ) (03ﺑﻨﺴﺒﺔ )(% 15ﻥ ﻭﺗﻘﲏ ﺳﺎﻣﻲ ﺭﻳﺎﺿﻲ ) (02ﺑﻨﺴﺒﺔ ) ،(% 10ﺩﺑﻠﻮﻡ ﺗﺪﺭﻳﺐ ﺭﻳﺎﺿﻲ ﺩﺭﺟﺔ ﺃﻭﱃ ) (02ﺑﻨﺴﺒﺔ ) ،(% 10ﺩﺑﻠﻮﻡ ﺗﺪﺭﻳﺐ ﺩﺭﺟﺔ ﺛﺎﻧﻴﺔ ) (01ﺑﻨﺴﺒﺔ )(% 05ﻥ ﺩﺑﻠﻮﻡ ﺗﺪﺭﻳﺐ ﺭﻳﺎﺿﻲ ﺩﺭﺟﺔ ﺛﺎﻟﺜﺔ ) (01ﺑﻨﺴﺒﺔ ) ،(% 05ﻣﺘﺮﺑﺺ )ﺑﺪﻭﻥ ﺷﻬﺎﺩﺓ( ) (01ﺑﻨﺴﺒﺔ ) ،(%05ﻭﻛﺬﺍ ﺳﻨﻮﺍﺕ ﺍﳋﱪﺓ ﺗﺘﺮﺍﻭﺡ ﻟﺪﻯ ﺃﻏﻠﺒﻴﺘﻬﻢ ﻣﻦ 05ﺇﱃ 10ﺳﻨﻮﺍﺕ ﻭﺫﻟﻚ ﺑﻌﺪﺩ 12 ﻣﺪﺭﺑﺎ ﺑﻨﺴﺒﺔ ) ،(% 60ﺃﻣﺎ ﺍﻟﺬﻳﻦ ﺧﱪﻢ ﺃﻛﺜﺮ ﻣﻦ 10ﺳﻨﻮﺍﺕ ﻋﺪﺩﻫﻢ 05ﺑﻨﺴﺒﺔ )،(% 25 ﻭﺍﻟﺬﻳﻦ ﻟﺪﻳﻬﻢ ﺧﱪﺓ ﺃﻗﻞ ﻣﻦ 05ﺳﻨﻮﺍﺕ ﻋﺪﺩﻫﻢ 03ﺑﻨﺴﺒﺔ ).(% 15 ﻭﻫﺬﺍ ﻣﺎ ﻳﺒﲔ ﺃﻥ ﻣﺒﺪﺃ ﺍﳋﱪﺓ ﺍﳌﻴﺪﺍﻧﻴﺔ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻪ ﰲ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻭﰲ ﺗﺸﻜﻴﻞ ﺍﻟﻔﺮﻳﻖ ﻭﻣﺴﺎﻳﺮﺗﻪ ،ﺃﻛﺜﺮ ﻣﻦ ﺍﻋﺘﻤﺎﺩﻫﻢ ﻋﻠﻰ ﺍﳉﺎﻧﺐ ﺍﻟﺘﻜﻮﻳﲏ ﻭﺍﳌﻌﺮﰲ ﻟﻠﻤﺪﺭﺑﲔ. -2-1ﺃﺳﺌﻠﺔ ﺍﻟﺒﺤﺚ: -1-2-1ﻋـﺮﺽ ﻭﻣﻨﺎﻗﺸﺔ ﻧﺘﺎﺋﺞ ﺍﶈﻮﺭ ) (01ﺍﳌﺘﻌﻠﻖ ﺑﺎﻟﻔﺮﺿﻴﺔ ﺍﻷﻭﱃ ﻣﻦ ﺧﻼﻝ ﺃﺟﻮﺑﺔ ﺍﳌﺪﺭﺑﲔ: ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) :(01ﻣﻦ ﺧﻼﻝ ﺗﺴﻴﲑﻛﻢ ﻟﻠﺤﺼﺺ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻟﻨﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻫﻞ ﺻﺎﺩﻓﺘﻢ ﻣﻮﺍﻫﺐ ﻛﺮﻭﻳﺔ ﻭﺍﻋﺪﺓ؟ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(9-1ﻳﻮﺿﺢ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﻭﺟﻮﺩ ﻣﻮﺍﻫﺐ ﻛﺮﻭﻳﺔﻭﺍﻋﺪﺓ ﺩﺍﺧﻞ ﻓﺮﻕ ﺍﻟﻨﺎﺷﺌﲔ. ﻛﺎ 2 ﺍﻷﺟﻮﺑﺔ ﻧﻌﻢ ﻻ ﺍﻤﻮﻉ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ 20 00 20 %100 %0 %100 ﺍﻟﻨﺴﺒﺔ ﺍﶈﺴﻮﺑﺔ 10 ﻛﺎ 2 ﺍﺪﻭﻟﺔ 3.84 ﺍﻟﺪﻻﻟﺔ ﺩﺍﻝ ﺍﻟﺸﻜﻞ ﺭﻗﻢ ) :( 01ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(01 0% ﻧﻌﻢ ﻻ 100% ﻣﺴﺘﻮﻯ ﺩﺭﺟﺔ ﺍﻟﺪﻻﻟﺔ ﺍﳊﺮﻳﺔ 0.05 1 ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﳌﻨﺎﻗﺸﺔ: ﻳﺘﻀﺢ ﻟﻨﺎ ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺒﻴﻨﺔ ﻋﻠﻰ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (1-1ﺃﻥ ﻫﻨﺎﻙ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻟﺼﺎﱀ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻜﱪﻯ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) (0.05ﻭﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ ) (01ﺣﻴﺚ ﺑﻠﻐﺖ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (10ﻭﻫﻲ ﺃﻛﱪ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،( 3.84ﻭﻳﺪﻝ ﺫﻟﻚ ﻋﻠﻰ ﺃﻥ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻛﺜﲑﺍ ﺃﻭ ﺩﺍﺋﻤﺎ ﻣﺎ ﻳﺼﺎﺩﻓﻮﻥ ﻣﻮﺍﻫﺐ ﻛﺮﻭﻳﺔ ﻭﺍﻋﺪﺓ ﺩﺍﺧﻞ ﻓﺮﻕ ﺍﻟﻨﺎﺷﺌﲔ. ﻭﳝﻜﻦ ﺍﻟﺘﻌﻠﻴﻖ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻣﻦ ﺧﻼﻝ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺃﻧﻪ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﳌﺪﺍﺭﺱ ﺍﻟﻜﺮﻭﻳﺔ ﺗﺸﺮﻑ ﻋﻠﻰ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﻟﻨﺎﺷﺌﲔ ﻣﻦ ﺣﻴﺚ ﺇﻋﺪﺍﺩﻫﻢ ﺭﻳﺎﺿﻴﺎ ﻭﺗﻨﻤﻴﺔ ﻗﺪﺭﺍﻢ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﳌﻬﺎﺭﻳﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ،ﻟﻜﻲ ﻳﺘﻢ ﺗﻮﺟﻴﻬﻬﻢ ﰲ ﺳﻦ ﻣﻌﲔ ﺇﱃ ﳎﺎﻝ ﲣﺼﺼﻬﻢ ﺍﻟﺮﻳﺎﺿﻲ ،ﻓﺈﻧﻪ ﻛﺜﲑ ﻣﺎ ﻳﺼﺎﺩﻑ ﻣﻦ ﺑﻴﻨﻬﻢ ﻧﺎﺷﺌﲔ ﻳﺘﺼﻔﻮﻥ ﲟﻮﺍﻫﺐ ﳑﻴﺰﺓ ﺗﺴﺘﺤﻖ ﺍﻟﻌﻨﺎﻳﺔ ﻭﺍﻟﺘﻘﺪﻳﺮ،ﻭ ﺑﺪﻭﻥ ﺍﻋﺘﻤﺎﺩ ﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﻻﻧﺘﻘﺎﺀ ﳍﺆﻻﺀ ﺍﻟﻨﺎﺷﺌﲔ ،ﳝﻜﻦ ﺃﻥ ﻤﺶ ﻫﺬﻩ ﺍﳌﻮﺍﻫﺐ ﻭﻻ ﲢﻈﻰ ﺑﺎﻻﻛﺘﺸﺎﻑ ﺍﳌﺒﻜﺮ ﳑﺎ ﻳﻬﺪﺭ ﺗﻠﻚ ﺍﳌﻮﺍﻫﺐ ﻭﻳﻀﻴﻌﻬﺎ. ﺍﻻﺳﺘﻨﺘﺎﺝ: ﻭﻣﻦ ﻫﺬﺍ ﺍﳌﻨﻄﻠﻖ ،ﻭﺣﺴﺐ ﺍﻷﺟﻮﺑﺔ ﺍﶈﺼﻞ ﻋﻠﻴﻬﺎ ﻣﻦ ﻃﺮﻑ ﺃﻏﻠﺐ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺃﻭ ﻛﻠﻬﻢ ) (%100ﻳﺆﻛﺪﻭﻥ ﺃﻢ ﺻﺎﺩﻓﻮﺍ ﻣﻮﺍﻫﺐ ﻛﺮﻭﻳﺔ ﻭﺍﻋﺪﺓ ﺧﻼﻝ ﻣﺴﺘﻮﺍﻫﻢ ﺍﻟﺘﺪﺭﻳﱯ ﰲ ﻣﺪﺍﺭﺱ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻟﻠﻨﺎﺷﺌﲔ. ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) :(02ﻫﻞ ﺗﻘﻮﻣﻮﻥ ﺑﺎﻻﻧﺘﻘﺎﺀ ﻟﻠﻤﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ؟ ﺍﻟﻐﺮﺽ ﻣﻨﻬﺎ :ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﺇﻗﺒﺎﻝ ﺍﳌﺪﺭﺑﲔ ﻋﻠﻰ ﺍﻧﺘﻘﺎﺀ ﺍﻟﻨﺎﺷﺌﲔ ﺫﻭﻱ ﺍﳌﻮﺍﻫﺐ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(10-1ﻳﻮﺿﺢ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺇﻗﺒﺎﳍﻢ ﻋﻠﻰ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﻛﺎ 2 ﺍﻷﺟﻮﺑﺔ ﺩﺍﺋﻤﺎ ﺃﺣﻴﺎﻧﺎ ﻧﺎﺩﺭﺍ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ 16 03 ﺍﻟﻨﺴﺒﺔ % % 80 % 15 01 ﺃﺑﺪﺍ ﺍﻤﻮﻉ 00 20 ﺍﶈﺴﻮﺑﺔ ﺍﺪﻭﻟﺔ 8.3 % 00 % 05 ﻛﺎ 2 7.81 %100 ﺍﻟﺪﻻﻟﺔ ﺩﺍﻝ ﺍﻟﺸﻜﻞ ﺭﻗﻢ ) :( 02ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(02 5% 0% داﺋﻤﺎ أﺣﯿﺎﻧﺎ ﻧﺎدرا أﺑﺪا 80% 15% ﻣﺴﺘﻮﻯ ﺩﺭﺟﺔ ﺍﻟﺪﻻﻟﺔ 0.05 ﺍﳊﺮﻳﺔ 3 ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﳌﻨﺎﻗﺸﺔ: ﻣﻦ ﺧﻼﻝ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (2-1ﺍﳌﺒﲔ ﺃﻋﻼﻩ ﻳﺘﻀﺢ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ، ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (8.3ﻭﻫﻲ ﺍﻛﱪ ﻗﻴﻤﺔ ﻣﻦ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ( 7.81ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ )،(0.05ﻭ ﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ).(3ﻭ ﻫﺪﺍ ﻳﻌﲏ ﺃﻥ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﲣﺘﻠﻒ ﻣﻦ ﻭﺍﺣﺪ ﺇﱃ ﺁﺧﺮ،ﲝﻴﺚ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻐﺎﻟﺒﺔ ﻣﻨﻬﻢ) (%80ﺗﺆﻛﺪ ﺍﻟﻘﻴﺎﻡ ﺑﻌﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ﻟﻠﻤﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ،ﻭ ﻧﺴﺒﺔ) (%15ﻣﻨﻬﻢ ﺗﺸﲑ ﺇﱃ ﺍﻟﻘﻴﺎﻡ ﺑﺎﻻﻧﺘﻘﺎﺀ ﺃﺣﻴﺎﻧﺎ ،ﻭ ﻧﺴﺒﺔ ﺿﺌﻴﻠﺔ ﺟﺪﺍ ﻧﺎﺩﺭﺍ ﻣﺎ ﺗﻘﻮﻡ ﺪﻩ ﺍﻟﻌﻤﻠﻴﺔ. ﻭ ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ﳝﻜﻦ ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺃﻥ ﻫﻨﺎﻙ ﺍﻧﺘﻘﺎﺀ ﻟﻠﻤﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ﺣﻴﺚ ﻳﺘﻢ ﺍﻛﺘﺸﺎﻓﻬﻢ ﺧﻼﻝ ﺍﳊﺼﺺ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺃﻭ ﺃﺛﻨﺎﺀ ﺇﺟﺮﺍﺀ ﳐﺘﻠﻒ ﺍﳌﻨﺎﻓﺴﺎﺕ ﻭﺍﻟﻠﻘﺎﺀﺍﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ. ﺍﻻﺳﺘﻨﺘﺎﺝ: ﳝﻜﻦ ﺗﻔﺴﲑ ﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ ﺍﻷﺟﻮﺑﺔ ﺍﳌﺘﺤﺼﻞ ﻋﻠﻴﻬﺎ ﻣﻦ ﻃﺮﻑ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺍﻟﱵ ﲣﺘﻠﻒ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ ،ﻭﺫﻟﻚ ﺭﺍﺟﻊ ﺇﱃ ﺍﻟﻈﺮﻭﻑ ﺍﳌﻬﻨﻴﺔ ﻟﻜﻞ ﻣﺪﺭﺏ ﻣﻦ ﺗﻮﻓﺮ ﳌﺴﺎﺣﺎﺕ ﺍﻟﻠﻌﺐ ﻭﳐﺘﻠﻒ ﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﻭﺍﳌﻨﺸﺄﺓ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﻼﺯﻣﺔ ،ﻛﺬﻟﻚ ﺍﻷﻣﺮ ﻳﺘﻌﻠﻖ ﺑﺘﻜﻮﻳﻨﻪ ﻭﺩﺭﺟﺔ ﺧﱪﺗﻪ ﺍﳌﻴﺪﺍﻧﻴﺔ ،ﺣﻴﺚ ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ﺗﺘﻄﻠﺐ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﻜﻔﺎﺀﺓ ﺍﳌﻴﺪﺍﻧﻴﺔ ﻟﻠﻤﺪﺭﺏ ،ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﺃﻛﺜﺮ ﺍﳌﺪﺭﺑﲔ ﻳﺪﺭﻛﻮﻥ ﺃﳘﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ﻟﻠﻤﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ﺍﻟﻮﺍﻋﺪﺓ ﻭﻫﻮ ﻭﻣﺎ ﻳﺘﺮﺟﻢ ﺇﺟﺎﺑﺘﻬﻢ ﺑﻨﺴﺒﺔ ).(%80 ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) :(03ﰲ ﺣﺎﻟﺔ ﻗﻴﺎﻣﻜﻢ ﺑﺎﻧﺘﻘﺎﺀ ﺍﻟﺘﻼﻣﻴﺬ ﺍﳌﻮﻫﻮﺑﲔ ،ﻣﺎ ﻫﻮ ﺍﳉﺎﻧﺐ ﺍﻟﺬﻱ ﺘﻤﻮﻥ ﺑﻪ ﺃﻛﺜﺮ؟ ﺍﻟﻐﺮﺽ ﻣﻨﻪ :ﻣﻌﺮﻓﺔ ﺍﳉﺎﻧﺐ ﺍﻟﺬﻱ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻪ ﺃﻛﺜﺮ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(11-1ﻳﻮﺿﺢ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﺍﳉﺎﻧﺐ ﺍﻟﺬﻱ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻪ ﰲ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﳉﺎﻧﺐ ﺍﳉﺎﻧﺐ ﺍﳉﺎﻧﺐ ﺍﳉﺎﻧﺐ ﺍﳉﺎﻧﺐ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ 07 02 00 06 05 ﺍﻟﻨﺴﺒﺔ % % 35 % 10 % 00 % 30 ﺍﻷﺟﻮﺑﺔ ﺍﳌﻮﺭﻓﻮﻟﻮﺟﻲ ﺍﻟﻨﻔﺴﻲ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻟﺒﺪﱐ ﺍﻟﺘﻘﲏ ﺍﻤﻮﻉ ﻛﺎ 2 ﺍﶈﺴﻮﺑﺔ ﻛﺎ ﺍﺪﻭﻟﺔ 2 20 1.7 9.49 %100 % 25 ﺍﻟﺸﻜﻞ ﺭﻗﻢ ) :( 03ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ )(03 اﻟﺠﺎﻧﺐ اﻟﻤﻮرﻓﻮﻟﻮﺟﻲ 25% 35% اﻟﺠﺎﻧﺐ اﻟﻨﻔﺴﻲ اﻟﺠﺎﻧﺐ اﻻﺟﺘﻤﺎﻋﻲ اﻟﺠﺎﻧﺐ اﻟﺒﺪﻧﻲ اﻟﺠﺎﻧﺐ اﻟﺘﻘﻨﻲ 10% 0% 30% ﺍﻟﺪﻻﻟﺔ ﻏﲑ ﺩﺍﻝ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ 0.05 ﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ 4 ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﳌﻨﺎﻗﺸﺔ: ﻳﺘﺒﲔ ﻟﻨﺎ ﻣﻦ ﺧﻼﻝ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (3-1ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) (0.05ﻭ ﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ) (04ﺇﺫ ﺑﻠﻐﺖ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) ( 1.7ﻭ ﻫﻲ ﺍﺻﻐﺮ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ) ،(9.49ﻭﻣﻌﲎ ﺫﻟﻚ ﻭﺟﻮﺩ ﺍﺧﺘﻼﻑ ﰲ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ،ﲝﻴﺚ ﳒﺪ ) (%35ﻣﻨﻬﻢ ﻳﻬﺘﻤﻮﻥ ﺑﺎﳉﺎﻧﺐ ﺍﳌﻮﺭﻓﻮﻟﻮﺟﻲ ﻭ) (%30ﻳﻬﺘﻤﻮﻥ ﺑﺎﳉﺎﻧﺐ ﺍﻟﺒﺪﱐ ﻭ)(%25 ﻳﻬﺘﻤﻮﻥ ﺑﺎﳉﺎﻧﺐ ﺍﻟﺘﻘﲏ ،ﰲ ﺣﲔ ) (%10ﻣﻨﻬﻢ ﻳﻬﺘﻤﻮﻥ ﺑﺎﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﻭﻏﻴﺎﺏ ﻛﻠﻲ ﳌﺪﻯ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﳉﺎﻧﺐ ﺍﻻﺟﺘﻤﺎﻋﻲ. ﻭﻫﺪﺍ ﻳﱪﺯ ﻟﻨﺎ ﺃﻥ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﺍﳌﺪﺍﺭﺱ ﺍﻟﻜﺮﻭﻳﺔ ﻳﻬﺘﻤﻮﻥ ﺃﻛﺜﺮ ﺑﺎﳉﺎﻧﺐ ﺍﳌﻮﺭﻓﻮﻟﻮﺟﻲ ﻭﺍﻟﺒﺪﱐ ﻭﺍﻟﺘﻘﲏ ﻣﻘﺎﺭﻧﺔ ﺑﺎﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﻭﺍﻻﺟﺘﻤﺎﻋﻲ. ﻭﳝﻜﻦ ﺍﻟﺘﻌﻠﻴﻖ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻔﻜﺮﺓ ﺃﻛﺜﺮ ﻣﻦ ﺧﻼﻝ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﻋﻤﻠﻴﺔ ﻣﺘﻜﺎﻣﻠﺔ ،ﻭﻛﻞ ﺟﺎﻧﺐ ﻣﻦ ﺟﻮﺍﻧﺐ ﺍﻻﻧﺘﻘﺎﺀ ﻳﻜﻤﻞ ﺍﻵﺧﺮ ﻭﻳﺘﺄﺛﺮ ﺑﻪ ﻭﻳﺆﺛﺮ ﻓﻴﻪ. ﻭﺇﺫﺍ ﺃﺗﻴﻨﺎ ﺇﱃ ﺇﺟﺎﺑﺎﺕ ﺃﻏﻠﺐ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﳒﺪ ﺃﻥ ﺍﻻﻧﺘﻘﺎﺀ ﻋﻨﺪﻫﻢ ﻳﻨﺼﺐ ﻋﻠﻰ ﺑﻌﺾ ﺍﳉﻮﺍﻧﺐ "ﺑﺪﻧﻴﺔ ،ﻣﻮﺭﻓﻮﻟﻮﺟﻴﺔ ،ﺗﻘﻨﻴﺔ" ﺩﻭﻥ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﳉﻮﺍﻧﺐ "ﺍﻟﻨﻔﺴﻴﺔ ،ﺍﻻﺟﺘﻤﺎﻋﻴﺔ". ﺍﻻﺳﺘﻨﺘﺎﺝ: ﻣﻦ ﻫﺬﺍ ﺍﳌﻨﻄﻠﻖ ﻭﺣﺴﺐ ﺍﻷﺟﻮﺑﺔ ﺍﳌﺘﺤﺼﻞ ﻋﻠﻴﻬﺎ :ﳒﺪ ﻏﻴﺎﺏ ﺍﳌﻌﺎﻳﲑ ﻭﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳊﺪﻳﺜﺔ ﺑﺎﳌﻌﲎ ﺍﻟﺪﻗﻴﻖ ﻋﻨﺪ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ،ﻭﻫﺪﺍ ﺩﻟﻴﻞ ﻋﻠﻰ ﻭﺟﻮﺩ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻔﺮﻳﺔ ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ﻋﺪﻡ ﺇﺗﺒﺎﻉ ﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ﺑﺸﻜﻞ ﺳﻠﻴﻢ ﰲ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ. ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) :(04ﻣﺎ ﻫﻲ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﺗﻌﺘﻤﺪﻭﻥ ﻋﻠﻴﻬﺎ ﻻﻛﺘﺸﺎﻑ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ؟ ﺍﻟﻐﺮﺽ ﻣﻨﻬﺎ :ﳌﻌﺮﻓﺔ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﻌﺘﻤﺪﺓ ﰲ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(12-1ﻳﻮﺿﺢ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﻌﺘﻤﺪﺓ ﰲ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﺍﻷﺟﻮﺑﺔ ﻃﺮﻳﻘﺔ ﺑﻄﺎﺭﻳﺔ ﲤﺎﺭﻳﻦ ﻣﻘﺎﺑﻼﺕ ﺍﳌﻼﺣﻈﺔ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺗﻨﺎﻓﺴﻴﺔ ﻭﺩﻳﺔ ﺍﻤﻮﻉ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ 12 02 04 02 20 ﺍﻟﻨﺴﺒﺔ % % 60 % 10 % 20 % 10 %100 ﻛﺎ 2 ﻛﺎ 2 ﺍﶈﺴﻮﺑﺔ ﺍﺪﻭﻟﺔ 3.4 ﺍﻟﺪﻻﻟﺔ 7.81 ﻏﲑ ﺩﺍﻝ ﺍﻟﺸﻜﻞ ﺭﻗﻢ ) :(04ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(04 0% 22% ﻃﺮﯾﻘﺔ اﻟﻤﻼﺣﻈﺔ ﺑﻄﺎرﯾﺔ اﺧﺘﺒﺎرات ﺗﻤﺎرﯾﻦ ﺗﻨﺎﻓﺴﯿﺔ أﺑﺪا 11% 67% ﻣﺴﺘﻮﻯ ﺩﺭﺟﺔ ﺍﻟﺪﻻﻟﺔ 0.05 ﺍﳊﺮﻳﺔ 3 ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﳌﻨﺎﻗﺸﺔ: ﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (4-1ﻳﺘﺒﲔ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ، ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) ( 3.4ﻭﻫﻲ ﺃﺻﻐﺮ ﻣﻦ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺑﻠﻐﺖ ) ( 7.81 ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) ، (0.05ﻭﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ ) ، ( 03ﻭﻣﻌﲎ ﺫﻟﻚ ﻭﺟﻮﺩ ﺍﺧﺘﻼﻑ ﰲ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ،ﺣﻴﺚ ﳒﺪ ﻧﺴﺒﺔ ) (%60ﻣﻨﻬﻢ ﻳﻌﺘﻤﺪﻭﻥ ﻋﻠﻰ ﺍﳌﻼﺣﻈﺔ ﻻﻛﺘﺸﺎﻑ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ، ﻭﻛﻤﺎ ﻫﻮ ﻣﻌﺮﻭﻑ ﺃﻥ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻻ ﲣﻠﻮ ﻣﻦ ﻧﻘﺎﺋﺺ ﻭﺳﻠﺒﻴﺎﺕ ﻋﺪﻳﺪﺓ ﻛﻮﺎ ﲢﻮﻱ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﺬﺍﺗﻴﺔ،ﻛﻤﺎ ﳒﺪ ) (%20ﻣﻨﻬﻢ ﻳﺴﺘﻌﻤﻠﻮﻥ ﲤﺎﺭﻳﻦ ﺗﻨﺎﻓﺴﻴﺔ ،ﻭ) (%10ﻣﻨﻬﻢ ﻳﻌﺘﻤﺪﻭﻥ ﻋﻠﻰ ﺍﳌﻘﺎﺑﻼﺕ ﺍﻟﻮﺩﻳﺔ ﻋﻨﺪ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﰲ ﺣﲔ ﳒﺪ ﻧﺴﺒﺔ ﺿﺌﻴﻠﺔ ﻣﻦ ﺍﳌﺪﺭﺑﲔ )(%10 ﻳﻌﺘﻤﺪﻭﻥ ﻃﺮﻳﻘﺔ ﻋﻠﻤﻴﺔ ﻣﻬﻤﺔ ﻭﻓﻌﺎﻟﺔ ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﻻﻧﺘﻘﺎﺀ ﻭﻫﻲ ﺑﻄﺎﺭﻳﺔ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ،ﻭﻣﻌﲎ ﺫﻟﻚ ﻭﺑﺎﻻﺳﺘﻨﺎﺩ ﺇﱃ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﻓﺈﻥ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﻐﺎﻟﺒﺔ ﻟﺪﻯ ﺍﳌﺪﺭﺑﲔ ﻻﻛﺘﺸﺎﻑ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ﺿﻤﻦ ﻧﺎﺷﺌﻲ ﺍﳌﺪﺍﺭﺱ ﺍﻟﻜﺮﻭﻳﺔ ﻫﻲ ﻃﺮﻳﻘﺔ ﺍﳌﻼﺣﻈﺔ. ﳝﻜﻦ ﺗﻔﺴﲑ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻣﻦ ﺧﻼﻝ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺃﻥ ﺍﻟﻄﺮﻕ ﺍﻟﱵ ﻳﺴﺘﻌﻤﻠﻬﺎ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺗﺘﻔﺎﻭﺕ ﻭﲣﺘﻠﻒ ﻣﻦ ﺣﻴﺚ ﺩﻗﺘﻬﺎ ﻭﻓﻌﺎﻟﻴﺘﻬﺎ ،ﻭﻫﻮ ﻣﺎ ﻧﻠﺘﻤﺴﻪ ﻣﻦ ﺧﻼﻝ ﻣﻌﻈﻢ ﺇﺟﺎﺑﺎﺕ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ. ﺍﻻﺳﺘﻨﺘﺎﺝ: ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﺍﻟﻨﺘﺎﺋﺞ ﺍﶈﺼﻞ ﻋﻠﻴﻬﺎ ﰲ ﺍﳉﺪﻭﻝ ﺍﳌﺪﻭﻥ ﺃﻋﻼﻩ ﻭﺣﺴﺐ ﺍﻷﺟﻮﺑﺔ ﺍﳌﺴﺘﺨﻠﺼﺔ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻓﺈﻥ ﺃﻏﻠﺐ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﺍﳌﺪﺍﺭﺱ ﺍﻟﻜﺮﻭﻳﺔ ﻻ ﻳﻌﺘﻤﺪﻭﻥ ﻋﻠﻰ ﻃﺮﻕ ﻭﺃﺳﺲ ﻋﻠﻤﻴﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻫﺪﺍ ﻣﺎ ﻳﺆﻛﺪ ﺣﻀﻮﺭ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻔﺮﻳﺔ ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ﻏﻴﺎﺏ ﺍﻷﺳﺎﺱ ﺍﻟﻌﻠﻤﻲ ﰲ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ. ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) :(05ﻫﻞ ﺗﺄﺧﺬﻭﻥ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﻣﺒﺪﺃ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﻋﻨﺪ ﺍﻧﺘﻘﺎﺋﻜﻢ ﻟﻠﻨﺎﺷﺌﲔ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ؟ ﺍﻟﻐﺮﺽ ﻣﻨﻬﺎ :ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﺇﺩﺭﺍﺝ ﻣﺒﺪﺃ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﺧﻼﻝ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(13-1ﻳﻮﺿﺢ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﺗﻮﻇﻴﻒ ﻣﺒﺪﺃ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﻋﻨﺪ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﻛﺎ 2 ﺍﻷﺟﻮﺑﺔ ﺩﺍﺋﻤﺎ ﺃﺣﻴﺎﻧﺎ ﻧﺎﺩﺭﺍ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ 00 02 ﺍﻟﻨﺴﺒﺔ % % 00 % 10 06 ﺃﺑﺪﺍ ﺍﻤﻮﻉ 12 20 ﺍﶈﺴﻮﺑﺔ ﺍﺪﻭﻟﺔ 4.2 % 60 % 30 ﻛﺎ 2 7.81 %100 ﺍﻟﺪﻻﻟﺔ ﻏﲑ ﺩﺍﻝ 0% داﺋﻤﺎ أﺣﯿﺎﻧﺎ ﻧﺎدرا أﺑﺪا ﺍﻟﺪﻻﻟﺔ ﺍﳊﺮﻳﺔ 0.05 ﺍﻟﺸﻜﻞ ﺭﻗﻢ ) :(05ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(05 10% ﻣﺴﺘﻮﻯ ﺩﺭﺟﺔ 30% 60% 03 ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﳌﻨﺎﻗﺸﺔ: ﻳﺘﻀﺢ ﻟﻨﺎ ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﻮﺍﺭﺩﺓ ﰱ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (5-1ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ﻣﺴﺘﻮ ﺍﻟﺪﻻﻟﺔ ) (0.05ﻭﺩﺭﺟﺔ ﺣﺮﻳﺔ ) ،(03ﺇﺫ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (4.2 ﻭﻫﻲ ﺃﺻﻐﺮ ﻣﻦ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) .( 7.81ﻫﺪﺍ ﻣﺎ ﻳﺪﻝ ﻋﻠﻰ ﻭﺟﻮﺩ ﺍﺧﺘﻼﻑ ﰲ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ،ﲝﻴﺚ ﻧﺴﺒﺔ ﻛﺒﲑﺓ ﻣﻨﻬﻢ) (%60ﻻ ﻳﻬﺘﻤﻮﻥ ﲟﺒﺪﺃ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ،ﻭ ﻧﺴﺒﺔ) (%06ﻣﻨﻬﻢ ﻧﺎﺩﺭﺍ ﻣﺎ ﻳﻬﺘﻤﻮﻥ ﺑﺎﻟﻔﺮﻭﻗﺎﺕ ﺍﻟﻔﺮﺩﻳﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ، ﻭﻧﺴﺒﺔ ﺿﺌﻴﻠﺔ ﻣﻨﻬﻢ ﺃﺣﻴﺎﻧﺎ ﻣﺎ ﺘﻢ ﺪﺍ ﺍﳌﺒﺪﺃ. ﻭﳝﻜﻦ ﺍﻟﺘﻌﻠﻴﻖ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻄﺮﻕ ﺇﱃ ﺃﻥ ﺍﺧﺘﻼﻑ ﺍﻷﻓﺮﺍﺩ ﺫﻭﻱ ﺍﳌﻮﺍﻫﺐ ﰲ ﺍﺳﺘﻌﺪﺍﺩﺍﻢ ﻭﻗﺪﺭﺍﻢ ﺍﻟﺒﺪﻧﻴﺔ ﻭﻣﻴﻮﳍﻢ ،ﻳﺆﺛﺮ ﺑﺎﻟﻀﺮﻭﺭﺓ ﰲ ﻧﻮﻋﻴﺔ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ "ﻛﺮﺓ ﺍﻟﻘﺪﻡ"، ﻭﺍﻥ ﻣﻦ ﺑﲔ ﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻼﻧﺘﻘﺎﺀ؛ ﻣﺮﺍﻋﺎﺓ ﻣﺒﺪﺃ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ. ﺍﻻﺳﺘﻨﺘﺎﺝ: ﻣﻦ ﻫﺬﺍ ﺍﳌﻨﻄﻠﻖ ﻭﺣﺴﺐ ﺍﻷﺟﻮﺑﺔ ﺍﳌﺴﺘﺨﻠﺼﺔ ﻣﻦ ﻃﺮﻑ ﺃﻏﻠﺐ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ﺍﻟﱵ ﺗﺰﻳﺪ ﻧﺴﺒﺘﻬﻢ ﻋﻦ ) (%60ﻭ ﺍﻟﺪﻳﻦ ﻳﺆﻛﺪﻭﻥ ﺃﻢ ﻻ ﻳﻬﺘﻤﻮﻥ ﲟﺒﺪﺃ ﺍﻟﻔﺮﻭﻗﺎﺕ ﺍﻟﻔﺮﺩﻳﺔ ﻋﻨﺪ ﺍﻧﺘﻘﺎﺋﻬﻢ ﻟﻠﻤﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ،ﻭﻫﻮ ﻣﺎ ﻳﺘﻨﺎﰱ ﻣﻊ ﺍﳌﺒﺎﺩﺉ ﻭﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ،ﻳﱪﺯ ﻟﻨﺎ ﺟﻠﻴﺎ ﻭﺟﻮﺩ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻔﺮﻳﺔ ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ﻋﺪﻡ ﺇﺗﺒﺎﻉ ﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ﺧﻼﻝ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ،ﻣﺎ ﻳﺆﻛﺪ ﻏﻴﺎﺏ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺎﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) :(06ﻫﻞ ﺗﺄﺧﺬﻭﻥ ﺑﻨﺘﺎﺋﺞ ﺍﻟﻔﺤﻮﺹ ﺍﻟﻄﺒﻴﺔ ﻋﻨﺪ ﻗﻴﺎﻣﻜﻢ ﺑﺎﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ؟ ﺍﻟﻐﺮﺽ ﻣﻨﻬﺎ :ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﳌﺮﺍﻗﺒﺔ ﺍﻟﻄﺒﻴﺔ ﺧﻼﻝ ﳐﺘﻠﻒ ﻣﺮﺍﺣﻞ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(14-1ﻳﻮﺿﺢ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻻﻫﺘﻤﺎﻡ ﺑﻨﺘﺎﺋﺞ ﺍﻟﻔﺤﻮﺻﺎﺕ ﺍﻟﻄﺒﻴﺔ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﻛﺎ 2 ﺍﻷﺟﻮﺑﺔ ﺩﺍﺋﻤﺎ ﺃﺣﻴﺎﻧﺎ ﻧﺎﺩﺭﺍ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ 02 03 ﺍﻟﻨﺴﺒﺔ % % 10 % 15 04 ﺃﺑﺪﺍ ﺍﻤﻮﻉ 11 20 ﺍﶈﺴﻮﺑﺔ ﺍﺪﻭﻟﺔ 2.5 % 55 % 20 ﻛﺎ 2 7.81 %100 ﺍﻟﺪﻻﻟﺔ ﻏﲑ ﺩﺍﻝ ﻣﺴﺘﻮﻯ ﺩﺭﺟﺔ ﺍﻟﺪﻻﻟﺔ ﺍﳊﺮﻳﺔ 0.05 ﺍﻟﺸﻜﻞ ﺭﻗﻢ ) :( 06ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(06 10% داﺋﻤﺎ 15% أﺣﯿﺎﻧﺎ ﻧﺎدرا 55% أﺑﺪا 20% 03 ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﳌﻨﺎﻗﺸﺔ: ﻳﺘﺒﲔ ﻟﻨﺎ ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺪﻭﻧﺔ ﻋﻠﻰ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (6-1ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) ( 2.5ﻭﻫﻲ ﺍﺻﻐﺮ ﻣﻦ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ( 7.81ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ )،(0.05ﻭ ﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ) ، (03ﻣﻌﲎ ﺫﻟﻚ ﺃﻥ ﻫﻨﺎﻙ ﺍﺧﺘﻼﻑ ﰲ ﺃﺟﻮﺑﺔ ﺍﳌﺪﺭﺑﲔ،ﲝﻴﺚ ﺗﺸﲑ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻜﺒﲑﺓ ﻣﻨﻬﻢ) (%55ﺇﱃ ﻋﺪﻡ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺎﳌﺮﺍﻗﺒﺔ ﺍﻟﻄﺒﻴﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ﺍﳌﺨﺘﻠﻔﺔ،ﻭ ) (%20ﻣﻨﻬﻢ ﻧﺎﺩﺭﺍ ﻣﺎ ﻳﻬﺘﻤﻮﻥ ،ﻭ ) (%15ﻣﻨﻬﻢ ﺍﺣﻴﺎﻧﺎ ﻣﺎ ﻳﻬﺘﻤﻮﻥ ،ﻭ) (%10ﻣﻨﻬﻢ ﻭ ﻫﻲ ﻧﺴﺒﺔ ﺿﺌﻴﻠﺔ ﺟﺪﺍ ﻳﻬﺘﻤﻮﻥ ﺪﺍ ﺍﳉﺎﻧﺐ. ﻭﳝﻜﻦ ﺍﻟﺘﻌﻠﻴﻖ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺃﻥ ﺍﻻﻧﺘﻘﺎﺀ ﺍﳉﻴﺪ ﻟﻠﻤﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ﳚﺐ ﺃﻥ ﻳﺘﻢ ﺑﻄﺮﻳﻘﺔ ﻣﻮﺿﻮﻋﻴﺔ ﻭﺑﻌﻴﺪﺍ ﻋﻦ ﺫﺍﺗﻴﺔ ﺍﳌﺪﺭﺑﲔ ،ﲟﻌﲎ ﺁﺧﺮ ﺃﻧﻪ ﳚﺐ ﺇﺧﻀﺎﻉ ﻛﻞ ﻧﺎﺷﺊ ﻣﻮﻫﻮﺏ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻟﻠﻔﺤﻮﺹ ﺍﻟﻄﺒﻴﺔ ﻣﻦ ﺣﲔ ﺇﱃ ﺁﺧﺮ ،ﻭﻭﺿﻌﻪ ﲢﺖ ﺍﳌﺮﺍﻗﺒﺔ ﺍﻟﻄﺒﻴﺔ ﺍﳌﺴﺘﻤﺮﺓ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻟﺘﻜﻮﻳﻦ ،ﺃﻭ ﺧﻼﻝ ﺍﳌﻨﺎﻓﺴﺎﺕ ﺍﻟﺮﲰﻴﺔ ،ﻭﺫﻟﻚ ﺣﱴ ﻳﺘﺴﲎ ﻟﻠﻤﺪﺭﺏ ﺍﻻﻃﻼﻉ ﻋﻠﻰ ﺍﻟﻠﻴﺎﻗﺔ ﺍﻟﺒﺪﻧﻴﺔ ﻟﻜﻞ ﻣﻮﻫﻮﺏ ﻭﻋﻠﻰ ﳐﺘﻠﻒ ﺍﻟﻌﻮﺍﺋﻖ ﺍﻟﱵ ﺗﻌﺘﺮﺿﻪ ﺧﻼﻝ ﺍﳌﻨﺎﻓﺴﺎﺕ ﺃﻭ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻟﺘﺪﺭﻳﺐ. ﺍﻻﺳﺘﻨﺘﺎﺝ: ﺇﻥ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻭﺍﺳﺘﻐﻼﳍﻢ ﰲ ﺍﳌﻨﺎﻓﺴﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻻ ﻳﺘﻢ ﺑﻄﺮﻳﻘﺔ ﻋﺸﻮﺍﺋﻴﺔ، ﻭﺇﳕﺎ ﳚﺐ ﺃﻥ ﻳﺘﻢ ﺑﻄﺮﻳﻘﺔ ﻋﻠﻤﻴﺔ ﺗﺴﺘﻨﺪ ﺇﱃ ﻧﺘﺎﺋﺞ ﺃﲝﺎﺙ ﻭﺩﺭﺍﺳﺎﺕ ﺣﺪﻳﺜﺔ ،ﻭﻋﻠﻰ ﺿﻮﺀ ﻣﺎ ﺟﺎﺀ ﰲ ﺍﳉﺪﻭﻝ ﻣﻦ ﺇﺟﺎﺑﺎﺕ ﻣﻌﻈﻢ ﺍﳌﺪﺭﺑﲔ ﺑﻨﺴﺒﺔ ﺗﺰﻳﺪ ﻋﻦ ) (%55ﻳﺆﻛﺪﻭﻥ ﻋﻠﻰ ﻋﺪﻡ ﻭﺟﻮﺩ ﻣﺮﺍﻗﺒﺔ ﻃﺒﻴﺔ ﻣﺴﺘﻤﺮﺓ ﻟﻨﺎﺷﺌﲔ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ،ﺃﻱ ﺃﻥ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻋﻨﺪ ﺍﻧﺘﻘﺎﺋﻬﻢ ﻟﻠﻤﻮﻫﻮﺑﲔ ﻻ ﻳﺄﺧﺬﻭﻥ ﺑﻨﺘﺎﺋﺞ ﺍﻟﻔﺤﻮﺹ ﺍﻟﻄﺒﻴﺔ،ﻭ ﻫﻨﺎ ﻛﺬﻟﻚ ﳒﺪ ﲢﻘﻖ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻔﺮﻳﺔ. ﺗﻔﺴﲑ ﻧﺘﺎﺋﺞ ﺍﶈﻮﺭ ﺭﻗﻢ ) (01ﺍﳌﺘﻌﻠﻖ ﺑﺎﻟﻔﺮﺿﻴﺔ ﺍﻷﻭﱃ ﻣﻦ ﺧﻼﻝ ﺃﺟﻮﺑﺔ ﺍﳌﺪﺭﺑﲔ: ﺗﺸﲑ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻷﻭﱃ ﺇﱃ ﺃﻥ ﺇﺗﺒﺎﻉ ﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳊﺪﻳﺜﺔ ﻋﻨﺪ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ، ﻳﺪﻓﻊ ﺍﳌﺪﺭﺑﲔ ﺇﱃ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﶈﺪﺩﺍﺕ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻴﺔ ﳍﺆﻻﺀ ﺍﳌﻮﻫﻮﺑﲔ ﻭﻣﻨﻪ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺴﻤﺎﺕ ﺷﺨﺼﻴﺘﻬﻢ. ﻭﻗﺪ ﺗﺒﲔ ﻣﻦ ﺧﻼﻝ ﺇﺟﺎﺑﺎﺕ ﻣﻌﻈﻢ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﰲ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (3-1ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﺇﺫ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (1.7ﻭﻫﻲ ﺃﺻﻐﺮ ﻣﻦ ﻗﻴﻤﺔ ﻛﺎ 2 ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) (9.49ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) (0.05ﻭﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ) ، (04ﻣﻌﻨﺎﻩ ﺃﻥ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻳﻬﺘﻤﻮﻥ ﺃﻛﺜﺮ ﺑﺎﳉﺎﻧﺐ ﺍﳌﻮﺭﻓﻮﻟﻮﺟﻲ ﺑﻨﺴﺒﺔ ) (%35ﻭﺍﳉﺎﻧﺐ ﺍﻟﺒﺪﱐ ﺑﻨﺴﺒﺔ ) (%30ﻭﺍﳉﺎﻧﺐ ﺍﻟﺘﻘﲏ ﺑﻨﺴﺒﺔ ) ،(%25ﻭﺫﻟﻚ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﰲ ﺣﲔ ﻳﻬﻤﻠﻮﻥ ﺍﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﻭﺍﻻﺟﺘﻤﺎﻋﻲ ﺑﺸﻜﻞ ﻛﺒﲑ. ﻛﻤﺎ ﺗﺸﲑ ﻛﺬﻟﻚ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺪﻭﻧﺔ ﰲ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (4-1ﺇﱃ ﻋﺪﻡ ﻭﺟﻮﺩ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ،ﻭ ﻳﻌﲎ ﺩﻟﻚ ﺃﻥ ﺃﻏﻠﺐ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻳﻌﺘﻤﺪﻭﻥ ﻋﻠﻰ ﻃﺮﻳﻘﺔ ﺍﳌﻼﺣﻈﺔ ﻋﻨﺪ ﻗﻴﺎﻣﻬﻢ ﺑﺎﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ،ﻫﺬﺍ ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺃﺎ ﻃﺮﻳﻘﺔ ﻏﲑ ﻓﻌﺎﻟﺔ ﰲ ﺃﻏﻠﺐ ﺍﻷﺣﻴﺎﻥ ﻭﻛﺜﲑﺍ ﻣﺎ ﺗﺪﺧﻞ ﻓﻴﻬﺎ ﺫﺍﺗﻴﺔ ﺍﳌﺪﺭﺏ ،ﻭﻫﻮ ﻣﺎ ﻳﺪﻝ ﻋﻠﻰ ﺑﻌﺪﻫﻢ ﻋﻦ ﺍﻧﺘﻬﺎﺝ ﺍﳌﺒﺎﺩﺉ ﻭﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﺍﻻﻧﺘﻘﺎﺀ. ﻭﻣﻦ ﺧﻼﻝ ﻗﺮﺍﺀﺗﻨﺎ ﻟﻠﻨﺘﺎﺋﺞ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (5-1ﻧﻼﺣﻆ ﻋﺪﻡ ﻭﺟﻮﺩ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ ) (03ﻭﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) ،(0.05ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ )(4.2ﻭﻫﻲ ﺃﻛﱪ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(7.8ﻭﻣﺎ ﳝﻜﻦ ﺍﺳﺘﺨﻼﺻﻪ ﻣﻦ ﻫﺬﻩ ﺍﳌﻌﻄﻴﺎﺕ ﺃﻥ ﻣﺒﺪﺃ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﻻ ﻳﺄﺧﺬ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﰲ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ،ﻫﺬﺍ ﻣﺎ ﻳﺰﻳﺪ ﺗﺄﻛﻴﺪﺍ ﻋﻠﻰ ﺍﺑﺘﻌﺎﺩ ﺍﳌﺪﺭﺑﲔ ﻋﻦ ﺗﺘﺒﻊ ﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ. ﻛﻤﺎ ﺗﺒﲔ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (6-1ﻋﺪﻡ ﻭﺟﻮﺩ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ،ﲝﻴﺚ ﻳﺘﻀﺢ ﻏﻴﺎﺏ ﺍﳌﺮﺍﻗﺒﺔ ﺍﻟﻄﺒﻴﺔ ﺍﳌﺴﺘﻤﺮﺓ ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺇﳒﺎﺯ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻫﺬﺍ ﺩﻟﻴﻞ ﺁﺧﺮ ﻋﻠﻰ ﺑﻌﺪ ﺍﳌﺪﺭﺑﲔ ﻋﻦ ﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ﺧﻼﻝ ﺇﳒﺎﺯ ﺍﻻﻧﺘﻘﺎﺀ ﻟﻠﻤﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ. ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﳐﺘﻠﻒ ﺍﻟﻘﺮﺍﺀﺍﺕ ﻭﺍﺳﺘﻨﺎﺩﺍ ﺇﱃ ﺍﻟﻨﺘﺎﺋﺞ ﺍﶈﺼﻞ ﻋﻠﻴﻬﺎ ﰲ ﺍﳉﺪﺍﻭﻝ ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﺬﻛﺮ ﻭﺍﳌﺆﻛﺪ ﺑﻄﺮﻳﻘﺔ ﺇﺣﺼﺎﺋﻴﺔ،ﻧﺴﺘﻨﺘﺞ ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﻟﻜﺮﻭﻳﺔ ﺍﳌﺨﺘﻠﻔﺔ ﻭﺍﻟﱵ ﲤﺜﻞ ﻣﻴﺪﺍﻥ ﲝﺜﻨﺎ ﻻ ﺗﺒﲎ ﻋﻠﻰ ﺃﺳﺲ ﻋﻠﻤﻴﺔ ﲝﺘﺔ. ﺗﺄﰐ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﳐﺎﻟﻔﺔ ﻟﺘﻮﻗﻌﺎﺕ ﺍﻟﺒﺎﺣﺚ،ﻭﺗﺆﻛﺪ ﻭﺟﻮﺩ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻔﺮﻳﺔ ،ﻭﻋﻠﻴﻪ ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺑﺄﻥ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻷﻭﱃ ﱂ ﺗﺘﺤﻘﻖ. -2-2-1ﻋﺮﺽ ﻭﻣﻨﺎﻗﺸﺔ ﻧﺘﺎﺋﺞ ﺍﶈﻮﺭ ﺭﻗﻢ 02ﺍﳌﺘﻌﻠﻖ ﺑﺎﻟﻔﺮﺿﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻣﻦ ﺧﻼﻝ ﺃﺟﻮﺑﺔ ﺍﳌﺪﺭﺑﲔ: ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) :(07ﻫﻞ ﳛﻈﻰ ﺍﻟﻨﺎﺷﺊ ﺍﳌﻮﻫﻮﺏ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺑﺎﻟﻌﻨﺎﻳﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﺰﺍﺋﺪ ﻣﻦ ﻃﺮﻓﻜﻢ ؟ ﺍﻟﻐﺮﺽ ﻣﻨﻬﺎ :ﻣﻌﺮﻓﺔ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﺑﺎﳌﻮﻫﻮﺑﲔ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(15-2ﻳﻮﺿﺢ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻣﻬﻢ ﲟﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﻷﺟﻮﺑﺔ ﺩﺍﺋﻤﺎ ﺃﺣﻴﺎﻧﺎ ﻧﺎﺩﺭﺍ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ 02 02 ﺍﻟﻨﺴﺒﺔ % % 10 % 10 16 ﺃﺑﺪﺍ ﺍﻤﻮﻉ 00 20 ﻛﺎ 2 ﺍﶈﺴﻮﺑﺔ ﺍﺪﻭﻟﺔ 6.2 % 00 % 80 ﻛﺎ 2 7.81 %100 ﺍﻟﺸﻜﻞ ﺭﻗﻢ ) :( 07ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(07 10% 0% 10% داﺋﻤﺎ أﺣﯿﺎﻧﺎ ﻧﺎدرا أﺑﺪا 80% ﺍﻟﺪﻻﻟﺔ ﻏﲑ ﺩﺍﻝ ﻣﺴﺘﻮﻯ ﺩﺭﺟﺔ ﺍﻟﺪﻻﻟﺔ ﺍﳊﺮﻳﺔ 0.05 03 ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﳌﻨﺎﻗﺸﺔ: ﻳﻈﻬﺮ ﻟﻨﺎ ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺪﻭﻧﺔ ﻋﻠﻰ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (7-2ﺃﻥ ﻫﻨﺎﻙ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻟﺼﺎﱀ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻜﱪﻯ ،ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) ، (6.2ﻭﻫﻲ ﺃﺻﻐﺮ ﻣﻦ ﻗﻴﻤﺔ ﻛﺎ 2 ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ، (7.81ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) (0.05ﻭﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ) ، (03ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻥ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﳐﺘﻠﻔﺔ ﻭ ﻣﺘﻔﺎﻭﺗﺔ،ﲝﻴﺚ ﺗﺸﲑ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻐﻠﺒﺔ ﻣﻨﻬﻢ) (%80ﺇﱃ ﻋﺪﻡ ﺇﻋﻄﺎﺀ ﺍﳌﻮﻫﻮﺏ ﻛﻔﺎﻳﺘﻪ ﻣﻦ ﺍﻟﻌﻨﺎﻳﺔ ﻭ ﺍﻻﻫﺘﻤﺎﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ،ﻭ ﻧﺴﺒﺔ )(%10ﻣﻨﻬﻢ ﺃﺣﻴﺎﻧﺎ ﻣﺎ ﺗﻮﱄ ﻋﻨﺎﻳﺔ ﻭ ﺍﻫﺘﻤﺎﻡ ﺯﺍﺋﺪﻳﻦ ﺑﺎﳌﻮﻫﻮﺑﲔ ،ﻭﻧﺴﺒﺔ ﺃﺧﺮﻯ ﳑﺎﺛﻠﺔ ) (%10ﺘﻢ ﻢ ،ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻻ ﻳﻮﻟﻮﻥ ﺍﻫﺘﻤﺎﻣﺎ ﻛﺒﲑﺍ ﲟﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺇﳒﺎﺯ ﺍﻻﻧﺘﻘﺎﺀ. ﻭﳝﻜﻦ ﺍﻟﺘﻌﻠﻴﻖ ﻋﻠﻰ ﻫﺬﺍ ﺑﺄﻧﻪ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﻤﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ،ﳚﺐ ﺃﻥ ﳛﻈﻰ ﺍﻟﻨﺎﺷﺊ ﺍﳌﻮﻫﻮﺏ ﺑﺎﻟﻌﻨﺎﻳﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﺰﺍﺋﺪﻳﻦ ﻣﻦ ﻃﺮﻑ ﺍﳌﺪﺭﺑﲔ ﻭﺫﻟﻚ ﺣﱴ ﻳﺘﺴﲎ ﻟﻠﻤﺪﺭﺏ ﻭﺿﻊ ﻫﺬﻩ ﺍﻷﻣﻮﺭ ﰲ ﺧﺎﻧﺔ ﺍﻻﻫﺘﻤﺎﻡ ﻭﺇﺩﺭﺍﺟﻬﺎ ﰲ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ. ﻭﻣﻦ ﺧﻼﳍﺎ ﳝﻜﻦ ﺗﺴﻄﲑ ﻭﺑﻨﺎﺀ ﺑﺮﺍﻣﺞ ﺍﻹﻋﺪﺍﺩ ﺍﻟﻨﻔﺴﻲ ﳍﺆﻻﺀ ﺍﳌﻮﻫﻮﺑﲔ ﻟﻼﺭﺗﻘﺎﺀ ﲟﺴﺘﻮﻯ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ﳍﻢ ﻭﲢﺴﻴﻨﻪ ،ﻭﻣﻌﺎﳉﺔ ﺍﻻﺿﻄﺮﺍﺑﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ،ﻭﺑﺎﻟﺘﺎﱄ ﺇﺑﻌﺎﺩ ﳐﺘﻠﻒ ﺍﳌﺆﺛﺮﺍﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻋﻦ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ﳍﺆﻻﺀ. ﺍﻻﺳﺘﻨﺘﺎﺝ: ﺇﻥ ﺍﻻﺑﺘﻌﺎﺩ ﻋﻦ ﺍﳌﻮﻫﻮﺏ ﻭﻋﺪﻡ ﺍﻟﺘﻘﺮﺏ ﻣﻨﻪ ﺑﻜﻔﺎﻳﺔ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ،ﳝﻜﻦ ﺃﻥ ﻳﻌﻄﻲ ﺻﻮﺭﺓ ﻧﺎﻗﺼﺔ ﻋﻨﻪ ،ﻭﺑﺎﻟﺘﺎﱄ ﻳﻜﻮﻥ ﺍﻻﻧﺘﻘﺎﺀ ﻧﺎﻗﺺ ،ﻭﺇﳕﺎ ﳚﺐ ﺃﻥ ﳛﻈﻰ ﻫﺬﺍ ﺍﳌﻮﻫﻮﺏ ﺑﺎﻻﻫﺘﻤﺎﻡ ﺍﻟﺰﺍﺋﺪ ﻣﻦ ﻃﺮﻑ ﺍﳌﺪﺭﺑﲔ ﻟﻜﻲ ﻳﺘﻢ ﻓﻬﻢ ﺷﺨﺼﻴﺘﻪ ﻭﻣﻴﻮﻻﺗﻪ ﻭﺭﻏﺒﺎﺗﻪ ﻭﳐﺘﻠﻒ ﺍﳉﻮﺍﻧﺐ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻪ ،ﳑﺎ ﻳﺆﺛﺮ ﰲ ﺃﺩﺍﺋﻪ ﺍﻟﺮﻳﺎﺿﻲ ،ﻭﻋﻠﻰ ﻏﺮﺍﺭ ﻣﺎ ﺟﺎﺀ ﰲ ﺍﳉﺪﻭﻝ ﻓﺈﻥ ﻣﻌﻈﻢ ﺍﳌﺪﺭﺑﲔ ﺑﻨﺴﺒﺔ ) (%80ﻳﺆﻛﺪﻭﻥ ﻋﻠﻰ ﻋﺪﻡ ﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﻜﻠﻲ ﺑﺎﳌﻮﻫﻮﺑﲔ ﺧﻼﻝ ﺇﳒﺎﺯ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) :(08ﺧﻼﻝ ﺗﺘﺒﻌﻜﻢ ﳌﺮﺍﺣﻞ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻫﻞ ﺘﻤﻮﻥ ﺑﺎﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﳍﻢ؟ ﺍﻟﻐﺮﺽ ﻣﻨﻬﺎ :ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﺑﺎﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(16-2ﻳﻮﺿﺢ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺎﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﻷﺟﻮﺑﺔ ﺩﺍﺋﻤﺎ ﺃﺣﻴﺎﻧﺎ ﻧﺎﺩﺭﺍ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ 01 02 ﺍﻟﻨﺴﺒﺔ % % 05 % 10 03 ﺃﺑﺪﺍ ﺍﻤﻮﻉ 14 20 ﻛﺎ 2 ﺍﶈﺴﻮﺑﺔ ﺍﺪﻭﻟﺔ 5.5 % 70 % 15 ﻛﺎ 2 7.81 ﺍﻟﺪﻻﻟﺔ 0.05 %100 ﺍﻟﺸﻜﻞ ﺭﻗﻢ ) :(08ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(08 10% داﺋﻤﺎ 5% 15% أﺣﯿﺎﻧﺎ ﻧﺎدرا أﺑﺪا 70% ﻣﺴﺘﻮﻯ ﺩﺭﺟﺔ ﺍﻟﺪﻻﻟﺔ ﺍﳊﺮﻳﺔ ﻏﲑ ﺩﺍﻝ 03 ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﳌﻨﺎﻗﺸﺔ: ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﱪﺯﺓ ﰲ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (8-2ﻳﺘﻀﺢ ﻟﻨﺎ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﺣﻴﺚ ﺗﺸﲑ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ﺇﱃ ) (5.5ﻭﻫﻲ ﺍﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) (7.81ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) (0.05ﻭ ﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ) ،(03ﻭﻫﺬﺍ ﻣﻌﻨﺎﻩ ﺃﻥ ﻫﻨﺎﻙ ﺗﻔﺎﻭﺕ ﰲ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ،ﺣﻴﺚ ) (%70ﻣﻨﻬﻢ ﻭﻫﻲ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻐﺎﻟﺒﺔ ﻻ ﻳﻬﺘﻤﻮﻥ ﺇﻃﻼﻗﺎ ﺑﺎﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﺇﳒﺎﺯ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻧﺴﺒﺔ ) (%15ﻣﻨﻬﻢ ﻧﺎﺩﺭﺍ ﻣﺎ ﻳﻜﻮﻥ ﻟﺪﻳﻬﻢ ﺍﻫﺘﻤﺎﻡ ﺑﺎﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﳍﺆﻻﺀ ﺍﳌﻮﻫﻮﺑﲔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻧﺴﺒﺔ ) (%10ﺗﻘﻮﻝ ﺃﺣﻴﺎﻧﺎ ﻭﻫﻲ ﻧﺴﺒﺔ ﺿﺌﻴﻠﺔ ﻣﻘﺎﺭﻧﺔ ﺑﺎﻟﻨﺴﺐ ﺍﻷﺧﺮﻯ ،ﻭﻧﺴﺒﺔ ) (%05ﻣﻨﻬﻢ ﺘﻢ ﺑﺎﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ،ﻭﻫﻲ ﻧﺴﺒﺔ ﺿﺌﻴﻠﺔ ﺟﺪﺍ ﺇﺫﺍ ﻣﺎ ﻗﻮﺭﻧﺖ ﺑﻨﺴﺐ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ﺍﻟﺬﻳﻦ ﻻ ﻳﻬﺘﻤﻮﻥ ﺇﻃﻼﻗﺎ ﺑﺎﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ. ﻭﳝﻜﻦ ﺍﻟﺘﻌﻠﻴﻖ ﻋﻠﻰ ﻫﺬﺍ ﺑﺄﻥ ﺇﳘﺎﻝ ﺍﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﰲ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻻﺳﻴﻤﺎ ﺍﻟﻜﺮﻭﻳﺔ ﻳﻌﺪ ﺧﻄﺄ ﻛﺒﲑﺍ ﻭﻳﻨﺠﺮ ﻋﻨﻪ ﺍﻟﻨﻘﺺ ﰲ ﺍﻻﻛﺘﺸﺎﻑ ﺍﳉﻴﺪ ﻟﻠﻤﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ،ﺣﻴﺚ ﺘﻢ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﺍﺎﻝ ﺍﻟﺮﻳﺎﺿﻲ ﻛﺜﲑﺍ ﺑﺎﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﰲ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻭﻋﻤﻠﻴﺎﺕ ﺍﻻﻧﺘﻘﺎﺀ ،ﳌﺎ ﻟﻪ ﻣﻦ ﺗﺄﺛﲑ ﺑﺎﻟﻎ ﺍﻷﳘﻴﺔ ﰲ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ. ﺍﻻﺳﺘﻨﺘﺎﺝ: ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺑﺄﻥ ﺃﻏﻠﺒﻴﺔ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺑﻨﺴﺒﺔ ) (%70ﻣﻦ ﻋﻴﻨﺔ ﲝﺜﻨﺎ ﻫﺬﺍ ،ﻻ ﻳﻬﺘﻤﻮﻥ ﺇﻃﻼﻗﺎ ﺑﺎﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﻟﻠﻤﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺇﳒﺎﺯ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) :(09ﻛﻴﻒ ﻳﻜﻮﻥ ﺍﻫﺘﻤﺎﻣﻜﻢ ﺑﺎﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ؟ ﺍﻟﻐﺮﺽ ﻣﻨﻬﺎ :ﻣﻌﺮﻓﺔ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﻨﺘﻬﺠﺔ ﻣﻦ ﻃﺮﻑ ﺍﳌﺪﺭﺑﲔ ﰲ ﺇﻃﺎﺭ ﺍﻻﻫﺘﻤﺎﻡ ﻭﺍﻟﺘﻘﺮﺏ ﻣﻦ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(17-2ﻳﻮﺿﺢ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﺍﻫﺘﻤﺎﻣﻬﻢ ﲟﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ. ﺇﺟﺮﺍﺀ ﺍﻟﺘﺤﺎﻭﺭ ﻣﻼﺣﻈﺘﻬﻢ ﻣﻌﻬﻢ ﻋﻦ ﺑﻌﺪ 14 20 % 70 %100 ﺍﻷﺟﻮﺑﺔ ﻣﻘﺎﺑﻼﺕ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ 02 04 ﺍﻟﻨﺴﺒﺔ % % 10 % 20 ﻣﻌﻬﻢ ﺍﻤﻮﻉ ﻛﺎ 2 ﺍﶈﺴﻮﺑﺔ 4.13 ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﺪﻻﻟﺔ 5.99 ﺍﻟﺪﻻﻟﺔ ﺍﳊﺮﻳﺔ ﻏﲑ 0.05 ﺩﺍﻝ 02 ﺍﻟﺸﻜﻞ ﺭﻗﻢ ) :(09ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(09 10% إﺟﺮاء ﻣﻘﺎﺑﻼت ﻣﻌﮭﻢ 20% اﻟﺘﺤﺎور ﻣﻌﮭﻢ ﻣﻼﺣﻈﺘﮭﻢ ﻋﻦ ﺑﻌﺪ ﻣﺴﺘﻮﻯ ﺩﺭﺟﺔ 70% ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﳌﻨﺎﻗﺸﺔ: ﻳﺘﺒﲔ ﻟﻨﺎ ﻣﻦ ﺧﻼﻝ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (9-2ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﺣﻴﺚ ﺗﺸﲑ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ﺇﱃ ) (4.13ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) (5.99ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) (0.05ﻭﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ) ،(02ﻭﻣﻌﲎ ﺫﻟﻚ ﻭﺟﻮﺩ ﺍﺧﺘﻼﻑ ﰲ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ، ﺣﻴﺚ ) (%70ﻣﻨﻬﻢ ﻭﻫﻲ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻐﺎﻟﺒﺔ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﳌﻼﺣﻈﺔ ﻋﻦ ﺑﻌﺪ ﻛﻄﺮﻳﻘﺔ ﻟﻼﻫﺘﻤﺎﻡ ﲟﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻧﺴﺒﺔ ) (%20ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﻣﺒﺪﺃ ﺍﻟﺘﺤﺎﻭﺭ ﻣﻌﻬﻢ ،ﺃﻣﺎ ﻧﺴﺒﺔ ) (%10ﻓﻴﻘﻮﻣﻮﻥ ﺑﺈﺟﺮﺍﺀ ﻣﻘﺎﺑﻼﺕ ﻣﻌﻬﻢ ،ﻭﻫﺬﻩ ﻧﺴﺐ ﺿﺌﻴﻠﺔ ،ﺇﺫﺍ ﻣﺎ ﻗﻮﺭﻧﺖ ﺑﻨﺴﺒﺔ ﺍﳌﺪﺭﺑﲔ ﺍﻟﺬﻳﻦ ﻳﻌﺘﻤﺪﻭﻥ ﻋﻠﻰ ﺍﳌﻼﺣﻈﺔ ﻋﻦ ﺑﻌﺪ. ﻭﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺑﺄﻥ ﺃﺳﻠﻮﺏ ﺍﳌﻼﺣﻈﺔ ﻋﻦ ﺑﻌﺪ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ﻳﺒﻘﻰ ﺃﺳﻠﻮﺏ ﻧﺎﻗﺺ ﻭﻻ ﻳﻌﻄﻲ ﻧﺘﺎﺋﺞ ﺩﻗﻴﻘﺔ ،ﺧﺎﺻﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﲜﺎﻧﺐ ﺍﻟﺸﺨﺼﻴﺔ ﳍﺆﻻﺀ ﺍﳌﻮﻫﻮﺑﲔ ﻭﳐﺘﻠﻒ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ﺍﻟﱵ ﺗﺆﺛﺮ ﻋﻠﻰ ﺃﺩﺍﺋﻬﻢ ﺍﻟﺮﻳﺎﺿﻲ. ﺍﻻﺳﺘﻨﺘﺎﺝ: ﻧﺴﺘﻨﺘﺞ ﺃﻥ ﺃﻏﻠﺒﻴﺔ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ﻣﻦ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻭﺫﻟﻚ ﺑﻨﺴﺒﺔ ) (%70ﻻ ﻳﻬﺘﻤﻮﻥ ﺑﺎﻟﺘﻘﺮﺏ ﻣﻦ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻭﻳﻜﺘﻔﻮﻥ ﲟﻼﺣﻈﺘﻬﻢ ﻋﻦ ﺑﻌﺪ ﻓﻘﻂ ،ﻫﺬﺍ ﻣﺎ ﻳﺆﺩﻱ ﺇﱃ ﻗﺼـﺮ ﰲ ﺍﻛﺘﺸﺎﻑ ﳐﺘﻠﻒ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ﺍﳌﺆﺛﺮﺓ ﰲ ﻫﺆﻻﺀ ،ﻭﻛﺬﺍ ﳐﺘﻠﻒ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﳍﻢ. ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) :(10ﻫﻞ ﺗﻜﻮﻥ ﻗﺮﻳﺐ ﻣﻦ ﻣﻮﻫﻮﺏ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ؟ ﺍﻟﻐﺮﺽ ﻣﻨﻬﺎ :ﻣﻌﺮﻓﺔ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻫﻨﺎﻙ ﺗﻘﺮﺏ ﻣﻦ ﻃﺮﻑ ﺍﳌﺪﺭﺑﲔ ﲟﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(18-2ﻳﻮﺿﺢ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﺗﻘﺮﻢ ﻣﻦ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﺩﺍﺋﻤﺎ ﺃﺣﻴﺎﻧﺎ ﻧﺎﺩﺭﺍ ﺍﻷﺟﻮﺑﺔ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ 02 02 ﺍﻟﻨﺴﺒﺔ % % 10 % 10 04 ﺃﺑﺪﺍ ﺍﻤﻮﻉ 12 20 ﻛﺎ 2 ﺍﶈﺴﻮﺑﺔ 3.4 % 60 % 20 ﻛﺎ ﺍﺪﻭﻟﺔ ﺍﻟﺪﻻﻟﺔ 2 7.81 %100 10% 10% داﺋﻤﺎ أﺣﯿﺎﻧﺎ ﻧﺎدرا أﺑﺪا ﺍﻟﺪﻻﻟﺔ ﺍﳊﺮﻳﺔ ﻏﲑ ﺩﺍﻝ 0.05 ﺍﻟﺸﻜﻞ ﺭﻗﻢ ) :(10ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(10 20% ﻣﺴﺘﻮﻯ ﺩﺭﺟﺔ 60% 03 ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﳌﻨﺎﻗﺸﺔ: ﻣﻦ ﺧﻼﻝ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (10-2ﻳﻈﻬﺮ ﻟﻨﺎ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ، ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (3.4ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) (7.81ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) (0.05ﻭ ﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ) ،(03ﻭﻳﻌﲏ ﻫﺬﺍ ﻭﺟﻮﺩ ﺗﺒﺎﻳﻦ ﰲ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ،ﺣﻴﺚ ﻧﺴﺒﺔ ) (%60ﻣﻨﻬﻢ ﻭﻫﻲ ﺍﻟﻨﺴﺒﺔ ﺍﻷﻛﱪ ﺗﻨﻔﻲ ﻭﺟﻮﺩ ﺗﻘﺮﺏ ﻣﻦ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ، ﻭﻧﺴﺒﺔ ) (%10ﻣﻨﻬﻢ ﺗﻘﻮﻝ ﺃﻥ ﻫﻨﺎﻙ ﺗﻘﺮﺏ ﺃﺣﻴﺎﻧﺎ ﻓﻘﻂ ،ﻭﻧﺴﺒﺔ ) (%10ﻭﻫﻲ ﳑﺎﺛﻠﺔ ﻭ ﺍﻟﱵ ﺗﺆﻛﺪ ﻭﺟﻮﺩ ﺗﺮﻗﺐ ﻣﻦ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ﻭﻫﻲ ﻧﺴﺒﺔ ﺿﺌﻴﻠﺔ ﺇﺫﺍ ﻣﺎ ﻗﻮﺭﻧﺖ ﺑﻨﺴﺒﺔ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺍﻟﺬﻳﻦ ﻳﻨﻔﻮﻥ ﻭﺟﻮﺩ ﺗﻘﺮﺏ ﻣﻦ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺇﺟﺮﺍﺀ ﺍﻻﻧﺘﻘﺎﺀ. ﻭﳝﻜﻦ ﺍﻟﺘﻌﻠﻴﻖ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺑﺄﻥ ﺍﳌﺪﺭﺑﲔ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﲝﺜﻨﺎ ﻻ ﻳﻮﻟﻮﻥ ﺍﻫﺘﻤﺎﻣﺎ ﺑﺎﻟﺘﻘﺮﺏ ﻣﻦ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻫﺬﺍ ﻣﺎ ﳚﻌﻞ ﻣﻦ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ﻧﺎﻗﺼﺔ ﻭﻏﲑ ﻣﻠﻤﺔ ﲟﺨﺘﻠﻒ ﺍﳉﻮﺍﻧﺐ ﺍﻟﱵ ﲤﺲ ﺍﳌﻮﻫﻮﺑﲔ ،ﻻ ﺳﻴﻤﺎ ﺍﳉﻮﺍﻧﺐ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺟﻮﺍﻧﺐ ﺍﻟﺸﺨﺼﻴﺔ ﻟﺪﻳﻬﻢ،ﻫﺪﺍ ﻣﺎ ﻳﺪﻋﻢ ﻧﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ) (09ﺣﻮﻝ ﺍﻋﺘﻤﺎﺩ ﺍﳌﺪﺭﺑﲔ ﺍﳌﻼﺣﻈﺔ ﻋﻦ ﺑﻌﺪ ﰲ ﺧﻼﻝ ﻣﺘﺎﺑﻌﺘﻬﻢ ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ،ﺩﻭﻥ ﺍﻟﺘﻘﺮﺏ ﻣﻨﻬﻢ ﺑﺸﻜﻞ ﺟﻴﺪ. ﺍﻻﺳﺘﻨﺘﺎﺝ: ﻧﺴﺘﻨﺘﺞ ﺃﻥ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻐﺎﻟﺒﺔ ﻣﻦ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ﻣﻦ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻳﺒﻘﻮﻥ ﺑﻌﻴﺪﻳﻦ ﻋﻦ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ﻭﻳﻔﻀﻠﻮﻥ ﺍﳌﻼﺣﻈﺔ ﻋﻦ ﺑﻌﺪ ،ﻭﻫﺬﺍ ﻣﺎ ﺗﺆﻛﺪﻩ ﻧﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) (09ﺍﻟﺴﺎﺑﻘﺔ ،ﻭﻫﺬﺍ ﻣﻦ ﺑﲔ ﺍﻷﺧﻄﺎﺀ ﺍﻟﻮﺍﺟﺐ ﲡﻨﺒﻬﺎ ﺧﻼﻝ ﻋﻤﻠﻴﺎﺕ ﺍﻻﻧﺘﻘﺎﺀ ،ﻷﻥ ﻫﻨﺎﻙ ﺟﻮﺍﻧﺐ ﰲ ﺍﳌﻮﻫﻮﺑﲔ ﻻ ﳝﻜﻦ ﺍﻛﺘﺸﺎﻓﻬﺎ ﺇﻻ ﺑﺎﻟﺘﻘﺮﺏ ﻣﻨﻬﻢ ،ﻻﺳﻴﻤﺎ ﳐﺘﻠﻒ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﳍﺆﻻﺀ ﺍﳌﻮﻫﻮﺑﲔ. ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) :(11ﻫﻞ ﺗﺴﺎﻋﺪﻭﻥ ﰲ ﺣﻞ ﻣﺸﺎﻛﻞ ﺍﳌﻮﻫﻮﺑﲔ ﺍﻟﱵ ﺗﻌﺘﺮﺿﻬﻢ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ؟ ﺍﻟﻐﺮﺽ ﻣﻨﻬﺎ :ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﻣﺴﺎﳘﺔ ﺍﳌﺪﺭﺑﲔ ﰲ ﺣﻞ ﻣﺸﺎﻛﻞ ﺍﳌﻮﻫﻮﺑﲔ ﺍﻟﱵ ﺗﻌﺘﺮﺿﻬﻢ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(19-2ﻳﻮﺿﺢ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺇﺳﻬﺎﻣﻬﻢ ﰲ ﺣﻞ ﻣﺸﺎﻛﻞ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﻟﱵ ﺗﻌﺘﺮﺿﻬﻢ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﻛﺎ 2 ﺍﻷﺟﻮﺑﺔ ﺩﺍﺋﻤﺎ ﺃﺣﻴﺎﻧﺎ ﻧﺎﺩﺭﺍ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ 01 03 ﺍﻟﻨﺴﺒﺔ % % 05 % 15 03 ﺃﺑﺪﺍ ﺍﻤﻮﻉ 13 20 ﺍﶈﺴﻮﺑﺔ ﺍﺪﻭﻟﺔ 4.4 % 65 % 15 ﻛﺎ 2 7.81 %100 ﺍﻟﺪﻻﻟﺔ ﻏﲑ ﺩﺍﻝ ﺍﻟﺸﻜﻞ ﺭﻗﻢ ) :(11ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(11 15% 5% داﺋﻤﺎ أﺣﯿﺎﻧﺎ ﻧﺎدرا أﺑﺪا 15% 65% ﻣﺴﺘﻮﻯ ﺩﺭﺟﺔ ﺍﻟﺪﻻﻟﺔ ﺍﳊﺮﻳﺔ 0.05 03 ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﳌﻨﺎﻗﺸﺔ: ﺗﺒﲔ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﻮﺿﺤﺔ ﰲ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (11-2ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ، ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (4.4ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) (7.81ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) (0.05ﻭ ﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ) ،(03ﻭﻣﻌﲎ ﻫﺬﺍ ﻭﺟﻮﺩ ﺍﺧﺘﻼﻑ ﰲ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ، ﲝﻴﺚ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻐﺎﻟﺒﺔ ﻣﻨﻬﻢ ﻭﺍﻟﱵ ﺗﻘﺪﺭ ﺑـ ) (%65ﺗﺆﻛﺪ ﻋﺪﻡ ﺗﺪﺧﻞ ﺍﳌﺪﺭﺑﲔ ﰲ ﺣﻞ ﻣﺸﺎﻛﻞ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ،ﺑﻴﻨﻤﺎ ﻧﺴﺒﺔ ) (%15ﻣﻨﻬﻢ ﻧﺎﺩﺭﺍ ﻣﺎ ﺗﺴﺎﻫﻢ ﰲ ﺣﻞ ﻣﺸﺎﻛﻞ ﻫﺆﻻﺀ ،ﻭﻧﺴﺒﺔ ﳑﺎﺛﻠﺔ ) (%15ﻣﻨﻬﻢ ﺃﺣﻴﺎﻧﺎ ﻣﺎ ﺗﺴﺎﻫﻢ ﰲ ﺣﻞ ﻣﺸﺎﻛﻠﻬﻢ ،ﻭﻧﺴﺒﺔ ﺿﺌﻴﻠﺔ ﺟﺪﺍ ﻣﻘﺪﺭﺓ ﺑـ ) (%05ﻣﻦ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﺗﺴﺎﻫﻢ ﰲ ﻣﺴﺎﻋﺪﺓ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻋﻠﻰ ﺣﻞ ﺍﳌﺸﺎﻛﻞ ﺍﻟﱵ ﺗﻌﺘﺮﺿﻬﻢ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ. ﻭﳝﻜﻦ ﺍﻟﺘﻌﻠﻴﻖ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺑﺄﻥ ﺍﻻﻫﺘﻤﺎﻡ ﲟﺸﺎﻛﻞ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺍﳌﺴﺎﳘﺔ ﰲ ﺣﻠﻬﺎ ﺩﻟﻴﻞ ﻋﻠﻰ ﺗﻘﺮﺏ ﺍﳌﺪﺭﺑﲔ ﻣﻦ ﻫﺆﻻﺀ ،ﳑﺎ ﻳﻌﻜﺲ ﺣﺘﻤﻴﺔ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﺑﺎﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻭﺑﺎﻟﺘﺎﱄ ﺍﻻﻃﻼﻉ ﻋﻠﻰ ﳐﺘﻠﻒ ﺍﳌﺆﺛﺮﺍﺕ ﺍﳋﺎﺭﺟﻴﺔ ﻭﺍﻟﺪﺍﺧﻠﻴﺔ ﺍﻟﱵ ﺗﺆﺛﺮ ﰲ ﺳﻠﻮﻙ ﺍﳌﻮﻫﻮﺏ ﳑﺎ ﻳﻨﻌﻜﺲ ﺳﻠﺒﺎ ﺃﻭ ﺇﳚﺎﺑﺎ ﻋﻠﻰ ﺃﺩﺍﺋﻪ ﺍﻟﺮﻳﺎﺿﻲ ،ﻭﻫﺬﺍ ﻣﺎ ﳚﻌﻞ ﻣﻦ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ﺃﻛﺜﺮ ﺩﻗﺔ ﻭﻭﺿﻮﺡ. ﺍﻻﺳﺘﻨﺘﺎﺝ: ﻣﻦ ﻫﺬﺍ ﺍﳌﻨﻄﻠﻖ ﻭﺣﺴﺐ ﺍﻷﺟﻮﺑﺔ ﺍﳌﺘﺤﺼﻞ ﻋﻠﻴﻬﺎ ﻣﻦ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﲝﺜﻨﺎ ﻫﺬﺍ ،ﳒﺪ ﺃﻥ ﻫﻨﺎﻙ ﻏﻴﺎﺏ ﺗﺎﻡ ﳉﺎﻧﺐ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﺑﺎﳌﺸﺎﻛﻞ ﺍﻟﱵ ﺗﻌﺘﺮﺽ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺇﳒﺎﺯ ﺍﻻﻧﺘﻘﺎﺀ،ﻫﺪﺍ ﻣﺎ ﻳﺪﻋﻢ ﻛﺬﻟﻚ ﻧﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺭﻗﻢ ) (08ﻭ ) (09ﻭ).(10 ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) :(12ﻣﺎ ﻫﻮ ﺭﺩ ﻓﻌﻠﻜﻢ ﲡﺎﻩ ﺑﻌﺾ ﺍﻟﺴﻠﻮﻛﺎﺕ ﻏﲑ ﺍﻟﺴﻮﻳﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ؟ ﺍﻟﻐﺮﺽ ﻣﻨﻬﺎ :ﻣﻌﺮﻓﺔ ﺭﺩ ﻓﻌﻞ ﺍﳌﺪﺭﺑﲔ ﻋﻨﺪ ﻗﻴﺎﻡ ﺍﳌﻮﻫﻮﺑﲔ ﺑﺴﻠﻮﻛﺎﺕ ﻏﲑ ﺳﻮﻳﺔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(20-2ﻳﻮﺿﺢ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﺭﺩ ﻓﻌﻠﻬﻢ ﲡﺎﻩ ﺑﻌﺾ ﺍﻟﺴﻠﻮﻛﺎﺕ ﻏﲑ ﺍﻟﺴﻮﻳﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﻷﺟﻮﺑﺔ ﺍﻟﺘﻮﻗﻒ ﺍﻻﺗﺼﺎﻝ ﻋﻨﺪﻫﺎ ﺑﺄﺧﺼﺎﺋﻲ ﲡﺎﻫﻠﻬﺎ ﺍﻤﻮﻉ ﻭﻣﻌﺎﳉﺘﻬﺎ ﻧﻔﺴﻲ ﻛﺎ 2 ﺍﻟﺘﻜﺮﺍﺭﺍﺕ 06 00 14 20 ﺍﻟﻨﺴﺒﺔ % % 30 % 00 % 70 %100 ﻛﺎ 2 ﺍﶈﺴﻮﺑﺔ ﺍﺪﻭﻟﺔ 4.93 5.99 ﺍﻟﺪﻻﻟﺔ ﻏﲑ ﺩﺍﻝ ﺍﻟﺸﻜﻞ ﺭﻗﻢ ) :(12ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(12 30% اﻟﺘﻮﻗﻒ ﻋﻨﺪھﺎ وﻣﻌﺎﻟﺠﺘﮭﺎ اﻻﺗﺼﺎل ﺑﺄﺧﺼﺎﺋﻲ ﻧﻔﺴﻲ ﺗﺠﺎھﻠﮭﺎ 0% 70% ﻣﺴﺘﻮﻯ ﺩﺭﺟﺔ ﺍﻟﺪﻻﻟﺔ ﺍﳊﺮﻳﺔ 0.05 02 ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﳌﻨﺎﻗﺸﺔ: ﻣﻦ ﺧﻼﻝ ﻣﺎ ﺟﺎﺀ ﰲ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (12-2ﻳﺘﺒﲔ ﻟﻨﺎ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (4.93ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) (5.99ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ )(0.05ﻭ ﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ) ،(02ﻭﻣﻌﲎ ﻫﺬﺍ ﻭﺟﻮﺩ ﺍﺧﺘﻼﻑ ﰲ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ،ﺣﻴﺚ ﺗﺆﻛﺪ ﺇﺟﺎﺑﺎﺕ ﺃﻏﻠﺐ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ﺑﻨﺴﺒﺔ ) (%70ﲡﺎﻫﻞ ﺍﻟﺴﻠﻮﻛﺎﺕ ﻏﲑ ﺍﻟﺴﻮﻳﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﺇﳒﺎﺯ ﺍﻻﻧﺘﻘﺎﺀ ،ﺑﻴﻨﻤﺎ ﻧﺴﺒﺔ ﻗﻠﻴﻠﺔ ﻣﻨﻬﻢ ﺗﻘﺪﺭ ﺑـ ) (%30ﺗﻮﱄ ﺍﻫﺘﻤﺎﻣﺎ ﳍﺬﻩ ﺍﻟﺴﻠﻮﻛﺎﺕ ﻭﺗﺘﻮﻗﻒ ﻋﻨﺪﻫﺎ ﳏﺎﻭﻟﺔ ﺇﳚﺎﺩ ﻋﻼﺝ ﳍﺎ. ﻭﳝﻜﻦ ﺍﻟﺘﻌﻠﻴﻖ ﻋﻠﻰ ﻫﺬﺍ ﺑﺄﻥ ﻣﻦ ﺑﲔ ﺍﻷﺧﻄﺎﺀ ﺍﻟﺸﺎﺋﻌﺔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ﲡﺎﻫﻞ ﺑﻌﺾ ﺍﻟﺴﻠﻮﻛﺎﺕ ﻏﲑ ﺍﻟﻌﺎﺩﻳﺔ )ﺍﻟﺴﻮﻳﺔ( ﺍﳌﺘﻜﺮﺭﺓ ﻋﻨﺪ ﺍﳌﻮﻫﻮﺑﲔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﻣﺜﻞ "ﺍﻟﺴﻠﻮﻛﺎﺕ ﺍﻟﻌﺪﻭﺍﻧﻴﺔ، ﺍﳋﻮﻑ ﺍﻟﺰﺍﺋﺪ ،ﻋﺪﻡ ﺍﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ "...،ﻫﺬﺍ ﻣﺎ ﻳﻨﺠﺮ ﻋﻨﻪ ﻣﺴﺘﻘﺒﻼ ﺗﺄﺛﺮ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ﳍﺆﻻﺀ ﺍﳌﻮﻫﻮﺑﲔ ﻧﺘﻴﺠﺔ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻨﻔﺴﻴﺔ ،ﻻ ﺳﻴﻤﺎ ﰲ ﺗﻜﻮﻳﻦ ﺷﺨﺼﻴﺔ ﺍﳌﻮﻫﻮﺏ ،ﺣﻴﺚ ﺇﻥ ﱂ ﺗﺆﺧﺬ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﻫﺬﻩ ﺍﻟﺴﻠﻮﻛﺎﺕ ﻏﲑ ﺍﻟﺴﻮﻳﺔ ﻭﺗﻌﺎﰿ ﺳﻮﺍﺀ ﻣﻦ ﻃﺮﻑ ﺍﳌﺪﺭﺑﲔ ﺃﻭ ﺍﻷﺧﺼﺎﺋﻴﲔ ﺍﻟﻨﻔﺴﺎﻧﻴﲔ ﺍﻟﺮﻳﺎﺿﻴﲔ ،ﺳﺘﺪﺧﻞ ﰲ ﺗﻜﻮﻳﻦ ﲰﺎﺕ ﺷﺨﺼﻴﺔ ﻫﺪﻩ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ،ﻭﺗﻨﻌﻜﺲ ﺳﻠﺒﺎ ﻋﻠﻰ ﺃﺩﺍﺋﻬﻢ ﺍﻟﺮﻳﺎﺿﻲ. ﺍﻻﺳﺘﻨﺘﺎﺝ: ﺣﺴﺐ ﺍﻷﺟﻮﺑﺔ ﺍﳌﺘﺤﺼﻞ ﻋﻠﻴﻬﺎ ﻧﺴﺘﺨﻠﺺ ،ﺍﻟﺘﺠﺎﻫﻞ ﺍﻟﻜﻠﻲ ﻭﺍﻟﻐﺎﻟﺐ ﻷﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ﻭﻫﻢ ﺍﳌﺪﺭﺑﲔ ﲡﺎﻩ ﺍﻟﺴﻠﻮﻛﺎﺕ ﻏﲑ ﺍﻟﺴﻮﻳﺔ ﺍﻟﱵ ﺗﺼﺪﺭ ﻋﻦ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ،ﻫﺪﺍ ﻣﺎ ﻳﺪﻋﻢ ﻧﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ) (08ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ﻋﺪﻡ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) :(13ﻫﻞ ﲡﺮﻭﻥ ﻓﺤﻮﺻﺎﺕ ﻧﻔﺴﻴﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﺇﳒﺎﺯ ﺍﻻﻧﺘﻘﺎﺀ؟ ﺍﻟﻐﺮﺽ ﻣﻨﻬﺎ :ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﺑﺈﺟﺮﺍﺀ ﺍﻟﻔﺤﻮﺻﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﻋﻤﻠﻴﺎﺕ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(21-2ﻳﻮﺿﺢ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺈﺟﺮﺍﺀ ﺍﻟﻔﺤﻮﺻﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﻷﺟﻮﺑﺔ ﺩﺍﺋﻤﺎ ﺃﺣﻴﺎﻧﺎ ﻧﺎﺩﺭﺍ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ 00 00 ﺍﻟﻨﺴﺒﺔ % % 00 % 00 02 ﺃﺑﺪﺍ ﺍﻤﻮﻉ 18 20 % 90 % 10 ﻛﺎ 2 ﻛﺎ 2 ﺍﶈﺴﻮﺑﺔ ﺍﺪﻭﻟﺔ 7.81 11.4 %100 ﺍﻟﺸﻜﻞ ﺭﻗﻢ ) :(13ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(13 0% 0% 10% داﺋﻤﺎ أﺣﯿﺎﻧﺎ ﻧﺎدرا أﺑﺪا 90% ﺍﻟﺪﻻﻟﺔ ﺩﺍﻝ ﻣﺴﺘﻮﻯ ﺩﺭﺟﺔ ﺍﻟﺪﻻﻟﺔ ﺍﳊﺮﻳﺔ 0.05 03 ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﳌﻨﺎﻗﺸﺔ: ﻋﻠﻰ ﺿﻮﺀ ﻣﺎ ﺟﺎﺀ ﰲ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (13-2ﻧﻼﺣﻆ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻟﺼﺎﱀ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻜﱪﻯ ،ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (11.4ﻭﻫﻲ ﺃﻛﱪ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) (7.81ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) (0.05ﻭ ﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ) ،(03ﻭﻫﺬﺍ ﺩﻟﻴﻞ ﻋﻠﻰ ﻭﺟﻮﺩ ﺍﺧﺘﻼﻑ ﰲ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ،ﺣﻴﺚ ﺗﺆﻛﺪ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻐﺎﻟﺒﺔ ﻣﻨﻬﻢ ﻭﺍﳌﻘﺪﺭﺓ ﺑـ ) (%90ﺑﻌﺪﻡ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺈﺟﺮﺍﺀ ﻓﺤﻮﺻﺎﺕ ﻧﻔﺴﻴﺔ ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ،ﻣﻊ ﻧﺴﺒﺔ ﻗﻠﻴﻠﺔ ﺟﺪﺍ )(%10 ﻣﻨﻬﻢ ﺗﻘﻮﻝ ﻧﺎﺩﺭﺍ ﻣﺎ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﻣﺜﻞ ﻫﺬﺍ ﺍﻹﺟﺮﺍﺀ ﺃﻱ ﺍﻟﻔﺤﻮﺻﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ. ﻭﳝﻜﻦ ﺍﻟﺘﻌﻠﻴﻖ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺑﺄﻥ ﺍﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﻳﻌﺪ ﺍﻟﻴﻮﻡ ﺑﺎﻟﻎ ﺍﻷﳘﻴﺔ ﻻﺳﻴﻤﺎ ﰲ ﺍﺎﻝ ﺍﻟﺮﻳﺎﺿﻲ ﺍﳊﺪﻳﺚ ،ﺣﻴﺚ ﺃﻥ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺗﺜﹶﻤّﻦ ﻫﺬﺍ ﺍﳉﺎﻧﺐ ﰲ ﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ ﻧﻮﻋﻴﺔ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ،ﺇﱃ ﺃﻥ ﻏﻴﺎﺏ ﺍﻻﻫﺘﻤﺎﻡ ﺑﻪ ﺳﻮﺍﺀ ﰲ ﳎﺎﻝ ﺍﻟﺘﺪﺭﻳﺐ ﺃﻭ ﻋﻤﻠﻴﺎﺕ ﺍﻻﻧﺘﻘﺎﺀ ﻳﺆﺛﺮ ﺳﻠﺒﺎ ﻋﻠﻰ ﲢﺴﲔ ﻭﺗﻄﻮﻳﺮ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ،ﻭﺍﻟﻄﻔﻞ ﺍﳌﻮﻫﻮﺏ ﺭﻳﺎﺿﻴﺎ ﳏﺎﻁ ﺑﻌﺪﺓ ﻣﺆﺛﺮﺍﺕ ﺩﺍﺧﻠﻴﺔ ﻭﺧﺎﺭﺟﻴﺔ ﺗﺆﺛﺮ ﰲ ﻧﻔﺴﻴﺘﻪ ﻭﺗﻮﺟﻪ ﺳﻠﻮﻛﻪ ﻻﺳﻴﻤﺎ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺮﻳﺎﺿﻲ ،ﻫﺬﺍ ﻣﺎ ﻳﺪﻓﻊ ﺑﻨﺎ ﺇﱃ ﻭﺟﻮﺏ ﺍﻻﻃﻼﻉ ﻋﻠﻰ ﻣﺜﻞ ﻫﺬﻩ ﺍﳌﺆﺛﺮﺍﺕ ﻭﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ ﻭﻓﻖ ﺃﺳﺎﺱ ﻋﻠﻤﻲ ،ﻟﻜﻲ ﻧﺼﻞ ﺑﺎﳌﻮﻫﻮﺏ ﺇﱃ ﻗﻤﺔ ﻋﻄﺎﺋﻪ ﺍﻟﺮﻳﺎﺿﻲ. ﺍﻻﺳﺘﻨﺘﺎﺝ: ﺣﺴﺐ ﻣﺎ ﲢﺼﻠﻨﺎ ﻋﻠﻴﻪ ﻣﻦ ﺃﺟﻮﺑﺔ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻓﺈﻥ ﻫﻨﺎﻙ ﻏﻴﺎﺏ ﺗﺎﻡ ﻟﻼﻫﺘﻤﺎﻡ ﺑﺎﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ،ﻫﺪﺍ ﻣﺎ ﻳﺪﻋﻢ ﻛﺬﻟﻚ ﻧﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ) (08ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ﻋﺪﻡ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) :(14ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻧﺘﻘﺎﺋﻜﻢ ﻟﻠﻨﺎﺷﺌﲔ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻛﻴﻒ ﻳﻜﻮﻥ ﺍﻫﺘﻤﺎﻣﻜﻢ ﻢ؟ ﺍﻟﻐﺮﺽ ﻣﻨﻬﺎ :ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﲟﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(22-2ﻳﻮﺿﺢ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﺩﺭﺟﺔ ﺍﻫﺘﻤﺎﻣﻬﻢ ﲟﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﻗﻠﻴﻞ ﻋﺎﺩﻱ ﺍﻷﺟﻮﺑﺔ ﺯﺍﺋﺪ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ 02 03 ﺍﻟﻨﺴﺒﺔ % % 10 % 15 04 ﻻ ﻛﺎ 2 ﺍﻤﻮﻉ ﻳﻮﺟﺪ 20 11 % 55 % 20 ﻛﺎ 2 ﺍﶈﺴﻮﺑﺔ ﺍﺪﻭﻟﺔ 2.5 7.81 %100 ﺍﻟﺪﻻﻟﺔ ﻏﲑ ﺩﺍﻝ ﺍﻟﺸﻜﻞ ﺭﻗﻢ ) :(14ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(14 10% 15% زاﺋﺪ ﻗﻠﯿﻞ ﻋﺎدي ﻻ ﯾﻮﺟﺪ 20% 55% ﻣﺴﺘﻮﻯ ﺩﺭﺟﺔ ﺍﻟﺪﻻﻟﺔ ﺍﳊﺮﻳﺔ 0.05 03 ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﳌﻨﺎﻗﺸﺔ: ﺣﺴﺐ ﻣﺎ ﺟﺎﺀ ﰲ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (14-2ﻧﻼﺣﻆ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ، ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (2.5ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) (7.81ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) (0.05ﻭﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ) ،(03ﻭﻣﻌﲎ ﻫﺬﺍ ﺃﻥ ﺃﺟﻮﺑﺔ ﺍﳌﺪﺭﺑﲔ ﺍﺧﺘﻠﻔﺖ ،ﲝﻴﺚ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻐﺎﻟﺒﺔ ﻣﻨﻬﻢ ﻭﺍﳌﻘﺪﺭﺓ ﺑـ ) (%55ﺗﺆﻛﺪ ﻋﺪﻡ ﻭﺟﻮﺩ ﺍﻫﺘﻤﺎﻡ ﻣﻦ ﻃﺮﻓﻬﻢ ﲟﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻧﺴﺒﺔ ) (%20ﻣﻨﻬﻢ ﺍﻫﺘﻤﺎﻣﻬﻢ ﻋﺎﺩﻱ ﺆﻻﺀ ،ﺃﻣﺎ ﻧﺴﺒﺔ ) (%15ﻣﻨﻬﻢ ﻓﻘﻠﻴﻼ ﻣﺎ ﻳﻬﺘﻤﻮﻥ ﻢ ،ﰲ ﺣﲔ ﻧﺴﺒﺔ ) (%10ﺘﻢ ﺑﺸﻜﻞ ﺯﺍﺋﺪ ﺆﻻﺀ ﺍﳌﻮﻫﻮﺑﲔ ﻭﻫﻲ ﻧﺴﺒﺔ ﺿﺌﻴﻠﺔ ﺟﺪﺍ ﺇﺫﺍ ﻣﺎ ﻗﻮﺭﻧﺖ ﺑﺎﻟﻨﺴﺒﺔ ﺍﻟﻐﺎﻟﺒﺔ. ﻭﳝﻜﻦ ﺍﻟﺘﻌﻠﻴﻖ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺑﺄﻥ ﺍﻟﻌﻨﺎﻳﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﺰﺍﺋﺪ ﲟﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ،ﳛﺴﻦ ﻣﻦ ﺩﻗﺔ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ،ﺣﻴﺚ ﳝﻜﻦ ﺍﻛﺘﺸﺎﻑ ﺑﻌﺾ ﺍﻷﻣﻮﺭ ﺍﻟﱵ ﺗﺘﻌﻠﻖ ﺆﻻﺀ ﺍﳌﻮﻫﻮﺑﲔ ﺳﻮﺍﺀ ﰲ ﺍﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﳍﻢ ﺃﻭ ﲟﺎ ﻳﺘﻌﻠﻖ ﺑﺸﺨﺼﻴﺘﻬﻢ ،ﻭﻣﻦ ﰒ ﳝﻜﻦ ﺑﻨﺎﺀ ﺑﻌﺾ ﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﻋﻠﻰ ﻫﺬﺍ ﺍﻷﺳﺎﺱ ﻭﺇﺩﺧﺎﳍﺎ ﰲ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻫﺬﺍ ﻃﺒﻌﺎ ﻻ ﻳﻜﻮﻥ ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺪﺭﺑﻮﻥ ﺑﻌﻴﺪﻳﻦ ﻋﻦ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ﻭﻻ ﻳﻮﻟﻮﻥ ﺍﻫﺘﻤﺎﻣﺎ ﺯﺍﺋﺪﺍ ﻢ. ﺍﻻﺳﺘﻨﺘﺎﺝ: ﻧﺴﺘﺨﻠﺺ ﺃﻥ ﺃﻏﻠﺒﻴﺔ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ﻣﻦ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻻ ﻳﻬﺘﻤﻮﻥ ﺑﺸﻜﻞ ﺟﺪﻱ ﻭﺯﺍﺋﺪ ﺑﺎﳌﻮﻫﻮﺑﲔ ،ﻭﻫﺬﺍ ﻣﺎ ﰎ ﺗﺄﻛﻴﺪﻩ ﻛﺬﻟﻚ ﰲ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺴﺎﺑﻘﺔ ).(10 ،9 ،8 ﺗﻔﺴﲑ ﻧﺘﺎﺋﺞ ﺍﶈﻮﺭ ) (02ﺍﳌﺘﻌﻠﻖ ﺑﺎﻟﻔﺮﺿﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻣﻦ ﺧﻼﻝ ﺃﺟﻮﺑﺔ ﺍﳌﺪﺭﺑﲔ: ﺗﺸﲑ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺇﱃ ﺃﻥ ﺍﻟﻌﻨﺎﻳﺔ ﻭﺍﻟﺘﻘﺮﺏ ﺍﻟﺰﺍﺋﺪﻳﻦ ﲟﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ،ﻳﺴﺎﻋﺪ ﰲ ﺍﻛﺘﺸﺎﻑ ﲰﺎﻢ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺎ ،ﻭﻗﺪ ﺗﺒﲔ ﻣﻦ ﺧﻼﻝ ﺇﺟﺎﺑﺎﺕ ﻣﻌﻈﻢ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﰲ ﺍﳉﺪﻭﻝ ) (7-2ﺃﻥ ﻫﻨﺎﻙ ﻓﺮﻕ ﺫﺍ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻟﺼﺎﱀ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻜﱪﻯ ﺇﺫ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (8.2ﻭﻫﻲ ﺃﻛﱪ ﻣﻦ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) (7.81ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) (0.05ﻭ ﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ) ،(03ﲟﻌﲎ ﺃﻥ ﺍﳌﺪﺭﺑﲔ ﻻ ﻳﻌﻄﻮﻥ ﺍﻫﺘﻤﺎﻣﺎ ﺯﺍﺋﺪﺍ ﲟﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ﺍﳌﺨﺘﻠﻔﺔ ،ﻭﻫﺬﺍ ﺣﺴﺐ ﻣﺎ ﻭﺭﺩ ﰲ ﺇﺟﺎﺑﺎﻢ ﺑﻨﺴﺒﺔ ﻏﺎﻟﺒﺔ ﻗﺪﺭﺕ ﺑـ ) (%80ﻣﻨﻬﻢ ،ﻭﻧﺴﺒﺔ ﻗﻠﻴﻠﺔ ﻣﻨﻬﻢ ) ،(%10ﺃﺣﻴﺎﻧﺎ ﻣﺎ ﺘﻢ ﺑﺎﳌﻮﻫﻮﺑﲔ ﺧﻼﻝ ﺇﳒﺎﺯ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻧﺴﺒﺔ ﳑﺎﺛﻠﺔ ﳍﺎ ) (%10ﺘﻢ ﲜﺪﻳﺔ ﺆﻻﺀ ﺍﳌﻮﻫﻮﺑﲔ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻫﻲ ﻧﺴﺒﺔ ﺿﺌﻴﻠﺔ ﺟﺪﺍ ﺇﺫﺍ ﻣﺎ ﻗﻮﺭﻧﺖ ﺑﺎﻟﻨﺴﺒﺔ ﺍﻟﻐﺎﻟﺒﺔ ).(%80 ﻛﻤﺎ ﺗﺸﲑ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﻮﺿﺤﺔ ﰲ ﺍﳉﺪﻭﻝ ) ،(8-2ﻋﻠﻰ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺩﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ،ﳑﺎ ﻳﻌﲏ ﺃﻥ ﻣﻌﻈﻢ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻻ ﻳﻬﺘﻤﻮﻥ ﺑﺎﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ﺍﳌﺨﺘﻠﻔﺔ ،ﻫﺬﺍ ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺃﳘﻴﺘﻪ ﻭﺗﺄﺛﲑﻩ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ. ﻭﻣﻦ ﺧﻼﻝ ﻗﺮﺍﺀﺗﻨﺎ ﻟﻨﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ،(9-2ﻧﻼﺣﻆ ﻛﺬﻟﻚ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺩﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ ) (02ﻭﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) ،(0.05ﺣﻴﺚ ﺑﻠﻐﺖ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (4.13ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ) ،(5.99ﻭﻣﺎ ﳝﻜﻦ ﺍﺳﺘﺨﻼﺻﻪ ﻣﻦ ﻫﺬﻩ ﺍﳌﻌﻄﻴﺎﺕ ﻫﻮ ﺃﻥ ﻃﺮﻳﻘﺔ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﺑﺎﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ﺍﳌﺨﺘﻠﻔﺔ ﻳﻜﻮﻥ ﺃﺳﺎﺳﻬﺎ ﺍﳌﻼﺣﻈﺔ ﻋﻦ ﺑﻌﺪ ﻓﻘﻂ ،ﻫﺬﺍ ﻣﺎ ﻳﺆﻛﺪ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﰲ ﺍﻟﺴﺆﺍﻟﲔ ﺍﻟﺴﺎﺑﻘﲔ ) (8-7ﺣﻮﻝ ﻋﺪﻡ ﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﺰﺍﺋﺪ ﺑﺎﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ﺍﳌﺨﺘﻠﻔﺔ. ﻛﻤﺎ ﳒﺪ ﰲ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ،(10-2ﺇﱃ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﺗﻌﻜﺴﻬﺎ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﻭﻳﺘﻀﺢ ﻣﻦ ﺧﻼﳍﺎ ﻏﻴﺎﺏ ﺍﻟﺘﻘﺮﺏ ﻣﻦ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ﺍﳌﺨﺘﻠﻔﺔ ،ﻭﻫﺬﺍ ﺗﺄﻛﻴﺪ ﺁﺧﺮ ﻟﻠﻤﺪﺭﺑﲔ ﻋﻠﻰ ﺑﻌﺪﻫﻢ ﻋﻦ ﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﺰﺍﺋﺪ ﻭﻋﻨﺎﻳﺘﻬﻢ ﲟﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﺃﻣﺎ ﰲ ﺍﳉﺪﻭﻝ ) (11-2ﺗﺸﲑ ﻧﺘﺎﺋﺠﻪ ﻛﺪﻟﻚ ﺇﱃ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ، ﻭ ﻣﻔﺎﺩﻩ ﺃﻥ ﻏﺎﻟﺒﻴﺔ ﺍﳌﺪﺭﺑﲔ ﻳﻔﻀﻠﻮﻥ ﺍﻟﺒﻘﺎﺀ ﺑﻌﻴﺪﺍ ﻋﻦ ﺍﳌﺸﺎﻛﻞ ﺍﻟﱵ ﺗﻌﺘﺮﺽ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻻ ﻳﻬﺘﻤﻮﻥ ﺑﺎﳌﺴﺎﳘﺔ ﰲ ﺣﻠﻬﺎ ﻭﺗﻘﺪﱘ ﺍﳌﺴﺎﻋﺪﺓ ﳍﺆﻻﺀ ﺍﳌﻮﻫﻮﺑﲔ ،ﻭﻫﺬﺍ ﺩﻟﻴﻞ ﺁﺧﺮ ﻋﻠﻰ ﻋﺪﻡ ﺍﻻﻫﺘﻤﺎﻡ ﺍﳉﺪﻱ ﻣﻦ ﺍﳌﺪﺭﺑﲔ ﲟﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﻭﰲ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ،(12-2ﻭﻣﻦ ﺧﻼﻝ ﻧﺘﺎﺋﺞ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ،ﳒﺪ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺩﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ،ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (4.93ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) (5.99ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) (0.05ﻭ ﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ) ،(02ﻣﺎ ﻳﻌﲏ ﲡﺎﻫﻞ ﻣﻌﻈﻢ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻟﻠﺴﻠﻮﻛﺎﺕ ﻏﲑ ﺍﻟﺴﻮﻳﺔ ﺍﻟﱵ ﺗﺼﺪﺭ ﻋﻦ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ،ﳑﺎ ﻳﺰﻳﺪ ﺗﺄﻛﻴﺪﺍ ﻋﻠﻰ ﻏﻴﺎﺏ ﺍﻻﻫﺘﻤﺎﻡ ﺍﳉﺪﻱ ﺆﻻﺀ. ﻭﺗﺸﲑ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (13-2ﻭﺍﻟﺪﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎ ﺇﱃ ﺍﻟﻐﻴﺎﺏ ﺍﻟﺘﺎﻡ ﻟﻠﻔﺤﻮﺻﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ،ﺑﺎﻟﺮﻏﻢ ﺃﳘﻴﺘﻬﺎ ﰲ ﺍﻛﺘﺸﺎﻑ ﺍﳉﻮﺍﻧﺐ ﺍﻟﻨﻔﺴﻴﺔ ﳍﻢ ﻭﺍﳌﺆﺛﺮﺓ ﰲ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ،ﻻﺳﻴﻤﺎ ﲰﺎﺕ ﺷﺨﺼﻴﺘﻬﻢ ،ﻭﻫﺬﺍ ﺩﻟﻴﻞ ﻋﻠﻰ ﻏﻴﺎﺏ ﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﻨﻔﺴﻲ ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﻛﻤﺎ ﺗﺸﲑ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (14-2ﺍﱃ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺩﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ، ﺗﻌﻜﺴﻬﺎ ﺇﺟﺎﺑﺎﺕ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻳﺘﻀﺢ ﻣﻦ ﺧﻼﳍﺎ ﻏﻴﺎﺏ ﺍﻻﻫﺘﻤﺎﻡ ﲟﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ﺍﳌﺨﺘﻠﻔﺔ ،ﳑﺎ ﻳﺰﻳﺪ ﺗﺄﻛﻴﺪﺍ ﻋﻠﻰ ﺍﻷﺟﻮﺑﺔ ﺍﻟﺴﺎﺑﻘﺔ ﻟﻠﻤﺪﺭﺑﲔ ﺣﻮﻝ ﻋﺪﻡ ﺍﻟﻌﻨﺎﻳﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﺰﺍﺋﺪ ﲟﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﳐﺘﻠﻒ ﺍﻟﻘﺮﺍﺀﺍﺕ ﻭﺍﺳﺘﻨﺎﺩﺍ ﺇﱃ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺘﺤﺼﻞ ﻋﻠﻴﻬﺎ ﰲ ﺍﳉﺪﺍﻭﻝ ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﺬﻛﺮ، ﻭﺍﳌﺆﻛﺪﺓ ﺑﻄﺮﻳﻘﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﺃﻥ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻻ ﳛﻈﻮﻥ ﺑﺎﻻﻫﺘﻤﺎﻡ ﻭﺍﻟﻌﻨﺎﻳﺔ ﺍﻟﺰﺍﺋﺪﻳﻦ ﻣﻦ ﻃﺮﻑ ﺍﳌﺪﺭﺑﲔ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ،ﳑﺎ ﻳﻌﺮﻗﻞ ﰲ ﺍﻛﺘﺸﺎﻑ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﳍﺆﻻﺀ ﺍﳌﻮﻫﻮﺑﲔ ،ﻭﺍﻻﻫﺘﻤﺎﻡ ﺎ ﰲ ﺇﻃﺎﺭ ﻋﻠﻤﻲ. ﻭﺗﺄﰐ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﳐﺎﻟﻔﺔ ﻟﺘﻮﻗﻌﺎﺕ ﺍﻟﺒﺎﺣﺚ،ﻭ ﻣﺆﻛﺪﺓ ﻟﻠﻔﺮﺿﻴﺔ ﺍﻟﺼﻔﺮﻳﺔ ﺍﻟﱵ ﺗﺸﲑ ﺍﱃ ﻏﻴﺎﺏ ﺍﻻﻫﺘﻤﺎﻡ ﻭ ﺍﻟﻌﻨﺎﻳﺔ ﺍﻟﺰﺍﺋﺪﻳﻦ ﲟﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﻣﺎ ﻳﺆﻛﺪ ﻏﻴﺎﺏ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﶈﺪﺩﺍﺕ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻴﺔ ﻻ ﺳﻴﻤﺎ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺧﻼﻝ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ .ﻭﻋﻠﻴﻪ ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺑﺄﻥ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﱂ ﺗﺘﺤﻘﻖ. -3-2-1ﻋﺮﺽ ﻭﻣﻨﺎﻗﺸﺔ ﻧﺘﺎﺋﺞ ﺍﶈﻮﺭ ﺭﻗﻢ ) (03ﺍﳌﺘﻌﻠﻖ ﺑﺎﻟﻔﺮﺿﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻣﻦ ﺧﻼﻝ ﺃﺟﻮﺑﺔ ﺍﳌﺪﺭﺑﲔ: ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) :(15ﺧﻼﻝ ﺇﺟﺮﺍﺀ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻫﻞ ﺗﺄﺧﺬﻭﻥ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﻣﻼﻣﺢ ﺷﺨﺼﻴﺘﻬﻢ؟ ﺍﻟﻐﺮﺽ ﻣﻨﻬﺎ :ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﲟﻼﻣﺢ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(23-3ﳝﺜﻞ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻣﻬﻢ ﲟﻼﻣﺢ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﻷﺟﻮﺑﺔ ﺩﺍﺋﻤﺎ ﺃﺣﻴﺎﻧﺎ ﻧﺎﺩﺭﺍ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ 00 00 ﺍﻟﻨﺴﺒﺔ % % 00 % 00 03 ﺃﺑﺪﺍ ﺍﻤﻮﻉ 17 20 ﻛﺎ 2 ﺍﶈﺴﻮﺑﺔ ﺍﺪﻭﻟﺔ 9.9 % 85 % 15 ﻛﺎ 2 7.81 %100 ﺍﻟﺸﻜﻞ ﺭﻗﻢ ) :(15ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(15 0% 0% 15% داﺋﻤﺎ أﺣﯿﺎﻧﺎ ﻧﺎدرا أﺑﺪا 85% ﺍﻟﺪﻻﻟﺔ ﺩﺍﻝ ﻣﺴﺘﻮﻯ ﺩﺭﺟﺔ ﺍﻟﺪﻻﻟﺔ ﺍﳊﺮﻳﺔ 0.05 03 ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﳌﻨﺎﻗﺸﺔ: ﻳﺘﺒﲔ ﻟﻨﺎ ﻣﻦ ﺧﻼﻝ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (15-13ﺃﻥ ﻫﻨﺎﻙ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻟﺼﺎﱀ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻜﱪﻯ ،ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) (0.05ﻭﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ ) ،(03ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2 ﺍﶈﺴﻮﺑﺔ ) (9.9ﻭﻫﻲ ﺃﻛﱪ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ، (7.81ﻭﻳﺪﻝ ﺫﻟﻚ ﻋﻠﻰ ﻋﺪﻡ ﺍﻫﺘﻤﺎﻡ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﲟﻼﻣﺢ ﺍﻟﺸﺨﺼﻴﺔ ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ،ﺣﻴﺚ ﺃﲨﻊ ﺃﻏﻠﺐ ﺍﳌﺪﺭﺑﲔ ﻋﻠﻰ ﺫﻟﻚ ﺑﻨﺴﺒﺔ ) ،(%85ﺃﻱ ﻋﺪﻡ ﺍﻫﺘﻤﺎﻣﻬﻢ ﲟﻼﻣﺢ ﺷﺨﺼﻴﺔ ﺍﳌﻮﻫﻮﺑﲔ ﺧﻼﻝ ﺇﺟﺮﺍﺀ ﺍﻻﻧﺘﻘﺎﺀ ﳍﻢ ،ﻭﻓﺌﺔ ﻗﻠﻴﻠﺔ ﻣﻨﻬﻢ ﺑﻨﺴﺒﺔ ) (%15ﻧﺎﺩﺭﺍ ﻣﺎ ﻳﻬﺘﻤﻮﻥ ﺬﺍ ﺍﳉﺎﻧﺐ ﰲ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﻭﳝﻜﻦ ﺍﻟﺘﻌﻠﻴﻖ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺑﺄﻥ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ﳚﺐ ﺃﻥ ﺗﺒﲎ ﻋﻠﻰ ﳐﺘﻠﻒ ﺍﶈﺪﺩﺍﺕ ﲟﺎ ﻓﻴﻬﺎ ﲰﺎﺕ ﻭﻣﻼﻣﺢ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻤﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ،ﻭﻫﺬﺍ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﻋﻠﻤﻴﺔ ﻭﺩﻗﻴﻘﺔ ﺣﻮﻝ ﺍﳌﻮﻫﻮﺑﲔ ،ﻭﳝﻜﻦ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻴﻬﺎ ﰲ ﺍﻟﺘﻨﺒﺆ ﲟﺪﻯ ﺻﻼﺣﻴﺔ ﻫﺆﻻﺀ ﰲ ﳎﺎﻝ ﲣﺼﺼﻬﻢ ،ﻭﺍﻟﺘﻘﺼﲑ ﰲ ﺟﺎﻧﺐ ﻣﻦ ﳏﺪﺩﺍﺕ ﺍﻻﻧﺘﻘﺎﺀ ﻳﺆﺩﻱ ﺇﱃ ﻧﺘﺎﺋﺞ ﻏﲑ ﺩﻗﻴﻘﺔ ﻭﻭﺍﺿﺤﺔ ،ﻭﳑﻜﻦ ﺃﻥ ﺗﺆﺛﺮ ﺳﻠﺒﺎ ﰲ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ﳍﺆﻻﺀ ﺍﳌﻮﻫﻮﺑﲔ. ﺍﻻﺳﺘﻨﺘﺎﺝ: ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﺬﻛﺮ ﻧﺴﺘﺨﻠﺺ ﺃﻥ ﺃﻏﻠﺐ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻻ ﻳﻮﻟﻮﻥ ﺍﻫﺘﻤﺎﻣﺎ ﲟﻼﻣﺢ ﺍﻟﺸﺨﺼﻴﺔ ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺋﻬﻢ ﻭﺫﻟﻚ ﺑﻨﺴﺒﺔ ).(%85 ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) :(16ﺧﻼﻝ ﺗﺘﺒﻌﻜﻢ ﳌﺮﺍﺣﻞ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻫﻞ ﺗﻨﻈﺮﻭﻥ ﺇﱃ ﺍﻟﻔﺮﻭﻗﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺷﺨﺼﻴﺘﻬﻢ؟ ﺍﻟﻐﺮﺽ ﻣﻨﻬﺎ :ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﺑﺎﻟﻔﺮﻭﻗﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(24-3ﳝﺜﻞ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﻔﺮﻭﻗﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﻷﺟﻮﺑﺔ ﺩﺍﺋﻤﺎ ﺃﺣﻴﺎﻧﺎ ﻧﺎﺩﺭﺍ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ 00 02 ﺍﻟﻨﺴﺒﺔ % % 00 % 10 02 ﺃﺑﺪﺍ ﺍﻤﻮﻉ 16 20 ﻛﺎ 2 ﺍﶈﺴﻮﺑﺔ ﺍﺪﻭﻟﺔ 6.2 % 80 % 10 ﻛﺎ 2 7.81 %100 ﺍﻟﺪﻻﻟﺔ ﻏﲑﺩﺍﻝ ﺍﻟﺸﻜﻞ ﺭﻗﻢ ) :(16ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(16 10% 0% 10% داﺋﻤﺎ أﺣﯿﺎﻧﺎ ﻧﺎدرا أﺑﺪا 80% ﻣﺴﺘﻮﻯ ﺩﺭﺟﺔ ﺍﻟﺪﻻﻟﺔ ﺍﳊﺮﻳﺔ 0.05 03 ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﳌﻨﺎﻗﺸﺔ: ﻣﻦ ﺧﻼﻝ ﻣﺎ ﻫﻮ ﻣﺒﲔ ﰲ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (16-13ﻧﻼﺣﻆ ﺃﻥ ﻫﻨﺎﻙ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻟﺼﺎﱀ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻜﱪﻯ ،ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) (0.05ﻭﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ ) ،(03ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (6.2ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ، (7.81ﻭﻣﻌﲎ ﺫﻟﻚ ﻭﺟﻮﺩ ﺍﺧﺘﻼﻑ ﻭﺗﺒﺎﻳﻦ ﰲ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺎﻟﻔﺮﻭﻗﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ﻭﺫﻟﻚ ﺑﻨﺴﺒﺔ ) ،(80ﻭﻧﺴﺒﺔ ﻣﺘﺴﺎﻭﻳﺔ ) (%10ﻣﻨﻬﻢ ﺘﻢ ﺃﺣﻴﺎﻧﺎ ﻭﺃﺧﺮﻯ ﻧﺎﺩﺭﺍ ﻣﺎ ﺘﻢ ،ﻭﻫﻲ ﻧﺴﺒﺔ ﺿﺌﻴﻠﺔ ﺟﺪﺍ ﺇﺫﺍ ﻣﺎ ﻗﻮﺭﻧﺖ ﺑﺎﻟﻨﺴﺒﺔ ﺍﻟﻐﺎﻟﺒﺔ. ﻭﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﺷﺨﺼﻴﺔ ﻻﻋﱯ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﲣﺘﻠﻒ ﻣﻦ ﻭﺍﺣﺪ ﺇﱃ ﺁﺧﺮ ،ﻭﺗﻠﻌﺐ ﲰﺎﺎ ﺩﻭﺭﺍ ﺃﺳﺎﺳﻴﺎ ﰲ ﲢﺪﻳﺪ ﻧﻮﻋﻴﺔ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ،ﻓﻜﺜﲑ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﰲ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺮﻳﺎﺿﻲ ﺗﺮﻣﻲ ﺇﱃ ﺇﺑﺮﺍﺯ ﻫﺬﻩ ﺍﻷﳘﻴﺔ ﻟﺸﺨﺼﻴﺔ ﺍﻟﺮﻳﺎﺿﻲ ،ﻭﺗﺆﻛﺪ ﺇﻟﺰﺍﻣﻴﺔ ﻣﺮﺍﻋﺎﺓ ﻫﺬﺍ ﺍﳉﺎﻧﺐ ﰲ ﺍﻟﺮﻳﺎﺿﻴﲔ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺑﻪ، ﻻﺳﻴﻤﺎ ﻋﻨﺪ ﺍﻟﻨﺎﺷﺌﲔ ﰲ ﺑﺪﺍﻳﺔ ﺍﻧﺘﻘﺎﺋﻬﻢ ،ﻭﻫﺬﺍ ﻳﻨﻄﺒﻖ ﻛﺬﻟﻚ ﻋﻠﻰ ﺍﻟﻨﺎﺷﺌﲔ ﺍﳌﻮﻫﻮﺑﲔ ،ﻭﺫﻟﻚ ﺑﻐﻴﺔ ﺍﻻﻫﺘﻤﺎﻡ ﺍﳌﺒﻜﺮ ﲜﺎﻧﺐ ﺍﻟﺸﺨﺼﻴﺔ ﳍﺆﻻﺀ ﻭﻭﺿﻌﻬﺎ ﺿﻤﻦ ﺑﺮﺍﻣﺞ ﺍﻻﻧﺘﻘﺎﺀ ﻭﺍﻹﻋﺪﺍﺩ ،ﺳﻴﻤﺎ ﺍﻹﻋﺪﺍﺩ ﺍﻟﻨﻔﺴﻲ ﻟﻠﻨﺎﺷﺌﲔ ﺍﳌﻮﻫﻮﺑﲔ ،ﻭﺍﻟﻮﺻﻮﻝ ﻢ ﺇﱃ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﻌﻠﻴﺎ. ﺍﻻﺳﺘﻨﺘﺎﺝ: ﻣﻦ ﺧﻼﻝ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (16-3ﻳﺘﻀﺢ ﻟﻨﺎ ﺍﻟﻐﻴﺎﺏ ﺍﻟﻜﻠﻲ ﻟﻼﻫﺘﻤﺎﻡ ﺑﺸﺨﺼﻴﺔ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﳑﺎ ﳛﺪﺩ ﻧﻮﻋﻴﺔ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﺣﻴﺚ ﻏﻴﺎﺏ ﻫﺬﺍ ﺍﳉﺎﻧﺐ ﻳﺆﺛﺮ ﺳﻠﺒﺎ ﰲ ﺩﻗﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺴﺘﺨﻠﺼﺔ ﻣﻦ ﺍﻻﻧﺘﻘﺎﺀ ﺣﻮﻝ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻭﻫﺬﺍ ﻣﺎ ﻗﺪ ﻳﺘﻔﻖ ﻣﻊ ﻓﺮﺿﻴﺔ ﻫﺬﺍ ﺍﶈﻮﺭ ﻭﻳﺆﻛﺪﻫﺎ. ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) :(17ﻫﻞ ﺗﺆﺛﺮ ﲰﺔ ﺍﻟﻌﺼﺒﻴﺔ ﻋﻨﺪ ﻣﻮﻫﻮﺏ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺋﻪ؟ ﺍﻟﻐﺮﺽ ﻣﻨﻬﺎ :ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﺑﺴﻤﺔ ﺍﻟﻌﺼﺒﻴﺔ ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(25-3ﳝﺜﻞ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺴﻤﺔ ﺍﻟﻌﺼﺒﻴﺔ ﻋﻦ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﻛﺎ 2 ﺍﻷﺟﻮﺑﺔ ﻛﺜﲑﺍ ﻗﻠﻴﻼ ﻻ ﺗﺆﺛﺮ ﺍﻤﻮﻉ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ 00 09 11 20 ﺍﻟﻨﺴﺒﺔ % % 00 % 45 % 55 %100 ﻛﺎ 2 ﺍﶈﺴﻮﺑﺔ ﺍﺪﻭﻟﺔ 3.43 5.99 ﺍﻟﺪﻻﻟﺔ ﻏﲑ ﺩﺍﻝ ﻣﺴﺘﻮﻯ ﺩﺭﺟﺔ ﺍﻟﺪﻻﻟﺔ ﺍﳊﺮﻳﺔ 0.05 ﺍﻟﺸﻜﻞ ﺭﻗﻢ ) :(17ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(17 0% ﻛﺜﯿﺮا 45% ﻗﻠﯿﻼ ﻻ ﺗﺆﺛﺮ 55% 02 ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﳌﻨﺎﻗﺸﺔ: ﺗﺒﲔ ﻟﻨﺎ ﻣﻦ ﺧﻼﻝ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (17-13ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (3.43ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(5.99ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) (0.05ﻭﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ ) ،(02ﻭﻣﻌﲎ ﺫﻟﻚ ﻭﺟﻮﺩ ﺍﺧﺘﻼﻑ ﰲ ﺃﺟﻮﺑﺔ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺗﺄﺛﲑ ﲰﺔ ﺍﻟﻌﺼﺒﻴﺔ ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﰲ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺋﻬﻢ ،ﺣﻴﺚ ﺗﺆﻛﺪ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻐﺎﻟﺒﺔ ﻣﻨﻬﻢ ) (%55ﻋﺪﻡ ﻭﺟﻮﺩ ﺗﺄﺛﲑ ﻟﺴﻤﺔ ﺍﻟﻌﺼﺒﻴﺔ ﳌﻮﻫﻮﺏ ﻋﻠﻰ ﺍﻧﺘﻘﺎﺋﻪ ،ﻭﻧﺴﺒﺔ ﺃﺧﺮﻯ ﻣﻨﻬﻢ ﻣﻘﺎﺭﺑﺔ ﻟﻸﻭﱃ ) (%45ﺗﻘﻮﻝ ﺑﺄﻧﻪ ﻗﻠﻴﻼ ﻣﺎ ﺗﺆﺛﺮ ﺍﻟﺴﻤﺔ ﻋﻠﻰ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ. ﻭﺗﺒﺎﻳﻦ ﰲ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺎﻟﻔﺮﻭﻗﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ﻭﺫﻟﻚ ﺑﻨﺴﺒﺔ ) ،(80ﻭﻧﺴﺒﺔ ﻣﺘﺴﺎﻭﻳﺔ ) (%10ﻣﻨﻬﻢ ﺘﻢ ﺃﺣﻴﺎﻧﺎ ﻭﺃﺧﺮﻯ ﻧﺎﺩﺭﺍ ﻣﺎ ﺘﻢ ،ﻭﻫﻲ ﻧﺴﺒﺔ ﺿﺌﻴﻠﺔ ﺟﺪﺍ ﺇﺫﺍ ﻣﺎ ﻗﻮﺭﻧﺖ ﺑﺎﻟﻨﺴﺒﺔ ﺍﻟﻐﺎﻟﺒﺔ. ﳝﻜﻦ ﺗﻔﺴﲑ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻄﺮﻕ ﺇﱃ ﻣﻌﲎ ﺍﻟﻌﺼﺒﻴﺔ ﺍﻟﱵ ﲢﻤﻞ ﻣﻌﲎ ﻋﺪﻡ ﺍﻟﺘﺤﻜﻢ ﰲ ﺍﻻﻧﻔﻌﺎﻻﺕ ،ﺳﻮﺍﺀ ﺧﻼﻝ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺃﻭ ﺍﳌﻘﺎﺑﻼﺕ ﻭﺍﳌﻨﺎﻓﺴﺎﺕ ،ﳑﺎ ﻳﺆﺛﺮ ﺳﻠﺒﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻟﻔﺮﺩﻱ ﳌﻮﻫﻮﺏ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻭﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﳉﻤﺎﻋﻲ ﻟﻔﺮﻳﻘﻪ ،ﺑﺼﻔﺘﻪ ﻋﻀﻮﺍ ﻣﻦ ﺍﻤﻮﻋﺔ ،ﳑﺎ ﻳﻌﲏ ﺃﻥ ﺍﻻﻫﺘﻤﺎﻡ ﺬﻩ ﺍﻟﺴﻤﺔ ﻛﺄﺣﺪ ﺃﻫﻢ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ،ﺣﺴﺐ ﻗﺎﺋﻤﺔ ﻓﺮﺍﻳﱪﻭﺝ ﻟﻠﺸﺨﺼﻴﺔ ،ﺿﺮﻭﺭﻱ ﻭﻣﻬﻢ ﻻﺳﻴﻤﺎ ﰲ ﺑﺪﺍﻳﺔ ﺍﳌﺸﻮﺍﺭ ﺍﻟﻜﺮﻭﻱ ﻟﻠﻨﺎﺷﺌﲔ ﻭﺧﺎﺻﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻣﻨﻬﻢ ،ﳑﺎ ﳝﻜﻦ ﺇﺩﺭﺍﺟﻬﺎ ﰲ ﺑﺮﺍﻣﺞ ﺍﻹﻋﺪﺍﺩ ﺍﻟﻨﻔﺴﻲ ﻭﺑﺮﺍﻣﺞ ﺍﻟﺘﺤﻜﻢ ﰲ ﻫﺬﻩ ﺍﻟﺴﻤﺎﺕ ،ﻭﻫﺬﺍ ﺑﺈﺷﺮﺍﻑ ﺍﻷﺧﺼﺎﺋﻲ ﺍﻟﻨﻔﺴﻲ ﺍﻟﺮﻳﺎﺿﻲ ﺃﻭ ﺍﳌﺪﺭﺏ ﺇﺫﺍ ﻛﺎﻥ ﻣﺘﻤﻜﻨﺎ. ﺍﻻﺳﺘﻨﺘﺎﺝ: ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ،ﳝﻜﻦ ﺍﺳﺘﺨﻼﺹ ﺃﻥ ﻫﻨﺎﻙ ﺍﻫﺘﻤﺎﻡ ﺑﺴﻤﺔ ﺍﻟﻌﺼﺒﻴﺔ ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ﻟﻜﻦ ﻫﺬﺍ ﺍﻻﻫﺘﻤﺎﻡ ﻟﻴﺲ ﻛﻠﻲ ﺑﻞ ﺟﺰﺋﻲ ﻣﻦ ﻃﺮﻑ ﺑﻌﺾ ﺍﳌﺪﺭﺑﲔ ،ﻭﻫﺬﺍ ﺭﲟﺎ ﲝﻜﻢ ﺗﻔﺎﻭﺕ ﺩﺭﺟﺔ ﺍﻟﻌﺼﺒﻴﺔ ﻋﻨﺪ ﺍﳌﻮﻫﻮﺑﲔ ،ﻓﻬﻨﺎﻙ ﻣﻦ ﺗﺘﻮﻓﺮ ﻓﻴﻬﻢ ﻫﺬﻩ ﺍﻟﺴﻤﺔ ﺑﺪﺭﺟﺔ ﺧﻔﻴﻔﺔ ﻭﻻ ﳝﻜﻦ ﺗﺸﺨﻴﺼﻬﺎ ﺇﻻ ﻣﻦ ﺧﻼﻝ ﺑﲏ ﺍﻷﺳﻠﻮﺏ ﺍﻟﻌﻠﻤﻲ ﰲ ﺍﻻﻧﺘﻘﺎﺀ ﺃﻭ ﺍﻟﺘﻘﺮﺏ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﺰﺍﺋﺪ ﲟﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) :(18ﻫﻞ ﻳﺆﺛﺮ ﺍﻟﺴﻠﻮﻙ ﺍﻟﻌﺪﻭﺍﱐ ﺍﳌﺘﻜﺮﺭ ﻋﻨﺪ ﻣﻮﻫﻮﺏ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﰲ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺋﻪ؟ ﺍﻟﻐﺮﺽ ﻣﻨﻬﺎ :ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﺑﺴﻤﺔ ﺍﻟﻌﺪﻭﺍﻧﻴﺔ ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(26-3ﳝﺜﻞ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺴﻤﺔ ﺍﻟﻌﺪﻭﺍﻧﻴﺔ ﻋﻦ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﻛﺎ 2 ﺍﻷﺟﻮﺑﺔ ﻛﺜﲑﺍ ﻗﻠﻴﻼ ﻻ ﺗﺆﺛﺮ ﺍﻤﻮﻉ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ 12 08 00 20 ﺍﻟﻨﺴﺒﺔ % % 60 % 40 % 00 %100 ﻛﺎ 2 ﺍﶈﺴﻮﺑﺔ ﺍﺪﻭﻟﺔ 3.73 5.99 ﺍﻟﺪﻻﻟﺔ ﺩﺍﻝ ﻣﺴﺘﻮﻯ ﺩﺭﺟﺔ ﺍﻟﺪﻻﻟﺔ ﺍﳊﺮﻳﺔ 0.05 ﺍﻟﺸﻜﻞ ﺭﻗﻢ ) :(18ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(18 0% 40% ﻛﺜﯿﺮا ﻗﻠﯿﻼ ﻻ ﺗﺆﺛﺮ 60% 02 ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﳌﻨﺎﻗﺸﺔ: ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﻮﺿﺤﺔ ﰲ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (18-13ﻳﺘﺒﲔ ﻟﻨﺎ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (3.73ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(5.99ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) (0.05ﻭﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ ) ،(02ﻭﻫﺬﺍ ﻳﻌﲏ ﻭﺟﻮﺩ ﺇﺟﺎﺑﺎﺕ ﳐﺘﻠﻔﺔ ﻟﻠﻤﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺗﺄﺛﲑ ﺍﻟﺴﻠﻮﻙ ﺍﻟﻌﺪﻭﺍﱐ ﻋﻨﺪ ﻣﻮﻫﻮﺏ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﰲ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺋﻪ ،ﺣﻴﺚ ﺗﺆﻛﺪ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻐﺎﻟﺒﺔ ﺑﻨﺴﺒﺔ ) (%60ﺟﺎﻧﺐ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﺴﻠﻮﻙ ﺍﻟﻌﺪﻭﺍﱐ ﻭﺗﺄﺛﲑﻩ ﺍﻟﻜﺒﲑ ﰲ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺏ ،ﻭﻧﺴﺒﺔ ﻣﻘﺎﺭﺑﺔ ﻛﺬﻟﻚ ﺘﻢ ﻟﻜﻦ ﺑﺸﻜﻞ ﺍﻗﻞ ﺬﺍ ﺍﻟﺴﻠﻮﻙ ﻭﺗﺪﺭﺟﻪ ﻣﻦ ﺑﲔ ﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺗﺪﺧﻞ ﰲ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺏ. ﻭﳝﻜﻦ ﺍﻟﺘﻌﻠﻴﻖ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺑﺄﻥ ﺍﻟﻌﺪﻭﺍﻧﻴﺔ ﻣﺪﻟﻮﻝ ﺷﺎﺋﻊ ﰲ ﺍﺎﻝ ﺍﻟﺮﻳﺎﺿﻲ ،ﻭﳍﺎ ﺗﺄﺛﲑ ﻛﺒﲑ ﻋﻠﻰ ﺷﺨﺼﻴﺔ ﺍﻟﺮﻳﺎﺿﻲ ،ﲝﻴﺚ ﺃﻥ ﻏﻴﺎﺏ ﺍﻻﻫﺘﻤﺎﻡ ﺬﺍ ﺍﳉﺎﻧﺐ ﻻﺳﻴﻤﺎ ﰲ ﺍﻟﺴﻦ ﺍﳌﺒﻜﺮﺓ ﻟﻨﺎﺷﺊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻭﺍﳌﻮﻫﻮﺑﲔ ﻣﻨﻬﻢ ﺑﺎﻷﺧﺺ ،ﺧﻄﺄ ﻛﺒﲑ ﻗﺪ ﻳﺆﺩﻱ ﻣﺴﺘﻘﺒﻼ ﺇﱃ ﻓﻘﺪﺍﻥ ﻫﺬﺍ ﺍﳌﻮﻫﻮﺏ ﳌﺴﺘﻮﺍﻩ ﺍﻟﺮﻳﺎﺿﻲ ،ﻭﳝﻜﻦ ﺇﺩﺭﺍﺝ ﻫﺬﻩ ﺍﻟﺴﻤﺔ "ﺍﻟﻌﺪﻭﺍﻧﻴﺔ" ﰲ ﺑﺮﺍﻣﺞ ﺍﻹﻋﺪﺍﺩ ﺍﻟﻨﻔﺴﻲ ﻟﻠﻨﺎﺷﺌﲔ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﺤﻜﻢ ﰲ ﻫﺬﺍ ﺍﻟﺴﻠﻮﻙ ﻣﺴﺘﻘﺒﻼ ﻭﺇﺑﻌﺎﺩ ﺗﺄﺛﲑﻩ ﺍﻟﺴﻠﱯ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ﳌﻮﻫﻮﺏ ﻛﺮﺓ ﺍﻟﻘﺪﻡ، ﺣﻴﺚ ﻳﺒﺪﺃ ﺍﻛﺘﺸﺎﻑ ﻣﻌﺎﱂ ﻫﺬﺍ ﺍﻟﺴﻠﻮﻙ ﺍﻟﻌﺪﻭﺍﱐ ﻋﻨﺪ ﺍﳌﻮﻫﻮﺑﲔ ﻣﻨﺬ ﺑﺪﺍﻳﺔ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ﳍﻢ. ﺍﻻﺳﺘﻨﺘﺎﺝ: ﺍﻧﻄﻼﻗﺎ ﳑﺎ ﺳﺒﻖ ﻳﺘﺒﲔ ﻟﻨﺎ ﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﻮﺍﺿﺢ ﻣﻦ ﻃﺮﻑ ﺍﳌﺪﺭﺑﲔ ﺑﺴﻤﺔ ﺍﻟﻌﺪﻭﺍﻧﻴﺔ ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﰲ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻫﺬﺍ ﺍﻻﻫﺘﻤﺎﻡ ﻧﺎﺗﺞ ﻋﻦ ﻭﻋﻲ ﺍﳌﺪﺭﺑﲔ ﲟﺪﻯ ﺍﻟﺘﺄﺛﲑ ﺍﻟﺴﻠﱯ ﳍﺬﺍ ﺍﻟﺴﻠﻮﻙ ﺍﻟﻌﺪﻭﺍﱐ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺍﻟﻔﺮﻳﻖ ،ﺃﻭ ﻷﻥ ﻫﺬﺍ ﺍﻟﺴﻠﻮﻙ ﻇﺎﻫﺮﺓ ﻧﺘﺎﺋﺠﻪ ﰲ ﺍﳌﻴﺪﺍﻥ ﻟﺸﻜﻞ ﻭﺍﺿﺢ ﻭﻻ ﳝﻜﻦ ﻟﻠﻤﺪﺭﺑﲔ ﲡﺎﻫﻠﻪ ،ﻭﻫﺬﺍ ﻣﺎ ﻳﺆﻛﺪ ﻟﻨﺎ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ " ،"H6ﻭﻫﻲ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﺑﺒﻌﺾ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) :(19ﻛﻴﻒ ﻳﺆﺛﺮ ﺍﻟﺘﺬﺑﺬﺏ ﺍﳌﺰﺍﺟﻲ )ﺍﻻﻛﺘﺌﺎﺑﻴﺔ( ﺍﳌﺘﻜﺮﺭ ﻋﻨﺪ ﻣﻮﻫﻮﺏ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﰲ ﻣﻠﻴﺔ ﺍﻧﺘﻘﺎﺋﻪ؟ ﺍﻟﻐﺮﺽ ﻣﻨﻬﺎ :ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﺑﺴﻤﺔ ﺍﻻﻛﺘﺌﺎﺑﻴﺔ ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(27-3ﳝﺜﻞ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺴﻤﺔ ﺍﻻﻛﺘﺌﺎﺑﻴﺔ ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﻷﺟﻮﺑـﺔ ﺑﺸﻜﻞ ﻛﺒﲑ ﻛﺎ 2 ﻗﻠﻴﻼ ﻻ ﺗﺆﺛﺮ ﺍﻤﻮﻉ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ 00 03 17 20 ﺍﻟﻨﺴﺒﺔ % % 00 % 15 % 85 %100 ﻛﺎ 2 ﺍﶈﺴﻮﺑﺔ ﺍﺪﻭﻟﺔ 8.23 5.99 ﺍﻟﺸﻜﻞ ﺭﻗﻢ ) :(19ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(19 15% 0% ﺑﺸﻜﻞ ﻛﺒﯿﺮ ﻗﻠﯿﻼ ﻻ ﺗﺆﺛﺮ 85% ﺍﻟﺪﻻﻟﺔ ﺩﺍﻝ ﻣﺴﺘﻮﻯ ﺩﺭﺟﺔ ﺍﻟﺪﻻﻟﺔ ﺍﳊﺮﻳﺔ 0.05 02 ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﳌﻨﺎﻗﺸﺔ: ﻣﻦ ﺧﻼﻝ ﻣﺎ ﻫﻮ ﻣﺒﲔ ﰲ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (19-13ﻧﻼﺣﻆ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﻟﺼﺎﱀ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻜﱪﻯ ،ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (8.23ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(5.99ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) (0.05ﻭﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ ) ،(02ﻭﻫﺬﺍ ﻳﻌﲏ ﻭﺟﻮﺩ ﺍﺧﺘﻼﻑ ﰲ ﺃﺟﻮﺑﺔ ﺍﳌﺪﺭﺑﲔ ،ﺣﻴﺚ ﺗﺸﲑ ﺍﻟﻐﺎﻟﺒﻴﺔ ﻣﻨﻬﻢ ﺑﻨﺴﺒﺔ ) (%85ﺇﱃ ﺗﺄﻛﻴﺪ ﻋﺪﻡ ﺗﺎﺛﲑ ﺟﺎﻧﺐ ﺍﻟﺘﺬﺑﺬﺏ ﺍﳌﺰﺍﺟﻲ )ﺍﻻﻛﺘﺌﺎﺑﻴﺔ( ﻋﻨﺪ ﻣﻮﻫﻮﺏ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﰲ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺋﻪ ،ﻭﻧﺴﺒﺔ ﻗﻠﻴﻠﺔ ﻣﻨﻬﻢ ﻗﺪﺭﺕ ﺑـ ) ،(%15ﻗﻠﻴﻼ ﻣﺎ ﺘﻢ ﺬﺍ ﺍﳉﺎﻧﺐ ﰲ ﺍﻻﻧﺘﻘﺎﺀ. ﻭﳝﻜﻦ ﺗﻔﺴﲑ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﻘﻮﻝ ﺑﺄﻥ ﺍﳊﺎﻟﺔ ﺍﳌﺰﺍﺟﻴﺔ ﻟﻼﻋﺐ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺗﺴﺎﻫﻢ ﺑﺸﻜﻞ ﻛﺒﲑ ﰲ ﲢﺪﻳﺪ ﻧﻮﻋﻴﺔ ﺃﺩﺍﺋﻪ ﺍﻟﺮﻳﺎﺿﻲ ،ﺣﻴﺚ ﻛﺜﲑﺍ ﻣﺎ ﻳﻜﻮﻥ ﺍﻟﻼﻋﺐ ﺫﻭ ﻣﺴﺘﻮﻯ ﻣﻬﺎﺭﻱ ﻛﺒﲑ ﻭﳜﻔﻖ ﰲ ﺗﺄﺩﻳﺔ ﻣﻬﺎﻣﻪ ﺩﺍﺧﻞ ﺍﳌﻴﺪﺍﻥ ﺑﺴﺒﺐ ﺗﻘﻠﺒﻪ ﺍﳌﺰﺍﺟﻲ ﺍﻟﺬﻱ ﻳﺆﺛﺮ ﺳﻠﺒﺎ ﻋﻠﻰ ﺭﻏﺒﺘﻪ ﰲ ﺍﻟﻔﻮﺯ ﻭﻋﻠﻰ ﺩﺍﻓﻌﻴﺘﻪ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻻﺳﻴﻤﺎ ﺩﺍﻓﻌﻴﺔ ﺍﻹﳒﺎﺯ ،ﻭﻣﻦ ﻫﺬﺍ ﺍﳌﻨﻄﻠﻖ ﻧﺪﺭﻙ ﺃﳘﻴﺔ ﺍﻻﻫﺘﻤﺎﻡ ﺬﺍ ﺍﳉﺎﻧﺐ ﰲ ﺍﻟﺮﻳﺎﺿﻴﲔ ﻭﺑﺎﻷﺧﺺ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﺣﻴﺚ ﻳﻜﻮﻥ ﺍﻻﻫﺘﻤﺎﻡ ﻫﺬﺍ ﰲ ﺑﺪﺍﻳﺔ ﻣﺸﻮﺍﺭ ﺍﳌﻮﻫﻮﺏ ﻛﺮﻭﻳﺎ ،ﺃﻱ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺋﻪ. ﺍﻻﺳﺘﻨﺘـﺎﺝ: ﻣﻦ ﺧﻼﻝ ﻣﺎ ﺟﺎﺀ ﰲ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﺳﺎﺑﻘﺎ ،ﻧﺴﺘﺨﻠﺺ ﻋﺪﻡ ﺇﻋﻄﺎﺀ ﺃﳘﻴﺔ ﻟﻠﺠﺎﻧﺐ ﺍﳌﺰﺍﺟﻲ )ﺍﻻﻛﺘﺌﺎﺑﻴﺔ( ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﻫﺬﺍ ﻣﺎ ﳝﻜﻦ ﺃﻥ ﻳﺆﺩﻱ ﺑﺎﻟﻨﻘﺺ ﰲ ﺇﻋﻄﺎﺀ ﻧﺘﺎﺋﺞ ﺩﻗﻴﻘﺔ ﺣﻮﻝ ﺍﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﳍﺆﻻﺀ ﺍﳌﻮﻫﻮﺑﲔ ،ﳑﺎ ﻗﺪ ﻳﺆﺛﺮ ﺳﻠﺒﺎ ﰲ ﻣﺴﺘﻮﺍﻫﻢ ﺍﻟﻜﺮﻭﻱ ﻣﺴﺘﻘﺒﻼ ،ﻭﻫﺬﺍ ﻳﺘﻮﺍﻓﻖ ﻣﻊ ﻓﺮﺿﻴﺔ ﻫﺬﺍ ﺍﶈﻮﺭ ﻭﻳﺆﻛﺪﻫﺎ. ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) :(20ﻛﻴﻒ ﺗﺆﺛﺮ ﺣﺎﻻﺕ ﺍﻟﻐﻀﺐ ﺍﻟﺴﺮﻳﻊ ﺍﳌﺘﻜﺮﺭﺓ )ﺍﻟﻘﺎﺑﻠﺔ ﻟﻼﺳﺘﺜﺎﺭﺓ( ﻋﻨﺪ ﻣﻮﻫﻮﺏ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﰲ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺋﻪ؟ ﺍﻟﻐﺮﺽ ﻣﻨﻬﺎ :ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﺑﺴﻤﺔ ﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﻼﺳﺘﺜﺎﺭﺓ ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(28-3ﳝﺜﻞ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺴﻤﺔ ﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﻼﺳﺘﺜﺎﺭﺓ ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﻷﺟﻮﺑـﺔ ﺑﺸﻜﻞ ﻛﺎ 2 ﻗﻠﻴﻼ ﻻ ﺗﺆﺛﺮ ﺍﻤﻮﻉ ﻛﺒﲑ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ 00 08 12 20 ﺍﻟﻨﺴﺒﺔ % % 00 % 40 % 60 %100 ﻛﺎ 2 ﺍﶈﺴﻮﺑﺔ ﺍﺪﻭﻟﺔ 3.73 5.99 ﺍﻟﺪﻻﻟﺔ ﻏﲑﺩﺍﻝ ﺍﻟﺸﻜﻞ ﺭﻗﻢ ) :(20ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(20 0% ﺑﺸﻜﻞ ﻛﺒﯿﺮ 40% ﻗﻠﯿﻼ ﻻ ﺗﺆﺛﺮ 60% ﻣﺴﺘﻮﻯ ﺩﺭﺟﺔ ﺍﻟﺪﻻﻟﺔ ﺍﳊﺮﻳﺔ 0.05 02 ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﳌﻨﺎﻗﺸﺔ: ﺟﺎﺀﺕ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (20-13ﺩﺍﻟﺔ ﻋﻠﻰ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ، ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) ،(3.73ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ )،(5.99 ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) (0.05ﻭﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ ) ،(02ﻭﻫﺬﺍ ﻣﻌﻨﺎﻩ ﻭﺟﻮﺩ ﺗﻔﺎﻭﺕ ﰲ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﺗﺄﺛﲑ ﺣﺎﻻﺕ ﺍﻟﻐﻀﺐ ﺍﻟﺴﺮﻳﻊ ﺃﻭ ﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﻼﺳﺘﺜﺎﺭﺓ ﻋﻨﺪ ﻣﻮﻫﻮﺏ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ، ﺣﻴﺚ ﻧﺴﺒﺔ ﻏﺎﻟﺒﺔ ﻣﻨﻬﻢ ) (%60ﺗﺸﲑ ﺇﱃ ﻋﺪﻡ ﻭﺟﻮﺩ ﺗﺄﺛﲑ ﳍﺬﻩ ﺍﻟﺴﻤﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻭﻧﺴﺒﺔ ﺃﺧﺮﻯ ﻣﻘﺎﺭﺑﺔ ) (%40ﺗﺸﲑ ﺇﱃ ﲰﺔ ﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﻼﺳﺘﺜﺎﺭﺓ ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﻭﳝﻜﻦ ﺍﻟﻘﻮﻝ ﻣﻦ ﺧﻼﻝ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺑﺄﻥ ﺳﺮﻋﺔ ﺍﻟﻐﻀﺐ ﻗﺪ ﺗﺆﺩﻱ ﺇﱃ ﺳﻠﻮﻙ ﻋﺪﻭﺍﱐ ﺇﺫﺍ ﱂ ﻳﻜﻦ ﻫﻨﺎﻙ ﲢﻜﻢ ﰲ ﺍﻻﻧﻔﻌﺎﻻﺕ ،ﻫﺬﺍ ﻣﺎ ﻳﺆﺛﺮ ﺳﻠﺒﺎ ﻋﻠﻰ ﺷﺨﺼﻴﺔ ﻻﻋﺐ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻭﺃﺩﺍﺋﻪ ﺍﻟﺮﻳﺎﺿﻲ، ﻭﻗﺪ ﺗﻄﺮﻗﻨﺎ ﰲ ﲢﻠﻴﻞ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (18-3ﺇﱃ ﺟﺎﻧﺐ ﺍﻟﻌﺪﻭﺍﻧﻴﺔ ﻭﺗﺄﺛﲑﻩ ﰲ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ، ﻫﺬﺍ ﻣﺎ ﳚﺰﻡ ﻋﻠﻰ ﺿﺮﻭﺭﺓ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﻭﺍﳌﺴﺆﻭﻟﲔ ﻋﻦ ﻧﺎﺷﺊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﺬﻩ ﺍﳉﻮﺍﻧﺐ ﻭﺍﻟﺴﻤﺎﺕ ﺍﳍﺎﻣﺔ ﰲ ﺷﺨﺼﻴﺔ ﻫﺆﻻﺀ ،ﻭﻻﺳﻴﻤﺎ ﺍﳌﻮﻫﻮﺑﲔ ﻣﻨﻬﻢ ﻷﻢ ﺛﺮﻭﺓ ﺭﻳﺎﺿﻴﺔ ﻻ ﳝﻜﻦ ﺍﻟﺘﻔﺮﻳﻂ ﻓﻴﻬﺎ ،ﻭﳚﺐ ﺍﻟﻌﻨﺎﻳﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺎ ﻣﻦ ﻛﻞ ﺍﳉﻮﺍﻧﺐ. ﺍﻻﺳﺘﻨﺘﺎﺝ: ﻧﺴﺘﻨﺘﺞ ﺃﻧﻪ ﻫﻨﺎﻙ ﺍﻫﺘﻤﺎﻡ ﺟﺰﺋﻲ ﺑﺴﻤﺔ ﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﻼﺳﺘﺜﺎﺭﺓ ،ﻭﻫﺬﺍ ﺭﲟﺎ ﻷﺎ ﺑﺪﺍﻳﺔ ﺍﻟﺴﻠﻮﻙ ﺍﻟﻌﺪﻭﺍﱐ ﻭﻳﺼﺎﺣﺒﻬﺎ ﰲ ﻏﺎﻟﺐ ﺍﻷﺣﻴﺎﻥ ،ﳑﺎ ﳚﻌﻞ ﻓﺮﺿﻴﺔ ﺍﻻﻫﺘﻤﺎﻡ ﺎ ﻣﻦ ﻃﺮﻑ ﺍﳌﺪﺭﺑﲔ ﻛﺴﻠﻮﻙ ﻋﺪﻭﺍﱐ ﻣﻼﺣﻆ ﻟﺪﻯ ﺍﳌﻮﻫﻮﺏ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﻫﺬﺍ ﻣﺎ ﻳﺆﻛﺪ ﻭﺟﻮﺩ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ ﺩﺍﺋﻤﺎ "،"H0 ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ﻭﺟﻮﺩ ﺍﻫﺘﻤﺎﻡ ﺑﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﳌﻮﻫﻮﺏ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﻟﻜﻦ ﻳﺒﻘﻰ ﻫﺬﺍ ﺍﻻﻫﺘﻤﺎﻡ ﺟﺰﺋﻲ ﻭﻏﲑ ﻛﺎﻣﻞ. ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) :(21ﺧﻼﻝ ﺗﺘﺒﻌﻜﻢ ﳌﺮﺍﺣﻞ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻫﻞ ﺗﻮﱄ ﺍﻫﺘﻤﺎﻣﺎ ﻟﻘﺪﺭﺓ ﺍﳌﻮﻫﻮﺏ ﻋﻠﻰ ﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺍﻵﺧﺮﻳﻦ ﻭﺭﺑﻂ ﻋﻼﻗﺎﺕ ﻣﻌﻬﻢ؟ ﺍﻟﻐﺮﺽ ﻣﻨﻬﺎ :ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﺑﺴﻤﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻋﻨﺪ ﻣﻮﻫﻮﺏ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(29-3ﳝﺜﻞ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺴﻤﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻋﻨﺪ ﻣﻮﻫﻮﺏ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﻷﺟﻮﺑﺔ ﺩﺍﺋﻤﺎ ﺃﺣﻴﺎﻧﺎ ﻧﺎﺩﺭﺍ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ 15 03 ﺍﻟﻨﺴﺒﺔ % % 75 % 15 02 ﺃﺑﺪﺍ ﺍﻤﻮﻉ 00 20 ﻛﺎ 2 ﺍﶈﺴﻮﺑﺔ ﺍﺪﻭﻟﺔ 6.9 % 00 % 10 ﻛﺎ 2 7.81 %100 ﺍﻟﺪﻻﻟﺔ ﻏﲑﺩﺍﻝ ﺍﻟﺸﻜﻞ ﺭﻗﻢ ) :(21ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(21 0% 10% 15% داﺋﻤﺎ أﺣﯿﺎﻧﺎ ﻧﺎدرا أﺑﺪا 75% ﻣﺴﺘﻮﻯ ﺩﺭﺟﺔ ﺍﻟﺪﻻﻟﺔ ﺍﳊﺮﻳﺔ 0.05 03 ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﳌﻨﺎﻗﺸﺔ: ﺗﺒﲔ ﻟﻨﺎ ﻣﻦ ﺧﻼﻝ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (21-03ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (6.9ﻭﻫﻲ ﺃﻛﱪ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) (7.81ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) (0.05ﻭﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ ) ،(02ﻭﻳﻌﲏ ﻫﺬﺍ ﻭﺟﻮﺩ ﺗﻔﺎﻭﺕ ﰲ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺍﻟﺪﺍﺋﻢ ﺑﺴﻤﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻋﻨﺪ ﻣﻮﻫﻮﺏ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻧﺘﻘﺎﺋﻪ ﺣﻴﺚ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻐﺎﻟﺒﺔ ﻣﻨﻬﻢ ) (%75ﺗﺆﻛﺪ ﺍﻫﺘﻤﺎﻣﻬﺎ ﺑﺴﻤﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻋﻨﺪ ﺍﳌﻮﻫﻮﺑﲔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻧﺴﺒﺔ )(%15 ﻣﻨﻬﻢ ﺃﺣﻴﺎﻧﺎ ﻣﺎ ﺘﻢ ﺬﻩ ﺍﻟﺴﻤﺔ ﺧﻼﻝ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻭﻧﺴﺒﺔ ﺃﺧﺮﻯ ﻗﻠﻴﻠﺔ ﻣﻘﺪﺭﺓ ﺑـ ) (%10ﻣﻨﻬﻢ ﺗﺸﲑ ﺇﱃ ﺃﻧﻪ ﻧﺎﺩﺭﺍ ﻣﺎ ﺘﻢ ﺑﺴﻤﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﻭﳝﻜﻦ ﺍﻟﺘﻌﻠﻴﻖ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻣﻦ ﺧﻼﻝ ﺇﻇﻬﺎﺭ ﻣﻔﻬﻮﻡ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﰲ ﺍﻟﻮﺳﻂ ﺍﻟﺮﻳﺎﺿﻲ، ﻻﺳﻴﻤﺎ ﰲ ﺍﻷﻟﻌﺎﺏ ﺍﳉﻤﺎﻋﻴﺔ ،ﺣﻴﺚ ﺃﻥ ﻗﺪﺭﺓ ﺍﻟﻼﻋﺐ ﻋﻠﻰ ﺍﻻﺣﺘﻜﺎﻙ ﺑﺰﻣﻼﺋﻪ ﻭﺗﻜﻮﻳﻦ ﻋﻼﻗﺎﺕ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻣﻌﻬﻢ ﰲ ﺇﻃﺎﺭ ﺭﻳﺎﺿﻲ ﺗﻨﺎﻓﺴﻲ ،ﻳﺆﺩ ﺇﱃ ﺯﻳﺎﺩﺓ ﻭﺣﺪﺓ ﲤﺎﺳﻚ ﺍﻟﻔﺮﻳﻖ ﻭﺑﺎﻟﺘﺎﱄ ﺍﻟﺘﺄﺛﲑ ﺍﻹﳚﺎﰊ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺍﻟﻔﺮﻳﻖ ،ﻭﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ﻟﻼﻋﺒﲔ ،ﻭﻫﺬﻩ ﺍﻟﺴﻤﺔ "ﺍﻻﺟﺘﻤﺎﻋﻴﺔ" ﻛﻮﺎ ﺫﺍﺕ ﺃﳘﻴﺔ ﺑﺎﻟﻐﺔ ﰲ ﺷﺨﺼﻴﺔ ﺍﻟﻼﻋﺐ ،ﻭﺟﺐ ﺍﻻﻫﺘﻤﺎﻡ ﺎ ﻣﻨﺬ ﺍﻟﺴﻦ ﺍﳌﺒﻜﺮ ﻟﻼﻋﺒﲔ ،ﺣﻴﺚ ﺗﻌﻮﻳﺪ ﻭﺗﺪﺭﻳﺐ ﺍﻟﻨﺎﺷﺊ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﺴﻤﺔ ﻣﻦ ﺧﻼﻝ ﺑﺮﺍﻣﺞ ﺍﻹﻋﺪﺍﺩ ﺍﻟﻨﻔﺴﻲ ﳍﻢ ،ﺃﻭ ﺍﻛﺘﺸﺎﻓﻬﺎ ﻓﻴﻬﻢ ﻣﻦ ﺧﻼﻝ ﻋﻤﻠﻴﺎﺕ ﺍﻻﻧﺘﻘﺎﺀ ،ﺃﻣﺮ ﺿﺮﻭﺭﻱ ﻭﺃﺳﺎﺳﻲ ﻫﺎﻡ ﻣﻦ ﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﺍﺎﻝ ﺍﻟﺮﻳﺎﺿﻲ. ﺍﻻﺳﺘﻨﺘﺎﺝ: ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﺍﳌﻌﻄﻴﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ،ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﻫﻨﺎﻙ ﺍﻫﺘﻤﺎﻡ ﺑﺴﻤﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻣﻦ ﻃﺮﻑ ﺍﳌﺪﺭﺑﲔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻫﺬﺍ ﺭﲟﺎ ﺭﺍﺟﻊ ﺇﱃ ﻭﻋﻲ ﻭﺇﺩﺭﺍﻙ ﺍﳌﺪﺭﺑﲔ ﺃﳘﻴﺔ ﺍﳉﺎﻧﺐ ﺍﻻﺟﺘﻤﺎﻋﻲ ﰲ ﺍﻷﻟﻌﺎﺏ ﺍﳉﻤﺎﻋﻴﺔ ،ﺃﻭ ﺇﱃ ﺃﳘﻴﺔ ﻭﺣﺪﺓ ﺍﻟﻔﺮﻳﻖ ﻭﻗﻮﺓ ﺗﻔﺎﳘﻪ ﻣﻊ ﺑﻌﻀﻪ ﰲ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺮﻳﺎﺿﻴﺔ ،ﻫﺬﺍ ﻣﺎ ﻳﺆﻛﺪ ﻭﺟﻮﺩ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ " "H0ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﺑﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) :(22ﺧﻼﻝ ﺗﺘﺒﻌﻜﻢ ﳌﺮﺍﺣﻞ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻫﻞ ﺗﺄﺧﺬﻭﻥ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﺟﺎﻧﺐ ﺍﳍﺪﻭﺀ ﻭﺍﻟﺘﺤﻜﻢ ﰲ ﺍﻻﻧﻔﻌﺎﻻﺕ ﻋﻨﺪ ﺍﳌﻮﻫﻮﺏ؟ ﺍﻟﻐﺮﺽ ﻣﻨﻬﺎ :ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﺑﺴﻤﺔ ﺍﳍﺪﻭﺀ ﻋﻨﺪ ﻣﻮﻫﻮﺏ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(30-3ﳝﺜﻞ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺴﻤﺔ ﺍﳍﺪﻭﺀ ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﻷﺟﻮﺑﺔ ﺩﺍﺋﻤﺎ ﺃﺣﻴﺎﻧﺎ ﻧﺎﺩﺭﺍ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ 14 03 ﺍﻟﻨﺴﺒﺔ % % 70 % 15 03 ﺃﺑﺪﺍ ﺍﻤﻮﻉ 00 20 ﻛﺎ 2 ﺍﶈﺴﻮﺑﺔ ﺍﺪﻭﻟﺔ 5.7 % 00 % 15 ﻛﺎ 2 7.81 %100 ﺍﻟﺪﻻﻟﺔ ﻏﲑﺩﺍﻝ ﻣﺴﺘﻮﻯ ﺩﺭﺟﺔ ﺍﻟﺪﻻﻟﺔ ﺍﳊﺮﻳﺔ 0.05 ﺍﻟﺸﻜﻞ ﺭﻗﻢ ) :(22ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(22 0% داﺋﻤﺎ 15% أﺣﯿﺎﻧﺎ ﻧﺎدرا أﺑﺪا 15% 70% 03 ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﳌﻨﺎﻗﺸﺔ: ﻳﺘﺒﲔ ﻟﻨﺎ ﻣﻦ ﺧﻼﻝ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (22-03ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ، ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (5.7ﻭﻫﻲ ﺃﻛﱪ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) (7.81ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) (0.05ﻭﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ ) ،(03ﳑﺎ ﻳﻌﲏ ﺃﻥ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺍﻟﺪﺍﺋﻢ ﺑﺴﻤﺔ ﺍﳍﺪﻭﺀ ﻭﺍﻟﺘﺤﻜﻢ ﰲ ﺍﻻﻧﻔﻌﺎﻻﺕ ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﺣﻴﺚ ﺗﺸﲑ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻐﺎﻟﺒﺔ ﻣﻨﻬﻢ ) (%70ﺇﱃ ﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﺪﺍﺋﻢ ﺬﻩ ﺍﻟﺴﻤﺔ ﻋﻨﺪ ﺍﳌﻮﻫﻮﺑﲔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻧﺴﺒﺔ ) (%15ﻣﻨﻬﻢ ﺃﺣﻴﺎﻧﺎ ﻣﺎ ﺘﻢ ﺎ ،ﻭﻧﺴﺒﺔ ﺃﺧﺮﻯ ﳑﺎﺛﻠﺔ ) (%15ﻧﺎﺩﺭﺍ ﻣﺎ ﺘﻢ ﺬﻩ ﺍﻟﺴﻤﺔ ﺧﻼﻝ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ. ﻭﳝﻜﻦ ﺗﻔﺴﲑ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻣﻦ ﺧﻼﻝ ﺭﺑﻂ ﲰﺔ ﺍﳍﺪﻭﺀ ﻭﺍﻟﺘﺤﻜﻢ ﰲ ﺍﻻﻧﻔﻌﺎﻻﺕ ﺑﺴﻤﺔ ﺍﻟﻌﺪﻭﺍﻧﻴﺔ ﻭﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﻼﺳﺘﺜﺎﺭﺓ ،ﺣﻴﺚ ﺗﺘﺪﺍﺧﻞ ﻫﺬﻩ ﺍﻟﺴﻤﺎﺕ ﻣﻊ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ،ﻭﺗﺆﺛﺮ ﺍﻟﻮﺍﺣﺪﺓ ﻋﻠﻰ ﺍﻷﺧﺮﻯ ،ﻓﻜﺜﲑﺍ ﻣﺎ ﻳﻜﻮﻥ ﺟﺎﻧﺐ ﺍﳍﺪﻭﺀ ﻭﺍﻟﺘﺤﻜﻢ ﰲ ﺍﻻﻧﻔﻌﺎﻻﺕ ﻋﻨﺪ ﻣﻮﺍﻗﻒ ﺍﻻﺳﺘﺜﺎﺭﺓ ﻭﺍﻟﻐﻀﺐ ﺃﻣﺮ ﺇﳚﺎﰊ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ﻭﻟﻪ ﺗﺄﺛﲑ ﺑﺎﻟﻎ ﺍﻷﳘﻴﺔ ﰲ ﻧﺘﺎﺋﺞ ﺍﳌﺒﺎﺭﻳﺎﺕ ﻭﺍﳌﻨﺎﻓﺴﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ،ﻓﻜﺜﲑﺍ ﻣﺎ ﻧﺮﻯ ﺧﺴﺎﺭﺓ ﻓﺮﻳﻖ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺑﺴﺒﺐ ﺍﻻﻧﻔﻌﺎﻝ ﺍﻟﺰﺍﺋﺪ ﻟﻼﻋﺒﻴﻪ ،ﻭﺍﻟﻌﻜﺲ ﻣﻊ ﻓﺮﻕ ﺃﺧﺮﻯ ﻳﻜﻮﻥ ﻣﺴﺘﻮﻯ ﺍﳍﺪﻭﺀ ﻭﺍﻟﺘﺤﻜﻢ ﰲ ﺍﻻﻧﻔﻌﺎﻻﺕ ﻋﻨﺪ ﻻﻋﺒﻴﻬﺎ ﻛﺒﲑ ،ﻫﺬﺍ ﻣﺎ ﻳﺆﻛﺪ ﻭﺟﻮﺩ ﺍﻻﻫﺘﻤﺎﻡ ﺬﻩ ﺍﻟﺴﻤﺔ ﻋﻨﺪ ﺍﻟﻨﺎﺷﺌﲔ ﻭﺍﳌﻮﻫﻮﺑﲔ ﺑﺎﻷﺧﺺ ﺧﻼﻝ ﻋﻤﻠﻴﺎﺕ ﺍﻻﻧﺘﻘﺎﺀ ﻭﺍﻟﺘﻜﻮﻳﻦ. ﺍﻻﺳﺘﻨﺘﺎﺝ: ﻣﻦ ﺧﻼﻝ ﻣﺎ ﺳﺒﻖ ،ﻧﺴﺘﻨﺘﺞ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﺑﺴﻤﺔ ﺍﳍﺪﻭﺀ ﻭﺍﻟﺘﺤﻜﻢ ﰲ ﺍﻻﻧﻔﻌﺎﻻﺕ ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻫﺬﺍ ﻳﺆﻛﺪ ﺍﻟﺘﺮﺍﺑﻂ ﻭﻋﻼﻗﺔ ﻫﺬﻩ ﺍﻟﺴﻤﺔ ﺑﺎﻟﺴﻤﺎﺕ ﺍﻷﺧﺮﻯ ،ﺍﻟﱵ ﻛﺎﻧﺖ ﻣﻮﺿﻊ ﺍﻫﺘﻤﺎﻡ ﻣﻦ ﻃﺮﻑ ﺍﳌﺪﺭﺑﲔ ﻻﺳﻴﻤﺎ "ﺍﻟﻌﺪﻭﺍﻧﻴﺔ ،ﻭﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﻼﺳﺘﺜﺎﺭﺓ" ﻭﻫﺬﺍ ﺗﺄﻛﻴﺪ ﺁﺧﺮ ﻋﻠﻰ ﻭﺟﻮﺩ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ " "H0ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﺑﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﻟﻜﻦ ﻳﺒﻘﻰ ﺍﻻﻫﺘﻤﺎﻡ ﺟﺰﺋﻲ ﻭﻏﲑ ﺗﺎﻡ. ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) :(23ﻛﻴﻒ ﻳﺆﺛﺮ ﺟﺎﻧﺐ ﺍﻟﺴﻴﻄﺮﺓ ﻭﺣﺐ ﺍﻟﺘﻤﻠﻚ ﻋﻨﺪ ﻣﻮﻫﻮﺏ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﰲ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺋﻪ؟ ﺍﻟﻐﺮﺽ ﻣﻨﻬﺎ :ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﺑﺴﻤﺔ ﺍﻟﺴﻴﻄﺮﺓ ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(31-3ﳝﺜﻞ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺴﻤﺔ ﺍﻟﺴﻴﻄﺮﺓ ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﻷﺟﻮﺑـﺔ ﺑﺸﻜﻞ ﻛﺒﲑ ﻛﺎ 2 ﻗﻠﻴﻼ ﻻ ﺗﺆﺛﺮ ﺍﻤﻮﻉ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ 14 04 02 20 ﺍﻟﻨﺴﺒﺔ % % 70 % 20 % 10 %100 ﻛﺎ 2 ﺍﶈﺴﻮﺑﺔ ﺍﺪﻭﻟﺔ 4.13 5.99 ﺍﻟﺪﻻﻟﺔ ﻣﺴﺘﻮﻯ ﺩﺭﺟﺔ ﻏﲑﺩﺍﻝ ﺍﻟﺸﻜﻞ ﺭﻗﻢ ) :(23ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(23 10% 20% ﺑﺸﻜﻞ ﻛﺒﯿﺮ ﻗﻠﯿﻼ ﻻ ﺗﺆﺛﺮ 70% ﺍﻟﺪﻻﻟﺔ ﺍﳊﺮﻳﺔ 0.05 02 ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﳌﻨﺎﻗﺸﺔ: ﻳﻈﻬﺮ ﻟﻨﺎ ﺟﻠﻴﺎ ﻣﻦ ﺧﻼﻝ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (23-3ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) ،(4.13ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(5.99ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) (0.05ﻭﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ ) ،(02ﳑﺎ ﻳﺪﻝ ﻋﻠﻰ ﻭﺟﻮﺩ ﺍﺧﺘﻼﻑ ﺃﺟﻮﺑﺔ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺴﻤﺔ ﺍﻟﺴﻴﻄﺮﺓ ﻭﺟﺐ ﺍﻟﺘﻤﻠﻚ ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﺣﻴﺚ ﻳﺸﲑ ﺃﻏﻠﺒﻴﺔ ﺍﳌﺪﺭﺑﲔ ﺑﻨﺴﺒﺔ ) (%70ﺇﱃ ﺍﻟﺘﺄﺛﲑ ﺍﻟﻜﺒﲑ ﳍﺬﻩ ﺍﻟﺴﻤﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ،ﻭﻧﺴﺒﺔ ﺃﺧﺮﻯ ) (%20ﻣﻨﻬﻢ ﺗﻘﻮﻝ ﺑﺄﻥ ﻫﻨﺎﻙ ﺗﺄﺛﲑ ﻗﻠﻴﻞ ﳍﺎ ،ﻭﻧﺴﺒﺔ ﺃﺧﺮﻯ ﺿﺌﻴﻠﺔ ) (%10ﻳﻨﻔﻲ ﻭﺟﻮﺩ ﺗﺄﺛﲑ ﳍﺬﻩ ﺍﻟﺴﻤﺔ ﻋﻠﻰ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﻭﻻ ﺗﻮﱄ ﳍﺎ ﺍﻫﺘﻤﺎﻣﺎ. ﻭﳝﻜﻦ ﺍﻟﺘﻌﻠﻴﻖ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ،ﺑﺄﻥ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻟﻌﺒﺔ ﲨﺎﻋﻴﺔ ﺗﺘﻄﻠﺐ ﺗﻌﺎﻭﻥ ﻭﺗﻜﺎﻓﻞ ﺃﻋﻀﺎﺀ ﺍﻟﻔﺮﻳﻖ ﻣﻦ ﺃﺟﻞ ﺍﻟﻔﺮﻳﻖ ﻣﻦ ﺃﺟﻞ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻫﺪﻑ ﻭﺍﺣﺪ ﻭﻫﻮ ﺍﻟﻔﻮﺯ ،ﺑﻴﻨﻤﺎ ﺣﺐ ﺍﻟﺘﻤﻠﻚ ﻭﺍﻟﺴﻴﻄﺮﺓ ﻳﺪﺧﻞ ﺿﻤﻦ ﻧﺮﺟﺴﻴﺔ ﺍﻟﻼﻋﺐ ﻭﺍﻟﱵ ﺗﺆﺛﺮ ﺳﻠﺒﺎ ﻋﻠﻰ ﺃﺩﺍﺋﻪ ﺍﻟﺮﻳﺎﺿﻲ ﻭﻧﺘﺎﺋﺞ ﻓﺮﻳﻘﻪ ،ﻫﺬﺍ ﻣﺎ ﻳﻮﺟﺐ ﺃﺧﺬ ﻫﺬﻩ ﺍﻟﺴﻤﺔ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﻣﻦ ﻃﺮﻑ ﺍﳌﺪﺭﺑﲔ ،ﻻﺳﻴﻤﺎ ﰲ ﺍﻻﻛﺘﺸﺎﻑ ﺍﳌﺒﻜﺮ ﻟﻠﻤﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ،ﻭﻭﺿﻌﻬﺎ ﰲ ﺑﺮﺍﻣﺞ ﺍﻹﻋﺪﺍﺩ ﺍﻟﻨﻔﺴﻲ ﳍﻢ. ﺍﻻﺳﺘﻨﺘﺎﺝ: ﺍﻧﻄﻼﻗﺎ ﳑﺎ ﺳﺒﻖ ،ﻳﺆﻛﺪ ﻏﺎﻟﺒﻴﺔ ﺍﳌﺪﺭﺑﲔ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺴﻤﺔ ﺍﻟﺴﻴﻄﺮﺓ ﻭﺣﺐ ﺍﻟﺘﻤﻠﻚ ﻋﻨﺪ ﻣﻮﻫﻮﺏ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻧﺘﻘﺎﺋﻪ ،ﻫﺬﺍ ﻣﺎ ﻳﺆﻛﺪ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (21-3ﺣﻮﻝ ﲰﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ،ﺣﻴﺚ ﻳﺪﺭﻙ ﺍﳌﺪﺭﺏ ﺃﻥ ﺟﺎﻧﺐ ﺍﻷﻧﺎﻧﻴﺔ ﻭﺣﺐ ﺍﻟﺘﻤﻠﻚ ﰲ ﻟﻌﺒﺔ ﲨﺎﻋﻴﺔ ﻣﺜﻞ ﻛﺮﺓ ﺍﻟﻘﺪﻡ، ﻳﺆﺛﺮ ﺳﻠﺒﺎ ﰲ ﻣﺮﺩﻭﺩ ﺍﻟﻔﺮﻳﻖ ،ﻭﻣﻨﻪ ﻳﺘﺄﻛﺪ ﻣﺮﺓ ﺃﺧﺮﻯ ﻭﺟﻮﺩ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ " "H0ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﺑﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) :(24ﻛﻴﻒ ﺗﺆﺛﺮ ﺣﺎﻻﺕ ﺍﳋﻮﻑ ﻭﺳﻬﻮﻟﺔ ﺍﻻﺭﺗﺒﺎﻙ ﻋﻨﺪ ﻣﻮﻫﻮﺏ ﻛﺮﺓ ﺍﻟﻘﺪﻡ، ﰲ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺋﻪ؟ ﺍﻟﻐﺮﺽ ﻣﻨﻬﺎ :ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﺑﺴﻤﺔ ﺍﻟﻜﻒ "ﺍﻟﻀﺒﻂ" ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(32-3ﳝﺜﻞ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺴﻤﺔ ﺍﻟﻜﻒ "ﺍﻟﻀﺒﻂ" ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﻷﺟﻮﺑـﺔ ﺑﺸﻜﻞ ﻛﺒﲑ ﻛﺎ 2 ﻗﻠﻴﻼ ﻻ ﺗﺆﺛﺮ ﺍﻤﻮﻉ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ 02 05 13 20 ﺍﻟﻨﺴﺒﺔ % % 10 % 25 % 65 %100 ﻛﺎ 2 ﺍﶈﺴﻮﺑﺔ ﺍﺪﻭﻟﺔ 3.23 5.99 ﺍﻟﺪﻻﻟﺔ ﻏﲑ ﺩﺍﻝ ﻣﺴﺘﻮﻯ ﺩﺭﺟﺔ ﺍﻟﺪﻻﻟﺔ ﺍﳊﺮﻳﺔ 0.05 ﺍﻟﺸﻜﻞ ﺭﻗﻢ ) :(24ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ).(24 10% ﺑﺸﻜﻞ ﻛﺒﯿﺮ 25% ﻗﻠﯿﻼ ﻻ ﺗﺆﺛﺮ 65% 03 ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﳌﻨﺎﻗﺸﺔ: ﻳﺘﺒﲔ ﻟﻨﺎ ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺪﻭﻧﺔ ﰲ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (24-3ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) ،(3.23ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(5.99ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) (0.05ﻭﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ ) ،(03ﻭﻳﻌﲏ ﻫﺬﺍ ﻭﺟﻮﺩ ﺍﺧﺘﻼﻓﺎﺕ ﰲ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﺣﻮﻝ ﻣﺪﻯ ﺗﺄﺛﺮ ﲰﺔ ﺍﻟﻜﻒ "ﺍﻟﻀﺒﻂ" ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ، ﺣﻴﺚ ﺃﺷﺎﺭﺕ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻐﺎﻟﺒﺔ ﻣﻨﻬﻢ ﻭﺍﳌﻘﺪﺭﺓ ﺑـ ) (%65ﺇﱃ ﻋﺪﻡ ﺗﺄﺛﲑ ﻫﺬﻩ ﺍﻟﺴﻤﺔ ،ﻭﻧﺴﺒﺔ ﺃﺧﺮﻯ ) (%25ﺗﺸﲑ ﺇﱃ ﻭﺟﻮﺩ ﺗﺄﺛﲑ ﻭﻟﻜﻦ ﺑﺸﻜﻞ ﻗﻠﻴﻞ ،ﻭﻧﺴﺒﺔ ﺿﺌﻴﻠﺔ ﻣﻨﻬﻢ ﻭﻣﻘﺪﺭﺓ ﺑـ ) (%10ﺗﺆﻛﺪ ﻭﺟﻮﺩ ﺗﺄﺛﲑ ﳍﺬﻩ ﺍﻟﺴﻤﺔ. ﻭﳝﻜﻦ ﺗﻔﺴﲑ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ،ﺑﺎﻟﺘﻄﺮﻕ ﺇﱃ ﺣﺎﻻﺕ ﺍﳋﻮﻑ ﻭﺳﻬﻮﻟﺔ ﺍﻻﺭﺗﺒﺎﻙ ﻋﻨﺪ ﻻﻋﺐ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺗﺆﺛﺮ ﺳﻠﺒﺎ ﻋﻠﻰ ﺃﺩﺍﺋﻪ ،ﻓﻠﻌﺒﺔ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻟﻌﺒﺔ ﺗﺘﻄﻠﺐ ﺍﻻﻧﺪﻓﺎﻉ ﺍﻟﺒﺪﱐ ،ﻭﻛﺜﲑﺍ ﻣﺎ ﺗﻜﻮﻥ ﻓﻴﻬﺎ ﻣﻮﺍﻗﻒ ﺗﺘﻄﻠﺐ ﺍﻟﺸﺠﺎﻋﺔ ﻭﻋﺪﻡ ﺍﳋﻮﻑ ﻣﻦ ﺍﳋﺼﻢ ﺃﻭ ﻣﻦ ﺍﳉﻤﻬﻮﺭ ،ﻫﺬﺍ ﻣﺎ ﳚﺰﻡ ﺍﻷﳘﻴﺔ ﺍﻟﺒﺎﻟﻐﺔ ﻟﻼﻫﺘﻤﺎﻡ ﺑﺴﻤﺔ ﺍﻟﻜﻒ ﺃﻭ ﺍﻟﻀﺒﻂ ﻋﻨﺪ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺑﺪﺍﻳﺔ ﻣﺸﻮﺍﺭﻫﻢ ﺍﻟﻜﺮﻭﻱ ﻣﻦ ﺃﺟﻞ ﺗﻨﻤﻴﺔ ﻭﺗﻄﻮﻳﺮ ﻫﺬﻩ ﺍﻟﺴﻤﺔ ﻓﻴﻬﻢ ،ﻭﺍﻟﻮﺻﻮﻝ ﺑﺬﻟﻚ ﺇﱃ ﺃﺩﺍﺀ ﺭﻳﺎﺿﻲ ﺭﻓﻴﻊ ﺍﳌﺴﺘﻮﻯ. ﺍﻻﺳﺘﻨﺘﺎﺝ: ﺍﻧﻄﻼﻗﺎ ﳑﺎ ﺳﺒﻖ ،ﻧﺴﺘﻨﺘﺞ ﻏﻴﺎﺏ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺴﻤﺔ "ﺍﻟﻀﺒﻂ" ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﻫﺬﺍ ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺃﳘﻴﺘﻬﺎ ﰲ ﺍﺎﻝ ﺍﻟﺮﻳﺎﺿﻲ ،ﻭﰲ ﻟﻌﺒﺔ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺑﺎﻷﺧﺺ ،ﻭﻫﺬﺍ ﺩﻟﻴﻞ ﻋﻠﻰ ﻏﻴﺎﺏ ﻭﻋﻲ ﺍﳌﺪﺭﺑﲔ ﺑﺄﳘﻴﺔ ﻫﺬﻩ ﺍﻟﺴﻤﺔ ﺃﻭ ﻋﺪﻡ ﺗﻮﻓﺮ ﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ﻋﻨﺪﻫﻢ ﰲ ﺍﻛﺘﺸﺎﻑ ﻫﺬﻩ ﺍﻟﺴﻤﺔ ،ﺣﻴﺚ ﺗﺒﲎ ﻋﻤﻠﻴﺎﺕ ﺍﻻﻧﺘﻘﺎﺀ ﻋﻨﺪﻫﻢ ﻋﻠﻰ ﺍﳌﻼﺣﻈﺔ ﺍﻟﺒﺴﻴﻄﺔ ﻓﻘﻂ ،ﻛﻤﺎ ﺃﻛﺪﺗﻪ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﺎﺑﻘﺔ ﰲ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ).(07 ﺗﻔﺴﲑ ﻧﺘﺎﺋﺞ ﺍﶈﻮﺭ ) (03ﺍﳌﺘﻌﻠﻖ ﺑﺎﻟﻔﺮﺿﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻣﻦ ﺧﻼﻝ ﺃﺟﻮﺑﺔ ﺍﳌﺪﺭﺑﲔ: ﺗﺸﲑ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ ﺇﱃ ﺃﻥ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ "ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻻ ﲢﻈﻰ ﺑﺎﻻﻫﺘﻤﺎﻡ ﺍﻟﻜﻠﻲ ﻣﻦ ﻃﺮﻑ ﺍﳌﺪﺭﺑﲔ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﻫﺆﻻﺀ ﺍﳌﻮﻫﻮﺑﲔ. ﻭﻗﺪ ﺗﺒﲔ ﻣﻦ ﺧﻼﻝ ﺇﺟﺎﺑﺎﺕ ﻣﻌﻈﻢ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﰲ ﺍﳉﺪﻭﻝ ) (15-3ﺃﻥ ﻫﻨﺎﻙ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻟﺼﺎﱀ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻜﱪﻯ ،ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (9.9ﻭﻫﻲ ﺃﻛﱪ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) (7.81ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) (0.05ﻭﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ )،(03 ﲟﻌﲎ ﺃﻥ ﺍﳌﺪﺭﺑﲔ ﻻ ﻳﻮﻟﻮﻥ ﺍﻫﺘﻤﺎﻣﺎ ﻛﺒﲑﺍ ﲟﻼﻣﺢ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻤﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ﺍﳌﺨﺘﻠﻔﺔ ،ﻭﻫﺬﺍ ﻣﺎ ﺗﺆﻛﺪﻩ ﺇﺟﺎﺑﺎﻢ ﻟﻨﺴﺒﺔ ﻏﺎﻟﺒﺔ ) ،(%85ﻭﻧﺴﺒﺔ ﻗﻠﻴﻠﺔ ) (%15ﻧﺎﺩﺭﺍ ﻣﺖ ﺘﻢ ﲟﻼﻣﺢ ﺍﻟﺸﺨﺼﻴﺔ ﰲ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ. ﻛﻤﺎ ﺗﺸﲑ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ) (16-3ﺇﱃ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻟﺼﺎﱀ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻜﱪﻯ ،ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (8.2ﻭﻫﻲ ﺃﻛﱪ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) (7.81ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) (0.05ﻭﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ ) ،(03ﳑﺎ ﻳﻌﲏ ﺃﻥ ﻏﺎﻟﺒﻴﺔ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺑﻨﺴﺒﺔ ) (%80ﻻ ﻳﻨﻈﺮﻭﻥ ﺇﱃ ﺍﻻﺧﺘﻼﻓﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺷﺨﺼﻴﺔ ﺍﳌﻮﻫﻮﺑﲔ ،ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﻭﻣﻦ ﺧﻼﻝ ﻗﺮﺍﺀﺗﻨﺎ ﻟﻨﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (17-3ﻧﻼﺣﻆ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻦ ﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ ) (03ﻭﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) (0.05ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (3.43ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(5.99ﻭﻣﺎ ﳝﻜﻦ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻪ ﻛﻨﺘﻴﺠﺔ ﳍﺬﻩ ﺍﳌﻌﻄﻴﺎﺕ ﺃﻥ ﻫﻨﺎﻙ ﺍﻫﺘﻤﺎﻡ ﻧﺴﱯ ﻭﻟﻴﺲ ﻛﻠﻲ ﻣﻦ ﻃﺮﻑ ﺍﳌﺪﺭﺑﲔ ﺑﺴﻤﺔ ﺍﻟﻌﺼﺒﻴﺔ ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻫﺬﺍ ﻣﺎ ﻳﻘﻮﺩﻧﺎ ﺇﱃ ﺍﻟﻘﻮﻝ ﺑﺄﻥ ﻫﻨﺎﻙ ﻭﺟﻮﺩ ﻟﻠﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ ""H0 ﺍﻟﱵ ﻫﻲ ﻋﻜﺲ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺒﺪﻳﻠﺔ " "H1ﻭﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ﻋﺪﻡ ﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﻜﻠﻲ ﺑﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﻛﻤﺎ ﳒﺪ ﰲ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ،(18-3ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻦ ﺩﺭﺟﺔ، ﺗﻌﻜﺴﻬﺎ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ﻭﻳﺘﻀﺢ ﻣﻦ ﺧﻼﳍﺎ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺴﻤﺔ ﺍﻟﻌﺪﻭﺍﻧﻴﺔ ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﺫﻟﻚ ﺭﲟﺎ ﻟﻮﻋﻲ ﺍﳌﺪﺭﺑﲔ ﺑﺎﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﻠﺒﻴﺔ ﳍﺬﻩ ﺍﻟﺴﻤﺔ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺍﻟﻔﺮﻳﻖ ﻭﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻼﻋﺐ. ﺃﻣﺎ ﰲ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (19-3ﻧﻼﺣﻆ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﻣﻔﺎﺩﻫﺎ ﺃﻥ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﻻ ﻳﻌﲑﻭﻥ ﺍﻫﺘﻤﺎﻣﺎ ﻟﻠﺘﻘﻠﺐ ﺍﳌﺰﺍﺟﻲ ﳍﺆﻻﺀ ﺃﻭ ﻣﺎ ﻳﺴﻤﻰ ﺑﺴﻤﺔ ﺍﻻﻛﺘﺌﺎﺑﻴﺔ ،ﻭﻫﺬﺍ ﻣﺎ ﺗﻌﻜﺴﻪ ﺇﺟﺎﺑﺎﻢ ﺍﻟﻐﺎﻟﺒﺔ ﺑﻨﺴﺒﺔ ) ،(%85ﻫﺬﺍ ﻣﺎ ﳛﻘﻖ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺒﺪﻳﻠﺔ "."H1 ﻭﰲ ﺍﳉﺪﻭﻝ ﺭﻗﻢ " ،(20-3ﻭﻣﻦ ﺧﻼﻝ ﻧﺘﺎﺋﺞ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ،ﻧﻼﺣﻆ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﻭﻣﻔﺎﺩﻫﺎ ﺃﻥ ﻫﻨﺎﻙ ﺍﻫﺘﻤﺎﻡ ﺟﺰﺋﻲ ﺑﺴﻤﺔ ﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﻼﺳﺘﺜﺎﺭﺓ ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ﻣﻦ ﻃﺮﻑ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻭﻫﺬﺍ ﺭﲟﺎ ﻛﺬﻟﻚ ﻷﻥ ﻫﺬﻩ ﺍﻟﺴﻤﺔ ﺗﻜﻮﻥ ﻣﺼﺎﺣﺒﺔ ﻟﻠﺴﻠﻮﻙ ﺍﻟﻌﺪﻭﺍﱐ ﻭﻭﻋﻲ ﺍﳌﺪﺭﺑﲔ ﺑﺎﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﻠﺒﻴﺔ ﳌﺜﻞ ﻫﺬﺍ ﺍﻟﺴﻤﺎﺕ ﻋﻠﻰ ﺳﻠﻮﻙ ﺍﳌﻮﻫﻮﺏ ﺧﻼﻝ ﺍﳌﻨﺎﻓﺴﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺃﻭ ﺧﻼﻝ ﺍﻟﺘﺪﺭﻳﺐ ،ﻭﻫﺬﺍ ﻣﺎ ﳛﻘﻖ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ " "H0ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ﻭﺟﻮﺩ ﺍﻫﺘﻤﺎﻡ ﺟﺰﺋﻲ ﺑﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ "ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ. ﻭﺗﺸﲑ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ،(21-3ﺇﱃ ﻋﺪﻡ ﻭﺟﻮﺩ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻛﺬﻟﻚ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) (0.05ﻭﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ ) (03ﻭﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺴﻤﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﺣﻴﺚ ﺃﻥ ﺍﻟﻄﺎﺑﻊ ﺍﳉﻤﺎﻋﻲ ﻟﻠﻌﺒﺔ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻳﺘﻄﻠﺐ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺴﻤﺔ ﰲ ﺍﻟﻼﻋﺒﲔ ﺑﺸﻜﻞ ﻛﺒﲑ ،ﻭﻫﺬﺍ ﻣﺎ ﻗﺪ ﳚﺰﻡ ﻓﺮﺿﻴﺔ ﺇﺩﺭﺍﻙ ﺫﻟﻚ ﻣﻦ ﻃﺮﻑ ﺍﳌﺪﺭﺑﲔ ،ﻭﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ " "H0ﲢﻘﻘﺖ ﻛﺬﻟﻚ ﰲ ﻫﺬﺍ ﺍﳉﺎﻧﺐ. ﻛﻤﺎ ﺗﺸﲑ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (21-3ﺇﱃ ﻋﺪﻡ ﻭﺟﻮﺩ ﺩﻻﻝ ﺇﺣﺼﺎﺋﻴﺔ ،ﻣﻔﺎﺩﻫﺎ ﺃﻥ ﺍﳌﺪﺭﺑﲔ ﻳﻬﺘﻤﻮﻥ ﺑﺴﻤﺔ ﺍﳍﺪﻭﺀ ﻭﺍﻟﺘﺤﻜﻢ ﰲ ﺍﻻﻧﻔﻌﺎﻻﺕ ﻋﻨﺪ ﺍﳌﻮﻫﻮﺏ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻫﺬﺍ ﺭﲟﺎ ﺭﺍﺟﻊ ﺇﱃ ﺍﺭﺗﺒﺎﻁ ﻭﺗﺪﺍﺧﻞ ﻫﺬﻩ ﺍﻟﺴﻤﺔ ﻣﻊ ﻛﻞ ﻣﻦ ﲰﺔ "ﺍﻟﻌﺪﻭﺍﻧﻴﺔ" ﻭ"ﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﻼﺳﺘﺜﺎﺭﺓ" ﻭﺗﺄﺛﲑ ﺍﻟﻮﺍﺣﺪﺓ ﻋﻠﻰ ﺍﻷﺧﺮﻯ ،ﳑﺎ ﻳﺆﻛﺪ ﺩﺍﺋﻤﺎ ﲢﻘﻖ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ "."H0 ﻭﺑﲔ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) (23-3ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻝ ﺇﺣﺼﺎﺋﻴﺔ ﺗﻌﻜﺴﻪ ﺇﺟﺎﺑﺎﺕ ﺍﳌﺪﺭﺑﲔ ،ﻭﻳﺘﻀﺢ ﻣﻦ ﺧﻼﳍﺎ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﺑﺴﻤﺔ ﺍﻟﺴﻴﻄﺮﺓ ﻭﺣﺐ ﺍﻟﺘﻤﻠﻚ ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ،ﳑﺎ ﻳﺰﻳﺪ ﺗﺄﻛﻴﺪﺍ ﻋﻠﻰ ﲢﻘﻖ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ " "H0ﺑﺄﻥ ﻫﻨﺎﻙ ﺍﻫﺘﻤﺎﻡ ﺟﺰﺋﻲ ﺑﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ "ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﻭﺗﺄﰐ ﻧﺘﺎﺋﺞ ﺍﳉﺪﻝ ﺭﻗﻢ ) (24-3ﻣﺆﻛﺪﺓ ﻋﻠﻰ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﺗﺒﲔ ﻟﻨﺎ ﻣﻦ ﺧﻼﳍﺎ ﻏﻴﺎﺏ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺴﻤﺔ "ﺍﻟﻀﺒﻂ" ﺃﻭ "ﺍﻟﻜﻒ" ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ، ﻭﺗﺄﰐ ﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ﺩﺍﻟﺔ ﻋﻠﻰ ﲢﻘﻖ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺒﺪﻳﻠﺔ "."H1 ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﳐﺘﻠﻒ ﺍﻟﻘﺮﺍﺀﺍﺕ ،ﻭﺍﺳﺘﻨﺎﺩﺍ ﺇﱃ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺘﺤﺼﻞ ﻋﻠﻴﻬﺎ ﰲ ﺍﳉﺪﺍﻭﻝ ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﺬﻛﺮ ،ﻭﺍﳌﺆﻛﺪﺓ ﺑﻄﺮﻳﻘﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﺃﻥ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ "ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﲢﻈﻰ ﺑﺎﻻﻫﺘﻤﺎﻡ ﺍﳉﺰﺋﻲ ﻣﻦ ﻃﺮﻑ ﺍﳌﺪﺭﺑﲔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﻣﻌﻨﺎﻩ ﺃﻥ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻳﻮﻟﻮﻥ ﺍﻋﺘﺒﺎﺭﺍ ﻟﺒﻌﺾ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ﻭﻳﻬﻤﻠﻮﻥ ﺍﻟﺴﻤﺎﺕ ﺍﻷﺧﺮﻯ ،ﻭﻫﺬﺍ ﺭﺍﺟﻊ ﺭﲟﺎ ﻟﻌﺪﻡ ﻭﻫﻲ ﻫﺆﻻﺀ ﺑﺄﳘﻴﺔ ﻫﺬﻩ ﺍﻟﺴﻤﺎﺕ ﻭﺗﺄﺛﲑﻫﺎ ﺍﻟﺒﺎﻟﻎ ﺍﻷﳘﻴﺔ ﰲ ﻧﺘﺎﺋﺞ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ﲝﻜﻢ ﺍﺧﺘﻼﻑ ﻣﺆﻫﻼﻢ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﺍﺎﻝ ﺍﻟﺘﺪﺭﻳﱯ، ﺃﻭ ﻟﻌﺪﻡ ﺗﻮﻓﺮ ﺍﻟﻄﺮﻕ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﻌﻠﻤﻴﺔ ﻻﻛﺘﺸﺎﻑ ﻫﺬﻩ ﺍﻟﺴﻤﺎﺕ ﰲ ﻣﺪﺍﺭﺱ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻟﻠﻨﺎﺷﺌﲔ ،ﺃﻭ ﺍﻋﺘﻤﺎﺩﻫﻢ ﺍﻟﺪﺍﺋﻢ ﻋﻠﻰ ﻃﺮﻳﻘﺔ ﺍﳌﻼﺣﻈﺔ ﻏﲑ ﺍﻟﻌﻠﻤﻴﺔ ﺃﻭ ﺍﻟﺒﺴﻴﻄﺔ -ﻛﻤﺎ ﰎ ﺗﺄﻛﻴﺪﻩ ﺳﺎﺑﻘﺎ -ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻫﺬﺍ ﻣﺎ ﻳﻌﻜﺲ ﺇﳘﺎﳍﻢ ﺍﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﺃﻭ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻲ ﻱ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ. -2ﻣﻘﺎﺭﻧﺔ ﺍﻟﻨﺘﺎﺋﺞ ﺑﺎﻟﻔﺮﺿﻴﺎﺕ: -1-2ﻣﻘﺎﺭﻧﺔ ﻧﺘﺎﺋﺞ ﺍﶈﻮﺭ ﺍﻷﻭﻝ ﺑﺎﻟﻔﺮﺿﻴﺔ ﺍﻷﻭﱃ: ﺍﻟﻔﺮﺿﻴﺔ ﺍﻷﻭﱃ ﻛﺎﻥ ﻣﻀﻤﻮﺎ ﺃﻥ :ﺇﺗﺒﺎﻉ ﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳊﺪﻳﺜﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳉﺰﺍﺋﺮﻳﺔ ،ﻳﺪﻓﻊ ﺍﳌﺪﺭﺑﲔ ﺇﱃ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ "ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﳍﺆﻻﺀ ﺍﳌﻮﻫﻮﺑﲔ. ﻭﻣﻦ ﺧﻼﻝ ﲢﻠﻴﻞ ﻧﺘﺎﺋﺞ ﺍﶈﻮﺭ ﺍﻷﻭﻝ ﺍﳋﺎﺻﺔ ﺑﺎﻻﺳﺘﺒﻴﺎﻥ ﻭﺍﻟﱵ ﻳﻮﺿﺤﻬﺎ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﺑﺎﻟﺘﻔﺼﻴﻞ: ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(33ﻳﻮﺿﺢ ﻧﺘﺎﺋﺞ ﺍﶈﻮﺭ ﺍﻷﻭﻝ "ﺍﺗﺒﺎﻉ ﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳊﺪﻳﺜﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻳﺪﻓﻊ ﺍﳌﺪﺭﺑﲔ ﺇﱃ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ "ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﳍﺆﻻﺀ ﺍﳌﻮﻫﻮﺑﲔ. ﺍﻹﺟﺎﺑﺔ ﺍﳌﻌﺎﻳﲑ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ )(01 ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ )(02 ﺍﻟﻨﺴﺒﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﺪﻻﻟﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ % -ﻧﻌﻢ 100 -ﻻ 00 -ﺩﺍﺋﻤﺎ 80 -ﺃﺣﻴﺎﻧﺎ 15 -ﻧﺎﺩﺭﺍ 05 -ﺃﺑﺪﺍ 00 -ﺍﳉﺎﻧﺐ ﺍﳌﺮﻓﻮﻟﻮﺟﻲ 35 -ﺍﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ 10 ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) - (03ﺍﻻﺟﺘﻤﺎﻋﻲ 00 -ﺍﳉﺎﻧﺐ ﺍﳌﻴﺪﺍﱐ 30 -ﺍﳉﺎﻧﺐ ﺍﻟﺘﻘﲏ 25 4.51 8.3 1.07 3.84 7.81 9.49 ﺩﺍﻝ ﺩﺍﻝ ﻏﲑ ﺩﺍﻝ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ )(04 ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ )(05 ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ )(06 ﻃﺮﻳﻘﺔ ﺍﳌﻼﺣﻈﺔ 60 -ﺑﻄﺎﺭﻳﺔ ﺍﺧﺘﺒﺎﺭﺍﺕ 10 -ﲤﺎﺭﻳﻦ ﺗﻨﺎﻓﺴﻴﺔ 20 -ﻣﻘﺎﺑﻼﺕ ﻭﺩﻳﺔ 10 -ﺩﺍﺋﻤﺎ 00 -ﺃﺣﻴﺎﻧﺎ 10 -ﻧﺎﺩﺭﺍ 30 -ﺃﺑﺪﺍ 60 -ﺩﺍﺋﻤﺎ 10 -ﺃﺣﻴﺎﻧﺎ 15 -ﻧﺎﺩﺭﺍ 20 -ﺃﺑﺪﺍ 55 ﺍﻤﻮﻉ 65 3.4 4.2 2.5 4.91 7.81 7.81 7.81 7.428 ﻏﲑ ﺩﺍﻝ ﻏﲑ ﺩﺍﻝ ﻏﲑ ﺩﺍﻝ ﻏﲑ ﺩﺍﻝ ﻓﻤﻦ ﺧﻼﻝ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) (01ﻧﻼﺣﻆ ﺃﻥ ﺃﻏﻠﺐ ﺍﳌﺪﺭﺑﲔ ﺃﻭ ﻛﻠﻬﻢ ﺑﻨﺴﺒﺔ )(%100 ﻳﺆﻛﺪﻭﻥ ﺃﻢ ﺻﺎﺩﻓﻮﺍ ﻣﻮﺍﻫﺐ ﻛﺮﻭﻳﺔ ﻭﻋﺪﺓ ﺧﻼﻝ ﻣﺸﻮﺍﺭﻫﻢ ﺍﻟﺘﺪﺭﻳﱯ ﰲ ﻣﺪﺍﺭﺱ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ (4.51) 2ﺯﻫﻲ ﺃﻛﱪ ﻣﻦ ﻗﻴﻤﺔ ﻙ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(3.84ﳑﺎ ﻳﻌﲏ ﻭﺩﻭﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻝ ﺇﺣﺼﺎﺋﻴﺔ ﺗﺪﻋﻢ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺴﺎﺑﻘﺔ ﻭﺗﺆﻛﺪﻫﺎ. ﻭﰲ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) (02ﻳﺴﲑ ﺃﻏﻠﺒﻴﺔ ﺍﳌﺪﺭﺑﲔ ﺇﱃ ﻗﻴﺎﻣﻬﻢ ﺑﺎﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻭﺫﻟﻚ ﺑﻨﺴﺒﺔ ) ،(%80ﻭﻧﺴﺒﺔ ﺃﺧﺮﻯ ﺗﻘﺪﺭ ﺑـ ) (%15ﺃﺣﻴﺎﻧﺎ ﻣﺎ ﺗﻘﻮﻡ ﺑﺎﻻﻧﺘﻘﺎﺀ ﻭﺃﺧﺮﻯ ﺿﺌﻴﻠﺔ ﺟﺪﺍ ﺗﻘﺪﺭ ﺑﻨﺴﺒﺔ ) (%05ﺗﺸﲑ ﺇﱃ ﺃﻢ ﻧﺎﺩﺭﺍ ﻣﺎ ﻳﻘﻮﻣﻮﻥ ﺑﺎﻻﻧﺘﻘﺎﺀ ،ﻭﻫﺬﺍ ﺭﺍﺟﻊ ﺭﲟﺎ ﻻﺧﺘﻼﻑ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﳌﺘﻮﻓﺮﺓ ﻟﻜﻞ ﻣﺪﺭﺳﺔ ﻛﺮﻭﻳﺔ ﺃﻭ ﻟﺪﺭﺟﺔ ﺧﲑﺓ ﻭﺗﻜﻮﻳﻦ ﺍﳌﺪﺭﺑﲔ ،ﺣﻴﺚ ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ﻋﻤﻠﻴﺔ ﻋﻠﻤﻴﺔ ﻭﺗﺘﻄﻠﺐ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﻜﻔﺎﺀﺓ ﺍﳌﻴﺪﺍﻧﻴﺔ ﻟﻠﻤﺪﺭﺑﲔ ،ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2 ﺍﶈﺴﻮﺑﺔ ) (8.3ﻭﻫﻲ ﺃﻛﱪ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(7.81ﳑﺎ ﻳﻌﲏ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﳑﺎ ﻳﻨﻔﻲ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ " ،"H0ﻭﺍﻟﺬﻱ ﻳﺸﲑ ﺇﱃ ﺍﻟﺘﺄﻛﻴﺪ ﺃﻥ ﻫﻨﺎﻙ ﺍﻧﺘﻘﺎﺀ ﻟﻠﻤﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ. ﺃﻣﺎ ﰲ ﺍﻟﻌﺒﺎﺭﺓ ) (03ﻓﻘﺪ ﺗﺒﲔ ﺃﻥ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻳﺮﻛﺰﻭﻥ ﺃﻛﺜﺮ ﻋﻠﻰ ﺍﳉﻮﺍﻧﺐ "ﺍﳌﺮﻓﻮﻟﻮﺟﻴﺔ ﻭﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﻟﺘﻘﻨﻴﺔ" ﰲ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ،ﻭﺇﳘﺎﻝ ﺍﳉﻮﺍﻧﺐ "ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ"، ﺣﻴﺚ ﳒﺪ ) (%35ﻣﻨﻬﻢ ﻳﻬﺘﻤﻮﻥ ﺑﺎﳉﺎﻧﺐ ﺍﳌﺮﻓﻮﻟﻮﺟﻲ ﺃﻛﺜﺮ ،ﻭ) (%30ﺑﺎﳉﺎﻧﺐ ﺍﻟﺒﺪﱐ ﻭ)(%25 ﻳﻬﺘﻤﻮﻥ ﺑﺎﳉﺎﻧﺐ ﺍﻟﺘﻘﲏ ،ﰲ ﺣﲔ ) (%10ﻣﻨﻬﻢ ﻳﻬﺘﻤﻮﻥ ﺑﺎﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ،ﻭﻏﻴﺎﺏ ﻛﻠﻲ ﻟﻼﻫﺘﻤﺎﻡ ﺑﺎﳉﺎﻧﺐ ﺍﻻﺟﺘﻤﺎﻋﻲ. ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (1.7ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(9.49ﳑﺎ ﻳﻌﲏ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﻭﻫﺬﺍ ﻣﺎ ﻳﺆﻛﺪ ﻛﺬﻟﻚ ﲢﻘﻖ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ "."H0 ﻭﻣﻦ ﺧﻼﻝ ﻧﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) (04ﻧﻼﺣﻆ ﺃﻥ ﺃﻏﻠﺒﻴﺔ ﺍﳌﺪﺭﺑﲔ ﻳﻌﺘﻤﺪﻭﻥ ﺃﻛﺜﺮ ﻋﻠﻰ ﻃﺮﻳﻘﺔ ﺍﳌﻼﺣﻈﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ،ﺣﻴﺚ ﳒﺪ ) (%60ﻣﻨﻬﻢ ﻭﻫﻲ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻐﺎﻟﺒﺔ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﻃﺮﻳﻘﺔ ﺍﳌﻼﺣﻈﺔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻧﺴﺒﺔ ) (%20ﻳﺴﺘﻌﻤﻠﻮﻥ ﲤﺎﺭﻳﻦ ﺗﻨﺎﻓﺴﻴﺔ ﻭﻧﺴﺒﺔ )(%10 ﻣﻨﻬﻢ ﻳﻠﺠﺆﻭﻥ ﺇﱃ ﺍﳌﻘﺎﺑﻼﺕ ﺍﻟﻮﺩﻳﺔ ،ﻭﻧﺴﺒﺔ ﺃﺧﺮﻯ ﳑﺎﺛﻠﺔ ) (%10ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺑﻄﺎﺭﻳﺔ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ، ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (3.4ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(7.81ﳑﺎ ﻳﻌﲏ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﻭﻫﺬﺍ ﻣﺎ ﳚﺰﻡ ﻭﻳﺆﻛﺪ ﺩﺍﺋﻤﺎ ﲢﻘﻖ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ " ،"H0ﻭﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ﻋﺪﻡ ﺍﺗﺒﺎﻉ ﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ﺧﻼﻝ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ،ﻭﺑﺎﻟﺘﺎﱄ ﻋﺪﻡ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﳍﺆﻻﺀ ﺍﳌﻮﻫﻮﺑﲔ "ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﻭﰲ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) (05ﻓﻘﺪ ﺃﺷﺎﺭ ﺃﻏﻠﺒﻴﺔ ﺍﳌﺪﺭﺑﲔ ﺑﻨﺴﺒﺔ ) (%60ﺃﻢ ﻻ ﻳﻬﺘﻤﻮﻥ ﲟﺒﺪﺃ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻧﺴﺒﺔ ) (%30ﻧﺎﺩﺭﺍ ﻣﺎ ﺘﻢ ﺬﺍ ﺍﳌﺒﺪﺃ ،ﻭﻧﺴﺒﺔ ) (%10ﻣﻨﻬﻢ ﺃﺣﻴﺎﻧﺎ ﻣﺎ ﺘﻢ ،ﲝﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (4.2ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2 ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(7.81ﳑﺎ ﻳﺪﻝ ﻋﻠﻰ ﻋﺪﻡ ﻭﺟﻮﺩ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﺃﻱ ﲢﻘﻖ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ "."H0 ﺃﻣﺎ ﰲ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) (06ﻓﻘﺪ ﺃﺷﺎﺭﺕ ﻧﺴﺒﺔ ﻛﺒﲑﺓ ﻣﻦ ﺍﳌﺪﺭﺑﲔ ﻭﺍﳌﻘﺪﺭﺓ ﺑـ ) (%55ﺇﱃ ﻋﺪﻡ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺎﳌﺮﺍﻗﺒﺔ ﺍﻟﻄﺒﻴﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﳐﺘﻠﻒ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻧﺴﺒﺔ ) (%20ﻣﻨﻬﻢ ﻧﺎﺩﺭﺍ ﻣﺎ ﺘﻢ ،ﻭﻧﺴﺒﺔ ) (%15ﻣﻨﻬﻢ ﺃﺣﻴﺎﻧﺎ ﻣﺎ ﺘﻢ ،ﻭ) (%10ﻳﻬﺘﻤﻮﻥ ﺬﺍ ﺍﳉﺎﻧﺐ ،ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (2.5ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(7.81ﳑﺎ ﻳﻌﲏ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﺃﻱ ﲢﻘﻖ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ "."H0 ﻣﻦ ﺧﻼ ﻗﺮﺍﺀﺗﻨﺎ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺴﺎﺑﻘﺔ ،ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻷﻭﱃ ﱂ ﺗﺘﺤﻘﻖ ﺑﻨﺴﺒﺔ ) ،(%65ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (3.893ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(7.428ﳑﺎ ﻳﻌﲏ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﻭﺑﺎﻟﺘﺎﱄ ﱂ ﺗﺘﺤﻘﻖ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺒﺪﻳﻠﺔ " "H1ﻭﲢﻘﻘﺖ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ " ،"H0ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ﻏﻴﺎﺏ ﺍﺗﺒﺎﻉ ﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳊﺪﻳﺜﺔ ﻣﻦ ﻃﺮﻑ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ،ﳑﺎ ﻳﺆﻛﺪ ﻋﺪﻡ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺎﶈﺪﺩﺍﺕ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻴﺔ ﻻﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻻﺳﻴﻤﺎ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﳍﺆﻻﺀ ،ﻭﺍﻟﱵ ﻫﻲ ﻣﻮﺿﻮﻉ ﲝﺜﻨﺎ. -2-2ﻣﻘﺎﺭﻧﺔ ﻧﺘﺎﺋﺞ ﺍﶈﻮﺭ ﺍﻟﺜﺎﱐ ﺑﺎﻟﻔﺮﺿﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ: ﻟﻘﺪ ﺍﻓﺘﺮﺿﻨﺎ ﺃﻥ ﺍﻟﻌﻨﺎﻳﺔ ﻭﺍﻟﺘﻘﺮﺏ ﺍﻟﺰﺍﺋﺪﻳﻦ ﲟﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻧﺘﻘﺎﺋﻬﻢ ،ﻳﺴﺎﻋﺪ ﰲ ﺍﻛﺘﺸﺎﻑ ﲰﺎﻢ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺎ. ﻣﻦ ﺧﻼﻝ ﲢﻠﻴﻞ ﻧﺘﺎﺋﺞ ﺍﶈﻮﺭ ﺍﻟﺜﺎﱐ ﺍﳋﺎﺻﺔ ﺑﺎﻻﺳﺘﺒﻴﺎﻥ ﻭﺍﻟﱵ ﻳﻮﺿﺤﻬﺎ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ: ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(34ﻳﻮﺿﺢ ﻧﺘﺎﺋﺞ ﺍﶈﻮﺭ ﺍﻟﺜﺎﱐ "ﺍﻟﻌﻨﺎﻳﺔ ﻭﺍﻟﺘﻘﺮﺏ ﺍﻟﺰﺍﺋﺪﻳﻦ ﲟﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ،ﻳﺴﺎﻋﺪ ﰲ ﺍﻛﺘﺸﺎﻑ ﲰﺎﻢ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺎ. ﺍﻹﺟﺎﺑﺔ ﺍﳌﻌﺎﻳﲑ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ )(07 ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ )(08 % -ﺩﺍﺋﻤﺎ 10 -ﺃﺣﻴﺎﻧﺎ 10 -ﻧﺎﺩﺭﺍ 80 -ﺃﺑﺪﺍ 00 -ﺩﺍﺋﻤﺎ 05 -ﺃﺣﻴﺎﻧﺎ 10 -ﻧﺎﺩﺭﺍ 15 -ﺃﺑﺪﺍ 70 ﺇﺟﺮﺍﺀ ﻣﻘﺎﺑﻼﺕﻣﻌﻬﻢ 10 ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) - (09ﺍﻟﺘﺤﺎﻭﺭ ﻣﻌﻬﻢ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ )(10 ﺍﻟﻨﺴﺒﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﺪﻻﻟﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ 20 ﻣﻼﺣﻈﺘﻬﻢ ﻋﻦﺑﻌﺪ 20 -ﺩﺍﺋﻤﺎ 10 -ﺃﺣﻴﺎﻧﺎ 10 -ﻧﺎﺩﺭﺍ 20 -ﺃﺑﺪﺍ 60 6.2 5.5 4.13 3.4 7.81 7.81 5.99 7.81 ﻏﲑ ﺩﺍﻝ ﻏﲑ ﺩﺍﻝ ﻏﲑ ﺩﺍﻝ ﻏﲑ ﺩﺍﻝ -ﺩﺍﺋﻤﺎ 05 -ﺃﺣﻴﺎﻧﺎ 15 -ﻧﺎﺩﺭﺍ 15 -ﺃﺑﺪﺍ 65 ﺍﻟﺘﻮﻗﻒ ﻋﻨﺪﻫﺎﻭﻣﻌﺎﳉﺘﻬﺎ 30 ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) - (12ﺍﻻﺗﺼﺎﻝ ﺑﺄﺧﺼﺎﺋﻲ ﻧﻔﺴﺎﱐ 00 ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ )(11 ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ )(13 ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ )(14 -ﲡﺎﻫﻠﻬﺎ 70 -ﺩﺍﺋﻤﺎ 00 -ﺃﺣﻴﺎﻧﺎ 00 -ﻧﺎﺩﺭﺍ 10 -ﺃﺑﺪﺍ 90 -ﺯﺍﺋﺪ 10 -ﻗﻠﻴﻞ 15 -ﻋﺎﺩﻱ 20 -ﻻ ﻳﻮﺟﺪ 55 ﺍﻤﻮﻉ 63.75 4.4 4.93 11.4 2.5 5.30 7.81 5.99 7.81 7.81 7.355 ﻏﲑ ﺩﺍﻝ ﻏﲑ ﺩﺍﻝ ﺩﺍﻝ ﻏﲑ ﺩﺍﻝ ﻏﲑ ﺩﺍﻝ ﻓﻤﻦ ﺧﻼﻝ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) (07ﻧﻼﺣﻆ ﺃﻥ ﺃﻏﻠﺒﻴﺔ ﺍﳌﺪﺭﺑﲔ ﺑﻨﻴﺔ ) (%80ﻻ ﻳﻮﻟﻮﻥ ﺍﻫﺘﻤﺎﻣﺎ ﻭﻋﻨﺎﻳﺔ ﺯﺍﺋﺪﻳﻦ ﺑﺎﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻧﺴﺒﺔ ) (%10ﻣﻨﻬﻢ ﺃﺣﻴﺎﻧﺎ ﻣﺎ ﻳﻬﺘﻤﻮﻥ ،ﻭﻧﺴﺒﺔ ﳑﺎﺛﻠﺔ ﺃﻱ ) (%10ﻳﻬﺘﻤﻮﻥ ﺑﺸﻜﻞ ﺯﺍﺋﺪ ﺆﻻﺀ ﺍﳌﻮﻫﻮﺑﲔ ،ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2 ﺍﶈﺴﻮﺑﺔ ) (6.2ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(7.81ﻭﻫﺬﺍ ﻳﻌﲏ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﺗﺆﻛﺪ ﻋﺪﻡ ﺇﻋﻄﺎﺀ ﺍﳌﻮﻫﻮﺏ ﻛﻔﺎﻳﺘﻪ ﻣﻦ ﺍﻟﻌﻨﺎﻳﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﻭﰲ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) (08ﺗﺸﻲ ﻧﺴﺒﺔ ﻛﺒﲑﺓ ﻣﻦ ﺍﳌﺪﺭﺑﲔ ) (%70ﺇﱃ ﻋﺪﻡ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻧﺴﺒﺔ ) (%15ﻣﻨﻬﻢ ﻧﺎﺩﺭﺍ ﻣﺎ ﺘﻢ ،ﻭﻧﺴﺒﺔ ﺃﺧﺮﻯ ﻣﻘﺪﺭﺓ ﺑـ ) (%10ﺃﺣﻴﺎﻧﺎ ﻣﺎ ﺘﻢ ،ﻭﻧﺴﺒﺔ ﺿﺌﻴﻠﺔ ﺟﺪﺍ ﺗﻘﺪﺭ ﺑـ ) (%05ﺘﻢ ﺬﺍ ﺍﳉﺎﻧﺐ ،ﻭﻫﺬﺍ ﺭﲟﺎ ﺭﺍﺟﻊ ﺇﱃ ﻋﻨﺼﺮ ﺍﻟﻜﻔﺎﺀﺓ ﺍﳌﻬﻨﻴﺔ ﳍﺆﻻﺀ ﺃﻭ ﺍﳌﺴﺘﻮﻯ ﻭﺍﳌﺆﻫﻞ ﺍﻟﻌﻠﻤﻲ ﳍﻢ ،ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (5.5ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(7.81ﳑﺎ ﻳﻌﲏ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﻣﺆﻛﺪﺓ ﲢﻘﻖ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ " "H0ﺍﻟﱵ ﺗﺸﺮ ﺇﱃ ﻋﺪﻡ ﺇﻋﻄﺎﺀ ﺍﳌﻮﻫﻮﺏ ﺍﻟﻌﻨﺎﻳﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﺰﺍﺋﺪﻳﻦ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ،ﳑﺎ ﻳﻌﺮﻗﻞ ﻋﻤﻠﻴﺔ ﺍﻛﺘﺸﺎﻑ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﳍﺆﻻﺀ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺎ. ﻭﰲ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) (09ﳒﺪ ﻧﺴﺒﺔ ) (%70ﻣﻦ ﺍﳌﺪﺭﺑﲔ ﻳﻌﺘﻤﺪﻭﻥ ﺍﳌﻼﺣﻈﺔ ﻋﻦ ﺑﻌﺪ ﻟﻠﻤﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ﻭﻻ ﻳﺘﻘﺮﺑﻮﻥ ﻣﻨﻬﻢ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ،ﻭﻧﺴﺒﺔ ) (%20ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﻃﺮﻳﻘﺔ ﺍﻟﺘﺤﺎﻭﺭ ﻣﻌﻬﻢ ،ﻭﻫﻲ ﻃﺮﻳﻘﺔ ﻓﻌﺎﻟﺔ ﰲ ﺍﻛﺘﺸﺎﻑ ﺍﻟﻨﻮﺍﺣﻲ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﻻﺳﻴﻤﺎ ﲰﺎﺕ ﺷﺨﺼﻴﺘﻬﻢ ،ﻭﳒﺪ ﻧﺴﺒﺔ ) (%10ﺗﻘﻮﻡ ﺑﺈﺟﺮﺍﺀ ﻣﻘﺎﺑﻼﺕ ﻣﻌﻬﻢ ﻭﻫﻲ ﻛﺬﻟﻚ ﻃﺮﻳﻘﺔ ﺃﻛﺜﺮ ﻓﻌﺎﻟﻴﺔ ﰲ ﺍﻛﺘﺸﺎﻑ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﳍﺆﻻﺀ ،ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (4.13ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(5.99ﻭﻫﺬﺍ ﻳﺪﻝ ﻋﻠﻰ ﲢﻘﻖ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ "."H0 ﻭﺗﺸﲑ ﻧﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) (10ﺇﱃ ﻭﺟﻮﺩ ﻧﺴﺒﺔ ) (%60ﻣﻦ ﺍﳌﺪﺭﺑﲔ ﻻ ﻳﺘﻘﺮﺑﻮﻥ ﺃﺑﺪﺍ ﻣﻦ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻧﺴﺒﺔ ) (%20ﻧﺎﺩﺭﺍ ﻣﺎ ﻳﺘﻘﺮﺑﻮﻥ ﻭﻧﺴﺒﺔ ) (%10ﺃﺣﻴﺎﻧﺎ ﻣﺎ ﻳﺘﻘﺮﺑﻮﻥ ،ﻭﻧﺴﺒﺔ ﺃﺧﺮﻯ ﳑﺎﺛﻠﺔ ﺗﺘﻘﺮﺏ ﻣﻦ ﺍﳌﻮﻫﻮﺑﲔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (3.4ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(7.81ﻭﻫﺬﺍ ﻣﻔﺎﺩﻩ ﺃﻥ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ " "H0ﲢﻘﻘﺖ. ﻛﻤﺎ ﳒﺪ ﰲ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) (11ﻧﺴﺒﺔ ) (%65ﻣﻦ ﺍﳌﺪﺭﺑﲔ ﻻ ﻳﺘﺪﺧﻠﻮﻥ ﰲ ﺣﻞ ﻣﺸﺎﻛﻞ ﺍﳌﻮﻫﻮﺑﲔ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻧﺴﺒﺔ ) (%15ﻧﺎﺩﺭﺍ ﻣﺎ ﻳﺘﺪﺧﻠﻮﻥ ،ﻭﻧﺴﺒﺔ ﺃﺧﺮﻯ ﳑﺎﺛﻠﺔ ﺃﻱ ) (%15ﺃﺣﻴﺎﻧﺎ ﻣﺎ ﻳﺘﺪﺧﻠﻮﻥ ،ﻭﳒﺪ ﻧﺴﺒﺔ ) (%05ﻭﻫﻲ ﻧﺴﺒﺔ ﺿﺌﻴﻠﺔ ﺟﺪﺍ ﻳﺴﺎﻋﺪﻭﻥ ﰲ ﺣﻞ ﻣﺸﺎﻛﻞ ﺍﳌﻮﻫﻮﺑﲔ ،ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (4.4ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(7.81ﻭﻫﺬﺍ ﻳﺪﻝ ﺩﺍﺋﻤﺎ ﻋﻠﻰ ﲢﻘﻖ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ "."H0 ﻛﻤﺎ ﺗﺸﲑ ﻧﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) (12ﺇﱃ ﻭﺟﻮﺩ ﻧﺴﺒﺔ ) (%70ﻣﻦ ﺍﳌﺪﺭﺑﲔ ﻳﺘﺠﺎﻫﻠﻮﻥ ﺍﻟﺴﻠﻮﻛﺎﺕ ﻏﲑ ﺍﻟﺴﻮﻳﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻧﺴﺒﺔ ) (%30ﻳﺘﻮﻗﻔﻮﻥ ﻋﻨﺪﻫﺎ ﳏﺎﻭﻟﲔ ﻓﻬﻤﻬﺎ ﻭﻣﻌﺎﳉﺘﻬﺎ ،ﻭﻫﺬﺍ ﺟﺎﻧﺐ ﺇﳚﺎﰊ ﻭﻟﻪ ﺩﻭﺭﻩ ﰲ ﺇﻋﻄﺎﺀ ﻧﺘﺎﺋﺞ ﺩﻗﻴﻘﺔ ﻭﻭﺍﺿﺤﺔ ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﻻﻧﺘﻘﺎﺀ ،ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (4.93ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ) ،(5.99ﳑﺎ ﻳﻌﲏ ﺩﺍﺋﻤﺎ ﲢﻘﻖ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ "."H0 ﻭﰲ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) (13ﳒﺪ ﻧﺴﺒﺔ ﻏﺎﻟﺒﺔ ﻣﻦ ﺍﳌﺪﺭﺑﲔ ﺗﻘﺪﺭ ﺑـ ) (%90ﻻ ﻳﻬﺘﻤﻮﻥ ﺑﺈﺟﺮﺍﺀ ﺍﻟﻔﺤﻮﺻﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻧﺴﺒﺔ ) (%10ﻣﻨﻬﻢ ﻧﺎﺩﺭﺍ ﻣﺎ ﺘﻢ ،ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (11.4ﻭﻫﻲ ﺃﻛﱪ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(7.81ﻭﻫﺬﺍ ﺩﻟﻴﻞ ﻋﻠﻰ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺗﻌﻜﺲ ﺍﻟﻐﻴﺎﺏ ﺍﻟﺘﺎﻡ ﻟﻼﻫﺘﻤﺎﻡ ﺑﺎﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﻟﻠﻤﻮﻫﻮﺑﲔ ﻣﻦ ﻃﺮﻑ ﺍﳌﺪﺭﺑﲔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﻭﻣﻦ ﺧﻼﻝ ﻗﺮﺍﺀﺗﻨﺎ ﻟﻠﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ،(14ﳒﺪ ﻧﺴﺒﺔ ) (%55ﻣﻦ ﺍﳌﺪﺭﺑﲔ ﻻ ﻳﻬﺘﻤﻮﻥ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ﺑﺎﳌﻮﻫﻮﺑﲔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻧﺴﺒﺔ ) (%20ﻣﻨﻬﻢ ﺍﻫﺘﻤﺎﻣﻬﻢ ﻋﺎﺩﻱ ﺑﺎﳌﻮﻫﻮﺑﲔ ،ﻭﻧﺴﺒﺔ ) (%15ﺍﻫﺘﻤﺎﻣﻬﻢ ﻗﻠﻴﻞ ،ﺃﻣﺎ ﻧﺴﺒﺔ ) (%10ﻣﻨﻬﻢ ﻓﻴﻬﺘﻤﻮﻥ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ﻭﺯﺍﺋﺪ ﺑﺎﳌﻮﻫﻮﺑﲔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (2.5ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(7.81ﳑﺎ ﻳﺪﻝ ﻋﻠﻰ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﳑﺎ ﻳﺪﻝ ﻋﻠﻰ ﲢﻘﻖ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ "."H0 ﻣﻦ ﺧﻼﻝ ﻗﺮﺍﺀﺗﻨﺎ ﻟﻨﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺴﺎﺑﻘﺔ ،ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﱂ ﺗﺘﺤﻘﻖ ﺑﻨﺴﺒﺔ ) ،(%70ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (5.557ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(7.355ﳑﺎ ﻳﻌﲏ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﻭﺑﺎﻟﺘﺎﱄ ﺗﻨﻔﻲ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺒﺪﻳﻠﺔ ""H1 ﻭﻧﻘﺒﻞ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ " "H0ﻭﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ﻏﻴﺎﺏ ﺍﻟﻌﻨﺎﻳﺔ ﻭﺍﻟﺘﻘﺮﺏ ﺍﻟﺰﺍﺋﺪﻳﻦ ﲟﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ،ﳑﺎ ﻳﻌﺮﻗﻞ ﻋﻤﻠﻴﺔ ﺍﻛﺘﺸﺎﻑ ﲰﺎﻢ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺎ. -3-2ﻣﻘﺎﺭﻧﺔ ﻧﺘﺎﺋﺞ ﺍﶈﻮﺭ ﺍﻟﺜﺎﻟﺚ ﺑﺎﻟﻔﺮﺿﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ: ﻟﻘﺪ ﺍﻓﺘﺮﺿﻨﺎ ﺃﻥ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ "ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻻ ﲢﻈﻰ ﺑﺎﻻﻫﺘﻤﺎﻡ ﺍﻟﻜﻠﻲ ﻣﻦ ﻃﺮﻑ ﺍﳌﺪﺭﺑﲔ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(35ﲢﻠﻴﻞ ﻧﺘﺎﺋﺞ ﻋﺒﺎﺭﺍﺕ ﺍﶈﻮﺭ ﺍﻟﺜﺎﻟﺚ ﻣﻜﺎﻧﺔ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ "ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ﺍﻹﺟﺎﺑﺔ ﺍﳌﻌﺎﻳﲑ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻨﺴﺒﺔ % -ﺩﺍﺋﻤﺎ 00 -ﺃﺣﻴﺎﻧﺎ 00 -ﻧﺎﺩﺭﺍ 15 -ﺃﺑﺪﺍ 85 -ﺩﺍﺋﻤﺎ 00 -ﺃﺣﻴﺎﻧﺎ 10 -ﻧﺎﺩﺭﺍ 10 -ﺃﺑﺪﺍ 80 -ﻛﺜﲑﺍ 00 ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) - (17ﻗﻠﻴﻼ 45 ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ )(15 ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ )(16 ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﺪﻻﻟﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ -ﻻ ﺗﺆﺛﺮ 55 -ﻛﺜﲑﺍ 60 ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) - (18ﻗﻠﻴﻼ 40 -ﻻ ﺗﺆﺛﺮ 00 -ﺑﺸﻜﻞ ﻛﺒﲑ 00 ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) - (19ﻗﻠﻴﻼ ﻻ ﻳﺆﺛﺮﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) - (20ﺑﺸﻜﻞ ﻛﺒﲑ 15 9.9 6.2 3.43 3.73 8.23 7.81 7.81 5.99 5.99 5.99 ﺩﺍﻝ ﻏﲑ ﺩﺍﻝ ﻏﲑ ﺩﺍﻝ ﻏﲑ ﺩﺍﻝ ﺩﺍﻝ 85 00 3.73 5.99 ﻏﲑ ﺩﺍﻝ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ )(21 ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ )(22 -ﻗﻠﻴﻼ 40 -ﻻ ﻳﺆﺛﺮ 60 -ﺩﺍﺋﻤﺎ 75 -ﺃﺣﻴﺎﻧﺎ 15 -ﻧﺎﺩﺭﺍ 10 -ﺃﺑﺪﺍ 00 -ﺩﺍﺋﻤﺎ 70 -ﺃﺣﻴﺎﻧﺎ 15 -ﻧﺎﺩﺭﺍ 15 -ﺃﺑﺪﺍ 00 -ﺑﺸﻜﻞ ﻛﺒﲑ 70 ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) - (23ﻗﻠﻴﻼ 20 -ﻻ ﻳﺆﺛﺮ 10 -ﺑﺸﻜﻞ ﻛﺒﲑ 10 ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) - (24ﻗﻠﻴﻼ ﻻ ﻳﺆﺛﺮﺍﻤﻮﻉ 25 7.81 5.7 7.81 4.13 5.99 4.13 5.99 3.23 ﺩﺍﻝ ﻏﲑ ﺩﺍﻝ ﻏﲑ ﺩﺍﻝ ﻏﲑ ﺩﺍﻝ 65 70.50 5.24 6.718 ﻏﲑ ﺩﺍﻝ ﻓﻤﻦ ﺧﻼﻝ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) (15ﻧﻼﺣﻆ ﺃﻏﻠﺐ ﺍﳌﺪﺭﺑﲔ ﺑﻨﺴﺒﺔ ) ،(%85ﻻ ﻳﻬﺘﻤﻮﻥ ﲟﻼﻣﺢ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻧﺴﺒﺔ ) (%15ﻣﻨﻬﻢ ﻧﺎﺩﺭﺍ ﻣﺎ ﻳﻬﺘﻤﻮﻥ ﺬﺍ ﺍﳉﺎﻧﺐ، ﲝﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (9.9ﻭﻫﻲ ﺃﻛﱪ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(7.81ﳑﺎ ﻳﻌﲏ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﻭﺍﻟﱵ ﺗﺆﻛﺪ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺒﺪﻳﻠﺔ " "H1ﻭﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ﻋﺪﻡ ﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﻜﻠﻲ ﺑﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﻣﻦ ﺧﻼﻝ ﻧﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ،(16ﻳﺸﲑ ﺃﻏﻠﺐ ﺍﳌﺪﺭﺑﲔ ﺑﻨﺴﺒﺔ ) (%80ﺇﱃ ﻏﻴﺎﺏ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﻔﺮﻭﻗﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻧﺴﺒﺔ ) (%10ﻣﻨﻬﻢ ﻧﺎﺩﺭﺍ ﻣﺎ ﺗﻨﻈﺮ ﺇﱃ ﻫﺬﻩ ﺍﻟﻔﺮﻭﻗﺎﺕ ،ﻭﻧﺴﺒﺔ ﺃﺧﺮﻯ ﳑﺎﺛﻠﺔ ﺃﺣﻴﺎﻧﺎ ﻣﺎ ﻢ ﺬﻩ ﺍﻟﻔﺮﻭﻗﺎﺕ ،ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (6.2ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(7.81ﻭﻫﺬﺍ ﻳﻌﲏ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﳑﺎ ﻳﻌﲏ ﲢﻘﻖ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻔﺮﻳﺔ "."H0 ﻭﰲ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ،(17ﺗﺸﲑ ﻧﺴﺒﺔ ) (%55ﻣﻦ ﺇﱃ ﻋﺪﻡ ﺗﺄﺛﲑ ﲰﺔ ﺍﻟﻌﺼﺒﻴﺔ ﳌﻮﻫﻮﺏ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺋﻪ ،ﻭﻧﺴﺒﺔ ﺃﺧﺮﻯ ﻣﻘﺪﺭﺓ ﺑـ ) (%45ﺗﺸﲑ ﺇﱃ ﺗﺄﺛﲑ ﻫﺬﻩ ﺍﻟﺴﻤﺔ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﻭﻟﻜﻦ ﺑﺸﻜﻞ ﻗﻠﻴﻞ ،ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (3.43ﻭﻫﻲ ﺃﻗﻞ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2 ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(5.99ﳑﺎ ﻳﻌﲏ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﻭﻫﺬﺍ ﻣﺎ ﻳﺪﻝ ﻋﻠﻰ ﻧﻔﻲ ﺍﻟﺒﺪﻳﻠﺔ " ،"H1ﻭﲢﻘﻖ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ " ،"H0ﻭﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ﺃﻥ ﻫﻨﺎﻙ ﺑﻌﺾ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ. ﺃﻣﺎ ﰲ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ،(18ﻓﻘﺪ ﺃﺷﺎﺭ ﺃﻏﻠﺒﻴﺔ ﺍﳌﺪﺭﺑﲔ ﺑﻨﺴﺒﺔ ) (%60ﺇﱃ ﺍﻟﺘﺄﺛﲑ ﺍﻟﻜﺒﲑ ﻟﻠﺴﻠﻮﻙ ﺍﻟﻌﺪﻭﺍﱐ ﻟﻠﻤﻮﻫﻮﺏ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺋﻪ ،ﻭﻧﺴﺒﺔ ) (%40ﺗﺸﲑ ﺇﱃ ﺗﺄﺛﲑ ﻫﺬﺍ ﺍﻟﺴﻠﻮﻙ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺏ ﻛﺮﻭﻳﺎ ،ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (3.73ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2 ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(5.99ﳑﺎ ﻳﻌﲏ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﻭﻫﺬﺍ ﻣﺎ ﻳﺆﻛﺪ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ " ،"H0ﻭﻳﻨﻔﻲ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺒﺪﻳﻠﺔ "."H1 ﻭﰲ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ،(19ﻓﻘﺪ ﺃﺷﺎﺭﺕ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻐﺎﻟﺒﺔ ﻣﻦ ﺍﳌﺪﺭﺑﲔ ) (%85ﺇﱃ ﻋﺪﻡ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺴﻤﺔ ﺍﻻﻛﺘﺌﺎﺑﻴﺔ ﺃﻭ ﺍﻟﺘﺬﺑﺬﺏ ﺍﳌﺰﺍﺟﻲ ﻋﻨﺪ ﺍﳌﻮﻫﻮﺏ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻧﺴﺒﺔ ) (%15ﻣﻨﻬﻢ ﻳﻬﺘﻤﻮﻥ ﻗﻠﻴﻼ ﺬﺍ ﺍﳉﺎﻧﺐ ،ﲝﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (8.23ﻭﻫﻲ ﺃﻛﱪ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(5.99ﻣﺎ ﻳﻌﲏ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﻭﻫﺬﺍ ﻣﺎ ﻳﺆﻛﺪ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺒﺪﻳﻠﺔ "."H1 ﺃﻣﺎ ﰲ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ،(20ﻓﻘﺪ ﺃﺷﺎﺭ ﻋﺪﺩ ﻣﻦ ﺍﳌﺪﺭﺑﲔ ﺑﻨﺴﺒﺔ ) (%60ﺇﱃ ﻋﺪﻡ ﺗﺄﺛﲑ ﲰﺔ ﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﻼﺳﺘﺜﺎﺭﺓ ﻋﻨﺪ ﺍﳌﻮﻫﻮﺏ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺋﻪ ،ﻭﻧﺴﺒﺔ ) (%40ﻭﻫﻲ ﻧﺴﺒﺔ ﻧﻮﻋﺎ ﻣﺎ ﻣﻘﺎﺭﺑﺔ ﻟﻸﻭﱃ ﺃﺷﺎﺭﺕ ﺇﱃ ﺃﻥ ﻫﻨﺎﻙ ﺗﺄﺛﲑﺍ ﻟﻜﻦ ﻗﻠﻴﻞ ﺃﻭ ﺟﺰﺋﻲ ،ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ )(3.73 ﻭﻫﻲ ﺃﻗﻞ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(5.99ﳑﺎ ﻳﻌﲏ ﻋﺪﻡ ﻭﺟﻮﺩ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﻭﻫﺬﺍ ﻣﺎ ﳛﻘﻖ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ " "H0ﻭﻳﻨﻔﻲ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺒﺪﻳﻠﺔ "."H1 ﻭﻣﻦ ﺧﻼﻝ ﻧﺘﺎﺋﺞ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ،(21ﻳﺘﺒﲔ ﻟﻨﺎ ﺃﻥ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻐﺎﻟﺒﺔ ﻣﻦ ﺍﳌﺪﺭﺑﲔ ﺑﻨﺴﺒﺔ )(%75 ﺘﻢ ﺑﺴﻤﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻋﻨﺪ ﺍﳌﻮﻫﻮﺑﲔ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻧﺴﺒﺔ ) (%15ﺃﺣﻴﺎﻧﺎ ﻣﺎ ﺘﻢ ،ﻭﻧﺴﺒﺔ ) (%10ﺗﻘﻮﻝ ﺑﺄﺎ ﻧﺎﺩﺭﺍ ﻣﺎ ﺘﻢ ﺬﻩ ﺍﻟﺴﻤﺔ ،ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (6.9ﻭﻫﻲ ﺃﺻﻐﺮ ﻣﻦ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(7.81ﻭﻫﺬﺍ ﺩﻟﻴﻞ ﻋﻠﻰ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ، ﳑﺎ ﻳﻌﲏ ﲢﻘﻖ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ " "H0ﻭﻳﻨﻔﻲ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺒﺪﻳﻠﺔ "."H1 ﻭﰲ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ،(22ﻓﻘﺪ ﺃﺷﺎﺭﺕ ﻧﺴﺒﺔ ) (%70ﻣﻦ ﺍﳌﺪﺭﺑﲔ ﺇﱃ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺴﻤﺔ ﺍﳍﺪﻭﺀ ﻭﺍﻟﺘﺤﻜﻢ ﰲ ﺍﻻﻧﻔﻌﺎﻻﺕ ﻋﻨﺪ ﺍﳌﻮﻫﻮﺑﲔ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻧﺴﺒﺔ ) (%15ﺃﺣﻴﺎﻧﺎ ﻣﺎ ﺘﻢ ،ﻭﻧﺴﺒﺔ ﺃﺧﺮﻯ ﳑﺎﺛﻠﺔ ) (%15ﻧﺎﺩﺭﺍ ﻣﺎ ﺘﻢ ،ﲝﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (5.7ﻭﻫﻲ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(7.81ﻣﺎ ﻳﻌﲏ ﻋﺪﻡ ﻭﺟﻮﺩ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﻭﻫﺬﺍ ﻣﺎ ﻳﻨﻔﻲ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺒﺪﻳﻠﺔ " "H1ﻭﳛﻘﻖ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ "."H0 ﰲ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ،(23ﻓﻘﺪ ﺃﺷﺎﺭﺕ ﻧﺴﺒﺔ ﻛﺒﲑﺓ ﻣﻦ ﺍﳌﺪﺭﺑﲔ ) (%70ﺇﱃ ﺍﻟﺘﺄﺛﲑ ﺍﻟﻜﺒﲑ ﻟﺴﻤﺔ ﺍﻟﺴﻴﻄﺮﺓ ﻭﺣﺐ ﺍﻟﺘﻤﻠﻚ ﻋﻨﺪ ﺍﳌﻮﻫﻮﺏ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺋﻪ ،ﻭﻧﺴﺒﺔ ) (%20ﺗﻘﻮﻝ ﺃﻥ ﻫﻨﺎﻙ ﺗﺄﺛﺮ ﻟﻜﻦ ﺑﺸﻜﻞ ﺃﻗﻞ ،ﻭﻧﺴﺒﺔ ﺃﺧﺮﻯ ﻣﻘﺪﺭﺓ ﺑـ ) (%10ﻻ ﺘﻢ ﺬﻩ ﺍﻟﺴﻤﺔ ﺧﻼﻝ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ،ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (4.13ﻭﻫﻲ ﺃﺻﻐﺮ ﻣﻦ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(5.99ﳑﺎ ﻳﻌﲏ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﻭﻫﺬﺍ ﻣﺎ ﻳﺆﻛﺪ ﺍﻟﻔﺮﺿﻴﺔ " "H0ﻭﻳﻨﻔﻲ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺒﺪﻳﻠﺔ. ﻭﻣﻦ ﺧﻼﻝ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ،(24ﳒﺪ ﺃﻥ ﻧﺴﺒﺔ ) (%65ﻣﻦ ﺍﳌﺪﺭﺑﲔ ﻻ ﻳﻬﺘﻤﻮﻥ ﺑﺴﻤﺔ ﺍﻟﻜﻒ ﺃﻭ ﺍﻟﻀﺒﻂ ﻋﻨﺪ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻧﺴﺒﺔ ) (%25ﺘﻢ ﺑﺸﻜﻞ ﻛﺒﲑ ،ﻭﻧﺴﺒﺔ ) (%10ﺘﻢ ﺟﺪﻳﺎ ﺬﻩ ﺍﻟﺴﻤﺔ ،ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (3.23ﻭﻫﻲ ﺃﺻﻐﺮ ﻣﻦ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(5.99ﳑﺎ ﻳﻌﲏ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﻭﻫﺬﺍ ﻣﺎ ﻳﺆﻛﺪ ﲢﻘﻖ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ " "H0ﻭﻳﻨﻔﻲ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺒﺪﻳﻠﺔ "."H1 ﻭﻣﻦ ﺧﻼﻝ ﻛﻞ ﻣﺎ ﺳﺒﻖ ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﺍﻟﻔﺮﺿﻴﺔ ﺍﳉﺰﺋﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻟﻦ ﺗﺘﺤﻘﻖ ﺑﻨﺴﺒﺔ ) ،(%70.5ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ) (5.718ﻭﻫﻲ ﺃﺻﻐﺮ ﻣﻦ ﻗﻴﻤﺔ ﻛﺎ 2ﺍﺪﻭﻟﺔ ﺍﻟﱵ ﺗﺒﻠﻎ ) ،(6.718ﻤﻮﻉ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﳌﻮﺿﺤﺔ ﺳﺎﺑﻘﺎ ،ﻣﺎ ﻳﻌﲏ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ،ﻭﺑﺎﻟﺘﺎﱄ ﻧﻘﺒﻞ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻐﲑﺓ " "H0ﻭﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ﺃﻥ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ "ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﲢﻈﻰ ﺑﺎﻫﺘﻤﺎﻡ ﺟﺰﺋﻲ ﻣﻦ ﻃﺮﻑ ﺍﳌﺪﺭﺑﲔ ﺧﻼﻝ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻭﺗﻨﻔﻲ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺒﺪﻳﻠﺔ "."H1 -4-2ﻣﻘﺎﺭﻧﺔ ﺍﻟﻨﺘﺎﺋﺞ ﺑﺎﻟﻔﺮﺿﻴﺔ ﺍﻟﻌﺎﻣﺔ: ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) :(36ﻣﻘﺎﺭﻧﺔ ﺍﻟﻨﺘﺎﺋﺞ ﺑﺎﻟﻔﺮﺿﻴﺔ ﺍﻟﻌﺎﻣﺔ ﺍﻟﻔﺮﺿﻴﺔ ﺻﻴﺎﻏﺘﻬﺎ ﺍﻟﻘﺮﺍﺭ ﺍﻟﻨﺴﺒﺔ % ﺍﺗﺒﺎﻉ ﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳊﺪﻳﺜﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀﺍﻟﻔﺮﺿﻴﺔ ﺍﳉﺰﺋﻴﺔ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳉﺰﺍﺋﺮﻳﺔ ،ﻳﺪﻓﻊ ﺑﺎﳌﺪﺭﺑﲔ ﺇﱃ ﱂ ﺗﺘﺤﻘﻖ ﺍﻷﻭﱃ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ "ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" 65 ﺍﻟﻌﻨﺎﻳﺔ ﻭﺍﻟﺘﻘﺮﺏ ﺍﻟﺰﺍﺋﺪﻳﻦ ﲟﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻧﺘﻘﺎﺋﻬﻢ ،ﻳﺴﺎﻋﺪ ﺍﳌﺪﺭﺑﲔ ﰲ ﺍﻟﻔﺮﺿﻴﺔ ﺍﳉﺰﺋﻴﺔ ﺍﻛﺘﺸﺎﻑ ﲰﺎﻢ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺎ ﱂ ﺗﺘﺤﻘﻖ ﺍﻟﺜﺎﻧﻴﺔ ﻛﻤﺤﺪﺩﺍﺕ "ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﰲ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ. 70 ﻻ ﲢﻈﻰ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ "ﻛﻤﺤﺪﺩﺍﺕﺍﻟﻔﺮﺿﻴﺔ ﺍﳉﺰﺋﻴﺔ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﺑﺎﻻﻫﺘﻤﺎﻡ ﺍﻟﻜﻠﻲ ﱂ ﺗﺘﺤﻘﻖ ﺍﻟﺜﺎﻟﺜﺔ ﻣﻦ ﻃﺮﻑ ﺍﳌﺪﺭﺑﲔ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ. 70.5 ﺍﻟﻐﻴﺎﺏ ﺍﻟﻜﻠﻲ ﻟﻼﻫﺘﻤﺎﻡ ﺑﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ"ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﱂ ﺗﺘﺤﻘﻖ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ. 68.5 ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﻌﺎﻣﺔ ﻣﻦ ﺧﻼﻝ ﺍﳉﺪﻭﻝ ﺍﳌﻮﺿﺢ ﺃﻋﻼﻩ ﻧﺴﺘﻨﺘﺞ ﺃﻥ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﻌﺎﻣﺔ ﱂ ﺗﺘﺤﻘﻖ ﺑﻨﺴﺒﺔ )(%68.5 ﻭﺫﻟﻚ ﺑﻌﺪﻣﺎ ﱂ ﺗﺘﺤﻘﻖ ﺍﻟﻔﺮﺿﻴﺔ ﺍﳉﺰﺋﻴﺔ ﺍﻷﻭﱃ ﺑﻨﺴﺒﺔ ) ،(%65ﻭﺍﻟﻔﺮﺿﻴﺔ ﺍﳉﺰﺋﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺑﻨﺴﺒﺔ ) (%70ﻭﺍﻟﻔﺮﺿﻴﺔ ﺍﳉﺰﺋﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ ﺑﻨﺴﺒﺔ ).(%70.5 ﺧﻼﺻـﺔ: ﻣﻦ ﺧﻼﻝ ﺍﻟﻔﺼﻞ ﲤﻜﻨﺎ ﻣﻦ ﺇﻋﻄﺎﺀ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻨﺘﺎﺋﺞ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﲟﺨﺘﻠﻒ ﺍﳌﺪﺍﺭﺱ ﺍﻟﻜﺮﻭﻳﺔ ﺍﻟﱵ ﺃﺟﺮﻳﺖ ﻓﻴﻬﺎ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ ،ﻭﻛﺬﺍ ﻣﻨﺎﻗﺸﺘﻬﺎ ﻭﺗﻔﺴﲑﻫﺎ ﳌﻌﺮﻓﺔ ﺃﻫﻢ ﺍﳉﻮﺍﻧﺐ ﺍﻟﱵ ﲤﺲ ﻣﻮﺿﻮﻉ ﲝﺜﻨﺎ ،ﻭﺍﳋﺮﻭﺝ ﺑﺎﺳﺘﻨﺘﺎﺟﺎﺕ ﺣﻮﻝ ﻣﻜﺎﻧﺔ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ "ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ،ﻭﻛﺬﺍ ﺍﻟﻮﻗﻮﻑ ﻋﻨﺪ ﻣﺪﻯ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﺑﺒﻌﺾ ﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﱵ ﺗﺴﺎﻋﺪ ﰲ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﳉﺎﻧﺐ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻲ ﻻﺳﻴﻤﺎ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﻋﻤﻠﻴﺎﺕ ﺍﻻﻧﺘﻘﺎﺀ ،ﻛﻤﺎ ﻭﺿﺤﻨﺎ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﻣﺪﻯ ﺃﳘﻴﺔ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ﻟﻠﻤﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ﻭﺃﳘﻴﺔ ﳐﺘﻠﻒ ﳏﺪﺩﺍﺕ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﻻﺳﻴﻤﺎ ﺍﶈﺪﺩﺍﺕ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻴﺔ ﺍﻟﱵ ﺗﱪﺯ ﻟﻨﺎ ﳐﺘﻠﻒ ﺍﳉﻮﺍﻧﺐ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﻣﺜﻞ "ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﻌﻘﻠﻴﺔ ﻭﺍﳌﻴﻮﻻﺕ ﻭﺍﻻﲡﺎﻫﺎﺕ ﻭﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ". ﺣﻴﺚ ﰎ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻧﺘﺎﺋﺞ ﺩﻗﻴﻘﺔ ﺣﻮﻝ ﻓﺮﺿﻴﺎﺕ ﲝﺜﻨﺎ ،ﻭﺫﻟﻚ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ ﻣﺜﻞ ﺍﻟﻨﺴﺐ ﺍﳌﺌﻮﻳﺔ ﻭﻛﺎ 2ﺍﶈﺴﻮﺑﺔ ﻭﻛﺎ 2ﺍﺪﻭﻟﺔ ﻭﻣﺴﺘﻮﻯ ﺍﳋﻄﺄ ﺍﳌﻌﻴﺎﺭﻱ ﻭﺩﺭﺟﺔ ﺍﳊﺮﻳﺔ ،ﻭﻗﺪ ﺗﻮﺻﻠﻨﺎ ﺇﱃ ﻧﻔﻲ ﺍﻟﻔﺮﺿﻴﺎﺕ ﺍﳉﺰﺋﻴﺔ ﺍﻟﺜﻼﺙ ﻭﺫﻟﻚ ﺑﻨﺴﺐ ﳐﺘﻠﻒ ،ﻓﺎﻟﻔﺮﺿﻴﺔ ﺍﳉﺰﺋﻴﺔ ﺍﻷﻭﱃ ﱂ ﺗﺘﺤﻘﻖ ﺑﻨﺴﺒﺔ ) (%65ﻭﺍﻟﻔﺮﺿﻴﺔ ﺍﳉﺰﺋﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﱂ ﺗﺘﺤﻘﻖ ﺑﻨﺴﺒﺔ )(%70 ﻭﺍﻟﻔﺮﺿﻴﺔ ﺍﳉﺰﺋﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ ﱂ ﺗﺘﺤﻘﻖ ﺑﻨﺴﺒﺔ ) ،(%70.5ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﻌﺎﻣﺔ ﱂ ﺗﺘﺤﻘﻖ ﺑﻨﺴﺒﺔ ) (%68.5ﻫﺎ ﻣﺎ ﻓﺴﺮ ﻟﻨﺎ ﺃﻥ ﻫﻨﺎﻙ ﺍﻫﺘﻤﺎﻡ ﺟﺰﺋﻲ ﻣﻦ ﻃﺮﻑ ﺍﳌﺪﺭﺑﲔ ﺑﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ "ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ،ﻟﻜﻦ ﻫﺬﺍ ﺍﻻﻫﺘﻤﺎﻡ ﻏﲑ ﻣﺒﲏ ﻋﻠﻰ ﺃﺳﺎﺱ ﻋﻠﻤﻲ ﻭﻻ ﺗﺘﺒﻌﻪ ﺇﺟﺮﺍﺀﺍﺕ ﻋﻠﻤﻴﺔ ﻭﺍﺿﺤﺔ ﻭﺩﻗﻴﻘﺔ ﻣﺜﻞ ﻭﺿﻊ ﺑﺮﺍﻣﺞ ﻟﻺﻋﺪﺍﺩ ﺍﻟﻨﻔﺴﻲ ﻟﻠﻤﻮﻫﻮﺑﲔ ﻟﺘﻨﻤﻴﺔ ﻭﺗﻄﻮﻳﺮ ﲰﺎﺕ ﺷﺨﺼﻴﺘﻬﻢ ﻭﺑﺎﻟﺘﺎﱄ ﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ ﻧﻮﻋﻴﺔ ﺃﺩﺍﺋﻬﻢ ﺍﻟﺮﻳﺎﺿﻲ ﺍﳌﺴﺘﻘﺒﻠﻲ، ﻭﺇﳕﺎ ﻣﺎ ﺧﻠﺼﻨﺎ ﺑﻪ ﻣﻦ ﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ﺃﻥ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺑﲔ ﺬﻩ ﺍﻟﺴﻤﺎﺕ ﻳﻜﻮﻥ ﻋﻦ ﻃﺮﻳﻖ ﺍﳌﻼﺣﻈﺔ ﻏﲑ ﺍﻟﻌﻠﻤﻴﺔ ،ﺩﻭﻥ ﺍﻟﺘﻮﻗﻒ ﺍﳉﺪﻱ ﻋﻨﺪﻫﺎ ﻭﳏﺎﻭﻟﺔ ﻓﻬﻢ ﳐﺘﻠﻒ ﺍﳌﺆﺛﺮﺍﺕ ﺍﻟﱵ ﺗﺪﺧﻞ ﰲ ﺳﻠﻮﻙ ﺍﳌﻮﻫﻮﺏ ﻭﰲ ﺷﺨﺼﻴﺘﻪ. ﺍﻻﺳﺘﻨﺘﺎﺝ ﺍﻟﻌﺎﻡ: ﻛﻨﺘﻴﺠﺔ ﳍﺬﺍ ﺍﻟﻌﻤﻞ ﳝﻜﻦ ﺃﻥ ﻧﺴﺘﻨﺘﺞ ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ﻋﻤﻠﻴﺔ ﻋﻠﻤﻴﺔ ﻭﺩﻗﻴﻘﺔ، ﺗﺒﲎ ﻋﻠﻰ ﳐﺘﻠﻒ ﺍﶈﺪﺩﺍﺕ "ﺑﻴﻮﻟﻮﺟﻴﺔ ،ﺣﺮﻛﻴﺔ ،ﺳﻴﻜﻮﻟﻮﺟﻴﺔ "....ﻭﺍﻟﱵ ﻣﻦ ﺧﻼﳍﺎ ﳝﻜﻦ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻧﺘﺎﺋﺞ ﻭﻣﻌﻄﻴﺎﺕ ﻭﺍﺿﺤﺔ ﻭﺩﻗﻴﻘﺔ ﺣﻮﻝ ﺍﳌﻮﻫﻮﺑﲔ ﻭﻣﺪﻯ ﺻﻼﺣﻴﺘﻬﻢ ﰲ ﻧﺸﺎﻁ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﻭﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ ﺍﺳﺘﻨﺘﺠﻨﺎ ﺃﻥ ﻣﺪﺭﰊ ﻧﺎﺷﺌﻲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﲟﺨﺘﻠﻒ ﺍﳌﺪﺍﺭﺱ ﺍﻟﻜﺮﻭﻳﺔ ﻟﻠﻨﺎﺷﺌﲔ ﻭﺍﻟﱵ ﻛﺎﻧﺖ ﻣﻴﺪﺍﻥ ﲝﺜﻨﺎ ﻫﺬﺍ ﻳﻌﺘﻤﺪﻭﻥ ﻋﻠﻰ ﻃﺮﻳﻘﺔ ﺍﳌﻼﺣﻈﺔ ﻏﲑﺍ ﻟﻌﻠﻤﻴﺔ ﰲ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻭﺍﺑﺘﻌﺎﺩﻫﻢ ﻋﻦ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﺍﻻﻧﺘﻘﺎﺀ ﻭﻫﻲ ﺑﻄﺎﺭﻳﺔ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﲟﺨﺘﻠﻒ ﺃﻧﻮﺍﻋﻬﺎ "ﺑﺪﻧﻴﺔ، ﻣﻬﺎﺭﻳﺔ ،ﻧﻔﺴﻴﺔ "...ﻭﻫﺬﺍ ﻣﺎ ﻗﺪ ﻳﻔﻘﺪ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ﰲ ﻫﺬﻩ ﺍﳌﺪﺍﺭﺱ ﻃﺎﺑﻌﻬﺎ ﺍﻟﻌﻠﻤﻲ ﺍﻟﺪﻗﻴﻖ ،ﻭﺑﺎﻟﺘﺎﻱ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻧﺘﺎﺋﺞ ﻭﻣﻌﻄﻴﺎﺕ ﻧﺎﻗﺼﺔ ﺣﻮﻝ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﳑﺎ ﻳﻀﻔﻲ ﻃﺎﺑﻊ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﰲ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ،ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ ﻻﺣﻈﻨﺎ ﻋﺪﻡ ﺍﻟﺘﻘﺮﺏ ﺍﻟﺰﺍﺋﺪ ﻣﻦ ﺍﳌﻮﻫﻮﺑﲔ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ﻭﺇﻋﻄﺎﺋﻬﻢ ﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﻨﻔﺴﻲ ،ﻭﻫﺬﺍ ﻣﺎ ﻗﺪ ﻳﻀﻔﻲ ﺍﻟﻐﻤﻮﺽ ﻋﻠﻰ ﺷﺨﺼﻴﺔ ﻫﺆﻻﺀ ﻭﻣﺎ ﻗﺪ ﻳﻌﺮﻗﻞ ﺍﳌﺪﺭﺑﲔ ﰲ ﺍﻛﺘﺸﺎﻑ ﳐﺘﻠﻒ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﳍﺆﻻﺀ ،ﻭﺍﻟﱵ ﺗﻠﻌﺐ ﺩﻭﺭﺍ ﻫﺎﻣﺎ ﻭﻓﻌﺎﻝ ﰲ ﲢﺪﻳﺪ ﻧﻮﻋﻴﺔ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ﻟﻠﻤﻮﻫﻮﺑﲔ ،ﻭﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ ﻻﺣﻈﻨﺎ ﺍﻻﻫﺘﻤﺎﻡ ﺍﳉﺰﺋﻲ ﻟﻠﻤﺪﺭﺑﲔ ﺑﺒﻌﺾ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺒﺎﺭﺯﺓ ﻭﺍﻟﻈﺎﻫﺮﺓ ﰲ ﺷﺨﺼﻴﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻣﺜﻞ ﺍﻟﻌﺪﻭﺍﻧﻴﺔ ﻭﺍﻟﻌﺼﺒﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ،ﻟﻜﻦ ﻫﺬﺍ ﺍﻻﻫﺘﻤﺎﻡ ﻏﲑ ﻣﺒﲏ ﻋﻠﻰ ﻣﺘﺎﺑﻌﺔ ﻋﻠﻤﻴﺔ ﻭﺍﺿﺤﺔ ،ﻣﻦ ﺧﻼﻝ ﻣﺎ ﳝﻜﻦ ﺇﺩﺭﺍﺟﻪ ﰲ ﺑﺮﻣﺞ ﺧﺎﺻﺔ ﺬﻩ ﺍﳉﻮﺍﻧﺐ ﺍﻟﻨﻔﺴﻴﺔ ،ﻣﺜﻞ ﺑﺮﺍﻣﺞ ﺍﻹﻋﺪﺍﺩ ﺍﻟﻨﻔﺴﻲ ﻟﻠﻨﺎﺷﺌﲔ ،ﻭﺍﻟﱵ ﰎ ﻣﻼﺣﻈﺔ ﻏﻴﺎﺎ ﺑﺸﻜﻞ ﺗﺎﻡ ﰲ ﳐﺘﻠﻒ ﺍﻟﱪﺍﻣﺞ ﺍﳌﺴﻄﺮﺓ ﻹﻋﺪﺍﺩ ﺍﻟﻨﺎﺷﺌﲔ ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﻟﻜﺮﻭﻳﺔ ﻣﻴﺪﺍﻥ ﲝﺜﻨﺎ. ﻭﻣﺎ ﳝﻜﻦ ﺍﺳﺘﺨﻼﺻﻪ ﻣﻦ ﻫﺬﺍ ﻛﻠﻪ ﺃﻥ ﻫﻨﺎﻙ ﻛﻠﻪ ﺇﳘﺎﻝ ﻟﻠﻤﺤﺪﺩﺍﺕ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻴﺔ "ﻻﺳﻴﻤﺎ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ" ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ،ﺣﻴﺚ ﺗﻮﺻﻠﻨﺎ ﺇﱃ ﺃﻥ ﺃﻏﻠﺐ ﺍﳌﺪﺭﺑﲔ ﻳﻮﻟﻮﻥ ﺍﻫﺘﻤﺎﻡ ﳉﻮﺍﻧﺐ ﺃﺧﺮﻯ ﰲ ﺍﻻﻧﺘﻘﺎﺀ ﻣﺜﻞ ﺍﳉﻮﺍﻧﺐ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﳌﻬﺎﺭﻳﺔ ﻭﺍﳌﻮﺭﻓﻮﻟﻮﺟﻴﺔ ،ﺩﻭﻥ ﺍﻟﻨﻈﺮ ﺇﱃ ﺍﳉﻮﺍﻧﺐ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻴﺔ ﳍﺆﻻﺀ ﺍﳌﻮﻫﻮﺑﲔ ،ﻭﺍﻟﱵ ﺗﻠﻌﺐ ﺩﻭﺭﺍ ﻫﺎﻣﺎ ﰲ ﺗﻮﺟﻴﻪ ﳐﺘﻠﻒ ﺍﻟﻄﺎﻗﺎﺕ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﳌﻬﺎﺭﻳﺔ ﳍﺆﻻﺀ ،ﻭﻫﺬﺍ ﻣﺎ ﰎ ﺗﺄﻛﻴﺪﻩ ﰲ ﺩﺭﺍﺳﺎﺕ ﻋﻠﻤﻴﺔ ﺳﺎﺑﻘﺔ. ﺧﺎﲤـﺔ: ﻟﻘﺪ ﻗﻤﻨﺎ ﺑﺈﻋﻄﺎﺀ ﺻﻮﺭﺓ ﻣﻴﺪﺍﻧﻴﺔ ﳌﻜﺎﻧﺔ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ "ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﳌﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺑﺎﳌﺪﺍﺭﺱ ﺍﻟﻜﺮﻭﻳﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ،ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ،ﻭﻛﺬﺍ ﺍﻟﻮﻗﻒ ﻋﻠﻰ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﺘﺒﻌﺔ ﰲ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ،ﲟﺨﺘﻠﻒ ﺍﳌﺪﺍﺭﺱ ﺍﻟﻜﺮﻭﻳﺔ ﺍﻟﱵ ﻛﺎﻧﺖ ﻣﻴﺪﺍﻥ ﲝﺜﻨﺎ ﻫﺬﺍ ،ﺣﻴﺚ ﺗﻮﺻﻠﻨﺎ ﺇﱃ ﺍﻋﺘﻤﺎﺩ ﺃﻏﻠﺐ ﺍﳌﺪﺭﺑﲔ ﻋﻠﻰ ﻃﺮﻕ ﻏﲑ ﻋﻠﻤﻴﺔ ﰲ ﺍﻻﻧﺘﻘﺎﺀ ﺑﺪﺀﺍ ﺑﺎﳌﻼﺣﻈﺔ ﺍﻟﺒﺴﻴﻄﺔ ،ﰒ ﻏﻴﺎﺏ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﳉﺎﻧﺐ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻲ ﻟﻠﻤﻮﻫﻮﺑﲔ ،ﻭﺍﻟﺬﻱ ﻳﻌﺪ ﺑﺎﻟﻎ ﺍﻷﳘﻴﺔ ﻭﻟﻪ ﺗﺄﺛﲑ ﻛﺒﲑ ﰲ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ،ﻭﻫﺬﺍ ﻣﺎ ﳚﻌﻞ ﻣﻦ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳉﺰﺍﺋﺮﻳﺔ ﻧﺎﻗﺼﺔ ﻭﻏﲑ ﺩﻗﻴﻘﺔ ،ﻣﺎ ﻳﻨﻌﻜﺲ ﺳﻠﺒﺎ ﺍﻟﺘﺤﺪﻳﺪ ﺍﻟﺪﻗﻴﻖ ﻭﺍﻟﻌﻠﻤﻲ ﳌﺨﺘﻠﻒ ﺍﳉﻮﺍﻧﺐ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳉﺰﺍﺋﺮﻳﺔ ،ﻻﺳﻴﻤﺎ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ "ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﻭﺍﻟﱵ ﻫﻲ ﻣﻮﺿﻮﻉ ﲝﺜﻨﺎ ﻫﺬﺍ. ﺍﻗﺘﺮﺍﺣﺎﺕ : ﺍﻗﺘﺮﺍﺡ ﺑﺮﻧﺎﻣﺞ ﺗﻜﻮﻳﲏ ﻟﻠﻤﺪﺭﺑﲔ ،ﺧﺎﺹ ﺑﻌﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺮﻳﺎﺿﻲ ﻭﳎﺎﻻﺕ ﺗﻄﺒﻴﻘﻪ ﺳﻮﺍﺀ ﰲﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺃﻭ ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﻻﻧﺘﻘﺎﺀ. ﺿﺮﻭﺭﺓ ﺍﻋﺘﻤﺎﺩ ﺑﻄﺎﺭﻳﺔ ﺍﺧﺘﺒﺎﺭﺍﺕ ﻧﻔﺴﻴﺔ ﰲ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﰲ ﺍﻟﺒﻴﺌﺔ ﺍﳉﺰﺍﺋﺮﻳﺔﻛﻲ ﺗﺘﻼﺀﻡ ﻭﻣﺘﻄﻠﺒﺎﻢ ﺍﻟﺸﺨﺼﻴﺔ ﻋﻠﻰ ﲨﻴﻊ ﺍﳌﺴﺘﻮﻳﺎﺕ ﻭﺍﻷﻋﻤﺎﺭ. ﺿﺮﻭﺭﺓ ﻓﺘﺢ ﺍﺎﻝ ﻟﻸﺧﺼﺎﺋﻴﲔ ﺍﻟﻨﻔﺴﺎﻧﻴﲔ ﺍﻟﺮﻳﺎﺿﻴﲔ ﻟﻠﻤﺸﺎﺭﻛﺔ ﰲ ﺑﻨﺎﺀ ﻓﺮﻕ ﻛﺮﺓ ﺍﻟﻘﺪﻡﺍﳉﺰﺍﺋﺮﻳﺔ ،ﻭﻣﺘﺎﺑﻌﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺍﻟﻨﺎﺷﺌﲔ ﻣﻦ ﺳﻦ ﻣﺒﻜﺮﺓ. ﻭﺿﻊ ﳉﺎﻥ ﺗﻔﺘﻴﺶ ﺗﻌﻤﻞ ﻋﻠﻰ ﻣﺮﺍﻗﺒﺔ ﻋﻤﻠﻴﺎﺕ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ. ﻓﺘﺢ ﺩﻭﺭﺍﺕ ﺗﻜﻮﻳﻨﻴﺔ ﻣﻮﲰﻴﺔ ﻟﻠﻤﺪﺭﺑﲔ ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻛﻞ ﻣﺎ ﻫﻮ ﺟﺪﻳﺪ ،ﻭﺗﺒﺎﺩﻝﺍﳋﱪﺍﺕ ﺑﲔ ﺍﳌﺪﺭﺑﲔ. ﺍﳊﺮﺹ ﻋﻠﻰ ﺿﺮﻭﺭﺓ ﺍﺗﺒﺎﻉ ﺍﻷﺳﺲ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳊﺪﻳﺜﺔ ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔﺍﳉﺰﺍﺋﺮﻳﺔ. ﺍﻟﻌﻨﺎﻳﺔ ﻭﺍﻟﺘﻘﺮﺏ ﺍﻟﺸﺪﻳﺪﻳﻦ ﲟﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺍﳉﺰﺍﺋﺮﻳﺔ ،ﻣﻦ ﻃﺮﻑ ﺍﳌﺪﺭﺑﲔ ﺧﻼﻝﻋﻤﻠﻴﺎﺕ ﺍﻻﻧﺘﻘﺎﺀ. ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﳋﱪﺓ ﻭﺍﻟﺘﻘﻨﻴﺔ ﺍﻷﺟﻨﺒﻴﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ،ﻭﺗﻜﻴﻴﻔﻬﺎ ﻭﻓﻖ ﺍﻟﺒﻴﺌﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ. ﻗﺎﺋﻤﺔ ﺍﳌﺼﺎﺩﺭ ﻭﺍﳌﺮﺍﺟﻊ ﺃ -ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ: vﺍﳌﺼﺎﺩﺭ: -1ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ. vﺍﳌﺮﺍﺟﻊ: vﺍﻟﻜﺘﺐ: .1ﺁﻥ ﺗﺎﻳﻠﻮﺭ ﻭ ﺁﺧﺮﻭﻥ:ﻣﺪﺧﻞ ﺇﱃ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ،ﺗﺮﲨﺔ ﻋﻴﺴﻰ ﲰﻌﺎﻥ ،ﻁ ،2ﺍﳉﺰﺀ ﺍﻟﺜﺎﱐ،ﻣﻜﺘﺒﺔ ﺍﻷﺳﺪ ،ﺩﻣﺸﻖ، ﺳﻮﺭﻳﺎ.1996 ، .2ﺁﻥ ﺗﺎﻳﻠﻮﺭ ﻭ ﺁﺧﺮﻭﻥ،ﺗﺮﲨﺔ ﻋﻴﺴـﻰ ﲰﻌﺎﻥ،ﻣـﺪﺧﻞ ﺇﱃ ﻋﻠـﻢ ﺍﻟﻨﻔﺲ،ﺍﳉـﺰﺀ ﺍﻟﺜﺎﱐ،ﻣﻨﺸـﻮﺭﺍﺕ ﻭﺯﺍﺭﺓ ﺍﻟﺜﻘﺎﻓﺔ،ﺩﻣﺸﻖ،ﺳﻮﺭﻳﺎ.1996، ـﺮ ـﺎﺕ،ﻁ،1ﺩﺍﺭ ﺍﻟﻔﻜـ ـﺎﻫﻴﻢ ،ﺍﻟﺘﻄﺒﻴﻘـ ـﻲ ،ﺍﳌﻔـ ـﻨﻔﺲ ﺍﻟﺮﻳﺎﺿـ ـﻢ ﺍﻟـ ـﺎﺩﺉ ﻋﻠـ ـﻮﺯﻱ:ﻣﺒـ ـﲔ ﻓـ ـﺪ ﺍﻣـ .3ﺃﲪـ ﺍﻟﻌﺮﰊ،ﺍﻟﻘﺎﻫﺮﺓ،ﻣﺼﺮ.2003، .4ﺃﲪﺪ ﺑﺴﻄﻮﺳﻲ :ﺳﺒﺎﻗﺎﺕ ﺍﳌﻀﻤﺎﺭ ﻭﻣﺴﺎﺑﻘﺎﺕ ﺍﳌﻴﺪﺍﻥ ،ﺩﺍﺭ ﻧﺸﺮ ﺍﳌﻌﺎﺭﻑ ،ﺍﻹﺳﻜﻨﺪﺭﻳﺔ.1998 ، .5ﺃﲪﺪ ﳏﻤﺪ ﻋﺒﺪ ﺍﳋﺎﻟﻖ :ﺍﻷﺑﻌﺎﺩ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﺸﺨﺼﻴﺔ،ﻁ،4ﺩﺍﺭ ﺍﳌﻌﺮﻓﺔ ﺍﳉﺎﻣﻌﻴﺔ،ﺇﺳﻜﻨﺪﺭﻳﺔ،ﻣﺼﺮ.1987 ، .6ﺃﲪﺪ ﳏﻤﺪ ﻋﺒﺪ ﺍﳋﺎﻟﻖ:ﺃﺳﺲ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ،ﻁ ،3ﺩﺍﺭ ﺍﳌﻌﺮﻓﺔ ﺍﳉﺎﻣﻌﻴﺔ،ﺍﻹﺳﻜﻨﺪﺭﻳﺔ،ﻣﺼﺮ.2000، .7ﺃﲪﺪ ﳏﻤﺪ ﻋﺒﺪ ﺍﳋﺎﻟﻖ:ﻗﻴﺎﺱ ﺍﻟﺸﺨﺼﻴﺔ،ﻁ،1ﳉﻨﺔ ﺍﻟﺘﺄﻟﻴﻒ ﻭ ﺍﻟﺘﻌﺮﻳﺐ ﻭﺍﻟﻨﺸﺮ،ﺍﻟﺸﻮﻳﺦ،ﺍﻟﻜﻮﻳﺖ.1996، .8 .9 .10 .11 ﺃﺳﺎﻣﺔ ﻛﺎﻣﻞ ﺭﺍﺗﺐ :ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺮﻳﺎﺿﻲ ،ﻣﻔﺎﻫﻴﻢ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ،ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ ،ﻁ ،2ﺍﻟﻘﺎﻫﺮﺓ.1997 ، ﺇﺑﺮﺍﻫﻴﻢ ﻋﺼﻤﺖ ﻣﻄﺎﻭﻉ :ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭ ﺃﳘﻴﺘﻪ ﰲ ﺣﻴﺎﺗﻨﺎ،ﺩﺍﺭ ﺍﳌﻌﺎﺭﻑ )ﺝ.ﻡ.ﻉ( ،ﺍﻟﻘﺎﻫﺮﺓ.1981 ، ﺇﺑﺮﺍﻫﻴﻢ ﻭﺟﻴﻪ ﻭ ﺁﺧﺮﻭﻥ:ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺘﻌﻠﻴﻤﻲ،ﻣﺮﻛﺰ ﺍﻹﺳﻜﻨﺪﺭﻳﺔ ﻟﻠﻜﺘﺎﺏ،ﻣﺼﺮ.2002، ﺇﺧﻼﺹ ﳏﻤﺪ ،ﻣﺼﻄﻔﻰ ﺣﺴﲔ ﺑﺎﻫﻲ :ﻃﺮﻕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺘﺤﻠﻴﻞ ﺍﻹﺣﺼﺎﺋﻲ ،ﻣﺮﻛﺰ ﻛﺘﺎﺏ ﻟﻠﻨﺸـﺮ، .2000 .12ﺑﺪﺭ ﺇﺑﺮﺍﻫﻴﻢ ﺍﻟﺸﻴﺒﺎﱐ :ﺳﻴﻜﻮﻟﻮﺟﻴﺔ ﺍﻟﻨﻤﻮ-ﺗﻄﻮﺭ ﺍﻟﻨﻤﻮ ﻣﻦ ﺍﻹﺧﺼﺎﺏ ﺣﱴ ﺍﳌﺮﺍﻫﻘﺔ،ﻁ،1ﺩﺍﺭ ﺍﻟﻮﺭﺍﻗﲔ ﻟﻠﻨﺸﺮ ﻭ ﺍﻟﺘﻮﺯﻳﻊ ،ﺍﳉﺎﺑﺮﻳﺔ،ﺍﻟﻜﻮﻳﺖ.2000 ، .13ﺗﻮﻣﺎ ﺟﻮﺭﺝ ﺧﻮﺭﻱ:ﺍﻟﺸﺨﺼﻴﺔ ﻣﻔﻬﻮﻣﻬﺎ-ﺳﻠﻮﻛﻬﺎ ﻭ ﻋﻼﻗﺘﻬﺎ ﺑﺎﻟﺘﻌﻠﻢ،ﻁ،1ﺍﳌﺆﺳﺴﺔ ﺍﳉﺎﻣﻌﻴﺔ ﻟﻠﺪﺭﺍﺳـﺎﺕ ﻭ ﺍﻟﻨﺸﺮ ﻭ ﺍﻟﺘﻮﺯﻳﻊ،ﺑﲑﻭﺕ1996، .14ﺟﺎﺑﺮ ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﺟﺎﺑﺮ ﻭ ﺁﺧﺮﻭﻥ:ﻣﻘﺪﻣﺔ ﰲ ﻋﻠﻢ ﺍﻟﻨﻔﺲ،ﺩﺍﺭ ﺍﻟﻨﻬﻀﺔ ﺍﻟﻌﺮﺑﻴﺔ،ﺍﻟﻘﺎﻫﺮﺓ.1985، .15ﺣﺴﺎﻡ ﻫﺸﺎﻡ :ﻣﻨﻬﺠﻴﺔ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ،ﻁ ،1ﻣﻄﺒﻌﺔ ﺍﻟﻔﻨﻮﻥ ﺍﻟﺒﻴﺎﻧﻴﺔ ،ﺍﳉﻠﻔﺔ.2007 ، .16ﺣﺴﻦ ﺍﻟﺴﻴﺪ ﺃﺑﻮ ﻋﺒﺪﻩ :ﺍﻻﲡﺎﻫﺎﺕ ﺍﳊﺪﻳﺜﺔ ﰲ ﲣﻄﻴﻂ ﻭﺗﺪﺭﻳﺐ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﺍﻟﻄﺒﻌﺔ ﺍﻷﻭﱃ،ﻣﻜﺘﺒﺔ ﻭﻣﻄﺒﻌـﺔ ﺍﻹﺷﻌﺎﻉ ﺍﻟﻔﻨﻴﺔ ،ﺍﻹﺳﻜﻨﺪﺭﻳﺔ.2001 ، .17ﺣﺴﻦ ﻋﺒﺪ ﺍﳉﻮﺍﺩ :ﻛﺮﺓ ﺍﻟﻘﺪﻡ،ﻁ ،7ﺩﺍﺭ ﺍﻟﻌﻠﻢ ﻟﻠﻤﻼﻳﲔ ،ﺑﲑﻭﺕ،ﻟﺒﻨﺎﻥ.1984، .18ﺣﻨﻔﻲ ﳏﻤﻮﺩ ﳐﺘﺎﺭ :ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻟﻠﻨﺎﺷﺌﲔ ،ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ ،ﺍﻟﻘﺎﻫﺮﺓ ،ﻣﺼﺮ .1997 ، .19ﺭﺟﺎﺀ ﻭﺣﻴﺪ ﺩﻭﻳﺪﺭﻱ :ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﺃﺳﺎﺳﻴﺎﺗﻪ ﺍﻟﻨﻈﺮﻳﺔ ﻭﳑﺎﺭﺳﺘﻪ ﺍﻟﻌﻠﻤﻴﺔ ،ﺩﺍﺭ ﺍﻟﻔﻜﺮﺓ ﺍﻟﻌـﺮﰊ ،ﺩﻣﺸـﻖ، ﺳﻮﺭﻳﺎ.2000 ، .20ﺭﺷﻴﺪ ﻓﺮﺣﺎﺕ ﻭ ﺁﺧﺮﻭﻥ:ﻣﻮﺳﻮﻋﺔ ﻛﻨﻮﺯ ﺍﳌﻌﺮﻓﺔ،ﺩﺍﺭ ﺍﻟﻨﻀﲑ ﻟﻠﻌﺒﻮﺭ،ﻃﺒﻌﺔ.1999. .21ﺭﻛﺲ ﻧﺎﻳﺖ،ﻣﺮﺟﺮﻳﺖ ﻧﺎﻳﺖ :ﺍﳌﺪﺧﻞ ﺇﱃ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﳊﺪﻳﺚ،ﺗﻌﺮﻳﺐ ﺩﻛﺘﻮﺭ ﻋﺒـﺪ ﺍﻟﻌـﺎﱄ ﺍﳉﺴـﻤﺎﱐ ،ﻁ،2ﺍﳌﺆﺳﺴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺪﺭﺍﺳﺎﺕ ﻭ ﺍﻟﻨﺸﺮ،ﺑﲑﻭﺕ.1993 ، .22ﺭﻳﺴﺎﻥ ﺧﺮﻳﺒﻂ ،ﻭﺇﺑﺮﺍﻫﻴﻢ ﺭﲪﺔ ﳏﻤﺪ :ﻃﺮﻕ ﺍﺧﺘﻴﺎﺭ ﺍﻟﺮﻳﺎﺿﻴﲔ ،ﻁ ،1ﺩﺍﺭ ﺍﻟﻌﻠﻢ ﻟﻠﻤﻼﻳﲔ.1990 ، .23ﺯﻛﻲ ﳏﻤﺪ ﳏﻤﺪ ﺣﺴﻦ :ﺍﻟﺘﻔـﻮﻕ ﺍﻟﺮﻳـﺎﺿﻲ )ﺍﳌﻔﻬﻮﻡ-ﺍﳉﻮﺍﻧﺐ ﺍﻷﺳﺎﺳﻴـﺔ-ﺍﻟﺮﻋﺎﻳﺔ( ،ﺍﳌﻜﺘﺒﺔ ﺍﳌﺼﺮﻳـﺔ ﻟﻠﻄﺒﺎﻋـﺔ ﻭﺍﻟﻨﺸـﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ.2006 ، .24ﺯﻳﻨﺐ ﳏﻤﺪ ﺷﻘﲑ :ﺭﻋﺎﻳﺔ ﺍﳌﺘﻔﻮﻗﲔ ﻭﺍﳌﺘﻤﻴﺰﻳﻦ ﻭﺍﳌﻮﻫﻮﺑﲔ ،ﻁ ،1ﻣﻜﺘﺒﺔ ﺍﻟﻨﻬﻀﺔ ﺍﳌﺼﺮﻳﺔ.1998 ، .25ﺳﺎﻣﻲ ﺍﻟﺼﻔﺎﺭ ﻭ ﺁﺧﺮﻭﻥ:ﻛﺮﺓ ﺍﻟﻘﺪﻡ،ﺍﳉﺰﺀ ﺍﻷﻭﻝ،ﻁ،2ﻣﺪﻳﺮﻳﺔ ﺩﺍﺭ ﺍﻟﻜﺘـﺎﺏ ﻟﻠﻄﺒﺎﻋـﺔ ﻭ ﺍﻟﻨﺸـﺮ،ﺟﺎﻣﻌﺔ ﺍﳌﻮﺻﻞ،ﺑﻐﺪﺍﺩ.1987، .26ﺳﺎﻣﻲ ﻋﺮﻳﻔﺞ ،ﺧﺎﻟﺪ ﺣﺴﲔ :ﻣﺼﻄﻠﺢ ﰲ ﻣﻨﻬﺎﺝ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﻭﺃﺳﺎﻟﻴﺒﻪ ،ﻁ ،2ﺩﺭﺍ ﳎـﺪﻭﻻﻭﻱ ﻟﻠﻨﺸـﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ ،ﻋﻤﺎﻥ.1999 ، .27ﺳﺎﻣﻴﺔ ﻣﻮﺳﻰ :ﺩﻭﺭ ﺍﳌﺪﺭﺳﺔ ﰲ ﺭﻋﺎﻳﺔ ﺍﳌﺘﻔﻮﻗﲔ –ﲝﻮﺙ ﻭﺩﺭﺍﺳﺎﺕ ﺍﳌﺆﲤﺮ ﺍﻟﻘﻮﻣﻲ ﺍﻟﺜﺎﱐ ﻟﺮﻋﺎﻳﺔ ﺍﳌﺘﻔـﻮﻗﲔ، ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ،ﻣﺼﺮ.1991 ، .28 .29 .30 .31 ﺳﻌﻴﺪ ﺣﺴﲏ ﺍﻟﻌﺰﺓ :ﺗﺮﺑﻴﺔ ﺍﳌﺘﻔﻮﻗﲔ ،ﻁ ،1ﺩﺍﺭ ﺍﻟﺜﻘﺎﻓﺔ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ ،ﺍﻷﺭﺩﻥ.2000 ، ﺳﻴﺪ ﲪﺪ ﻏﻨﻴﻢ :ﺳﻴﻜﻮﻟﻮﺟﻴﺔ ﺍﻟﺸﺨﺼﻴﺔ ،ﺩﺍﺭ ﺍﻟﻨﻬﻀﺔ ﺍﻟﻌﺮﺑﻴﺔ ،ﺍﻟﻘﺎﻫﺮﺓ.1975 ، ﺳﻴﺪ ﳏﻤﺪ ﻏﻨﻴﻢ:ﺍﻟﺸﺨﺼﻴﺔ ،ﺩﺍﺭ ﺍﳌﻌﺎﺭﻑ،ﺍﻟﻘﺎﻫﺮﺓ.1983 ، ﺻﺎﱀ ﺣﺴﻦ ﺍﻟﺪﺍﻫﺮﻱ،ﻭﻫﻴﺐ ﳎﻴـﺪ ﺍﻟﻜﺒﻴﺴـﻲ :ﻋﻠـﻢ ﺍﻟـﻨﻔﺲ ﺍﻟﻌـﺎﻡ،ﻁ،1ﺩﺍﺭ ﺍﻟﻜﻨـﺪﻱ ﻟﻠﻨﺸـﺮ ﻭ ﺍﻟﺘﻮﺯﻳﻊ،ﺍﻷﺭﺩﻥ.1999، .32ﻋﺒﺪ ﺍﻟﻌﻠﻲ ﺍﳉﺴﻤﺎﱐ :ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭ ﺗﻄﺒﻴﻘﺎﺗﻪ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭ ﺍﻟﺘﺮﺑﻮﻳﺔ ،ﻁ،1ﺍﻟﺪﺍﺭ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻌﻠﻮﻡ،ﺑﲑﻭﺕ،ﻟﺒﻨﺎﻥ، .1994 .33ﻋﺒﺪ ﺍﻟﻘﺎﺩﺭ ﻛﺮﺍﺟـﺔ:ﺍﻟﻘﻴـﺎﺱ ﻭ ﺍﻟﺘﻘـﻮﱘ ﰲ ﻋﻠـﻢ ﺍﻟـﻨﻔﺲ،ﻁ،1ﺩﺍﺭ ﺍﻟﻴـﺎﺯﻭﺭﻱ ﺍﻟﻌﻠﻤﻴـﺔ ﻟﻠﻨﺸـﺮ ﻭ ﺍﻟﺘﻮﺯﻳﻊ،ﻋﻤﺎﻥ.1997، .34ﻋﺒﺪ ﺍﻴﺪ ﻧﺸﻮﺍﰐ :ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺘﺮﺑﻮﻱ ،ﻁ ،3ﺩﺍﺭ ﺍﻟﻔﺮﻗﺎﻥ ،ﺑﲑﻭﺕ.1987 ، .35ﻋﺜﻤﺎﻥ ﻟﺒﻴﺐ ﻓﺮﺍﺝ ﻭ ﺍﲪﺪ ﺯﻛﻲ ﳏﻤﺪ:ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺘﻌﻠﻴﻤﻲ،ﻣﻜﺘﺒﺔ ﺍﻟﻨﻬﻀﺔ ﺍﳌﺼﺮﻳﺔ.1967، .36ﻋﺰﺕ ﳏﻤﻮﺩ ﻛﺎﺷﻒ :ﺍﻹﻋﺪﺍﺩ ﺍﻟﻨﻔﺴﻲ ﻟﻠﺮﻳﺎﺿﻴﲔ ،ﺍﻟﻄﺒﻌﺔ ﺍﻷﻭﱃ ،ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ ،ﺍﻟﻘﺎﻫﺮﺓ.1991 ، .37ﻋﻠﻲ ﳛﻴﺎ ﺍﳌﻨﺼﻮﺭﻱ ،ﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﻟﺮﻳﺎﺿﺔ ،ﺍﳉﺰﺀ ﺍﻷﻭﻝ ،ﻁ.1971 ،1 .38ﻋﻤﺮ ﻋﺒﺪ ﺍﷲ ﻋﺒﺶ :ﺍﻻﻧﺘﻘﺎﺀ ﻭﺍﻟﺘﻮﺟﻴﻪ ﺍﻟﺮﻳﺎﺿﻲ ﻟﻠﻨﺎﺷﺌﲔ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﺟﺎﻣﻌﺔ ﺍﳉﺰﺍﺋﺮ.2001 ، .39ﻋﻤﺮﻭ ﺃﺑﻮ ﺍﺪ ،ﲨﺎﻱ ﺇﲰﺎﻋﻴﻞ ﺍﻟﻨﻤﻜﻲ :ﲣﻄﻴﻂ ﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺐ ﻭﺗﺮﺑﻴﺔ ﺍﻟﱪﺍﻋﻢ ﻭﺍﻟﻨﺎﺷﺌﲔ ﰲ ﻛـﺮﺓ ﺍﻟﻘـﺪﻡ، ﻁ ،1ﻣﺮﻛﺰ ﺍﻟﻜﺘﺎﺏ ﻟﻠﻨﺸﺮ ،ﻣﺼﺮ ﺍﳉﺪﻳﺪﺓ ،ﺍﻟﻘﺎﻫﺮﺓ.1997 ، .40ﻓﺆﺍﺩ ﺍﻟﺒﻬﻲ ﺍﻟﺴﻴﺪ :ﺍﻷﺳﺲ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﻨﻤﻮ،ﻁ،1ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ .1956 ، .41ﻓﺆﺍﺩ ﻧﺼﺤﻲ :ﺩﺭﺍﺳﺔ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺗﻮﺟﻴﻬﻬﻢ ،ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ.1980 ، .42ﻗﺎﺳﻢ ﺣﺴﻦ ﻗﺎﺳﻢ :ﺍﻟﺘﺪﺭﻳﺐ ﰲ ﺃﻟﻌﺎﺏ ﺍﻟﺴﺎﺣﺔ ﻭﺍﳌﻴﺪﺍﻥ ،ﻁ ،1ﺍﳌﻜﺘﺒﺔ ﺍﻟﻮﻃﻨﻴﺔ ،ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴـﺔ ﺍﻟﺮﻳﺎﺿـﻴﺔ، ﺑﻐﺪﺍﺩ.1978 ، .43ﻛﻤﺎﻝ ﺩﺳﻮﻗﻲ:ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭ ﺩﺭﺍﺳﺔ ﺍﻟﺘﻮﺍﻓﻖ،ﻁ ،3ﻣﺼﺮ.1985 ، .44ﻣﺎﺭﻳﺎﻥ ﺷﻴﻐﻞ :ﺍﻟﻄﻔﻞ ﺍﳌﻮﻫﻮﺏ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﻌﺎﺩﻱ ،ﺗﺮﲨﺔ ﳏﻤﺪ ﺳﻨﻴﻢ ﺭﻓﻌﺖ ،ﺩﺍﺭ ﺍﻟﻨﻬﻀﺔ ﺍﻟﻌﺮﺑﻴﺔ، ﻣﺼﺮ ،ﺩﻭﻥ ﺳﻨﺔ ﻧﺸﺮ. .45ﳏﻤﺪ ﺃﺯﻫﺮ ﺍﻟﺴﻤﺎﻙ ﻭﺁﺧﺮﻭﻥ :ﺍﻷﺻﻮﻝ ﰲ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ،ﺩﺍﺭ ﺍﳊﻜﻤﺔ ﻟﻠﻄﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺮ ،ﺍﳌﻮﺻﻞ.1988 ، .46ﳏﻤﺪ ﺣﺎﺯﻡ ﺃﺑﻮ ﻳﻮﺳﻒ:ﺃﺳﺲ ﺍﺧﺘﻴﺎﺭﺍ ﻟﻨﺎﺷﺌﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻁ ،1ﺩﺍﺭ ﺍﻟﻮﻓﺎﺀ ﻟـﺪﻧﻴﺎ ﺍﻟﻄﺒﺎﻋـﺔ ﻭﺍﻟﻨﺸـﺮ، ﺍﻹﺳﻜﻨﺪﺭﻳﺔ.2005 ، .47ﳏﻤﺪ ﺣﺴﻦ ﻋﻼﻭﻱ :ﻣﻮﺳﻮﻋﺔ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﺮﻳﺎﺿﻴﲔ ،ﻁ ،1ﻣﺮﻛﺰ ﺍﻟﻜﺘـﺎﺏ ﻟﻠﻨﺸـﺮ ،ﻣﺼـﺮ، .1998 .48ﳏﻤﺪ ﺣﺴﻦ ﻋﻼﻭﻱ:ﻣﺪﺧﻞ ﰲ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺮﻳﺎﺿﻲ،ﻁ،5ﻣﺮﻛﺰ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺮ،ﺍﻟﻘﺎﻫﺮﺓ.2006، .49ﳏﻤﺪ ﺣﺴﻦ ﻋﻼﻭﻱ:ﻣﻮﺳﻮﻋﺔ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻨﻔﺴـﻴﺔ ﻟﻠﺮﻳﺎﺿـﻴﲔ،ﻁ،1ﻣﺮﻛـﺰ ﺍﻟﻜﺘـﺎﺏ ﻟﻠﻨﺸﺮ،ﻣﺼـﺮ ﺍﳉﺪﻳﺪﺓ،ﺍﻟﻘﺎﻫﺮﺓ.1998، .50ﳏﻤﺪ ﺣﺴﻦ ﻋﻼﻭﻱ ،ﳏﻤﺪ ﻧﺼﺮ ﺍﻟﺪﻳﻦ ﺭﺿﻮﺍﻥ :ﺍﻟﻘﻴﺎﺱ ﰲ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻭﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺮﻳﺎﺿـﻲ ،ﻁ،2 ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ ،ﺍﻟﻘﺎﻫﺮﺓ.1988 ، .51ﳏﻤﺪ ﺷﻔﻴﻖ :ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ -ﺍﳋﻄﻮﺍﺕ ﺍﳌﻨﻬﺠﻴﺔ ﻹﻋﺪﺍﺩ ﺍﻟﺒﺤﻮﺙ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ،ﺍﻹﺳﻜﻨﺪﺭﻳﺔ.1985 ، .52ﳏﻤﺪ ﻋﺒﺪﻩ ﺻﺎﱀ ﺍﻟﻮﺣﺶ،ﻣﻔﱵ ﺇﺑﺮﺍﻫﻴﻢ ﳏﻤﺪ:ﺃﺳﺎﺳﻴﺎﺕ ﻛﺮﺓ ﺍﻟﻘﺪﻡ،ﻁ،1ﺩﺍﺭ ﻋﺎﱂ ﺍﳌﻌﺮﻓﺔ،ﻣﺆﺳﺴـﺔ ﳐﺘـﺎﺭ ﻟﻠﻨﺸﺮ ﻭ ﺍﻟﺘﻮﺯﻳﻊ،ﺍﻟﻘﺎﻫﺮﺓ.1994، .53ﳏﻤﺪ ﻟﻄﻔﻲ ﻃﻪ :ﺍﻷﺳﺲ ﺍﻟﻨﻔﺴﻴﺔ ﻻﻧﺘﻘﺎﺀ ﺍﻟﺮﻳﺎﺿﻴﲔ ،ﺍﻟﻘﺎﻫﺮﺓ.2002 ، .54ﳏﻤﺪ ﻣﺼﻄﻔﻰ ﺯﻳﺪﺍﻥ :ﺍﻟﻨﻤﻮ ﺍﻟﻨﻔﺴﻲ ﻟﻠﻄﻔﻞ ﻭ ﺍﳌﺮﺍﻫﻖ ﻭ ﺃﺳﺲ ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ،ﻁ،1ﺍﻹﺳﻜﻨﺪﺭﻳﺔ،ﺍﻟﻘﺎﻫﺮﺓ، .1972 .55ﳏﻤﻮﺩ ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ ﻋﻨﺎﻥ :ﺳﻴﻜﻮﻟﻮﺟﻴـﺔ ﺍﻟﺘﺮﺑﻴـﺔ ﺍﻟﺒﺪﻧﻴــﺔ ﻭﺍﻟﺮﻳـﺎﺿﻴــﺔ )ﻧﻈﺮﻳــﺔ ﻭﺗﻄﺒﻴــﻖ- ﺍﻟﺘﺠﺮﻳﺐ( ،ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ ،ﻁ ،1ﺍﻟﻘﺎﻫﺮﺓ.1995 ، .56ﻣﻔﱵ ﺇﺑﺮﺍﻫﻴﻢ ﲪﺎﺩ :ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺮﻳﺎﺿﻲ ﺍﳊﺪﻳﺚ ،ﲣﻄﻴﻂ ﻭﺗﻄﺒﻴـﻖ ﻭﻗﻴـﺎﺩﺓ ،ﻁ ،2ﺩﺍﺭ ﺍﻟﻔﻜـﺮ ﺍﻟﻌـﺮﰊ، ﺍﻟﻘﺎﻫﺮﺓ.2001، .57ﻣﻔﱵ ﺇﺑﺮﺍﻫﻴﻢ ﲪﺎﺩ :ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺮﻳﺎﺿﻲ ﻟﻠﺠﻨﺴﲔ ﻣﻦ ﺍﻟﻄﻔﻮﻟﺔ ﺇﱃ ﺍﳌﺮﺍﻫﻘﺔ ،ﻁ ،1ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ ،ﺍﻟﻘﺎﻫﺮﺓ، .1996 .58ﻣﻮﻓﻖ ﳎﻴﺪ ﺍﳌﻮﱃ:ﺍﻹﻋﺪﺍﺩ ﺍﻟﻮﻇﻴﻔﻲ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ،ﺩﺍﺭ ﺍﻟﻔﻜﺮ،ﻁ،2ﻋﻤﺎﻥ.1999، .59ﻧﺒﻴﻞ ﺳﻔﻴﺎﻥ:ﺍﳌﺨﺘﺼﺮ ﰲ ﺍﻟﺸﺨﺼﻴﺔ ﻭ ﺍﻹﺭﺷﺎﺩ ﺍﻟﻨﻔﺴﻲ)ﺍﳌﻔﻬﻮﻡ-ﺍﻟﻨﻈﺮﻳﺔ-ﺍﻟﻨﻤﻮ-ﺍﻟﺘﻮﺍﻓـﻖ-ﺍﻻﺿـﻄﺮﺍﺑﺎﺕ- ﺍﻹﺭﺷﺎﺩ ﻭﺍﻟﻌﻼﺝ(،ﻁ،1ﺍﻳﺘﺮﺍﻙ ﻟﻠﻨﺸﺮ ﻭ ﺍﻟﺘﻮﺯﻳﻊ،ﺍﻟﻘﺎﻫﺮﺓ.2004 ، .60ﻧﺰﺍﺭ ﺍﻟﻄﺎﻟﺐ :ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺮﻳﺎﺿﻲ ،ﺩﺍﺭ ﺍﳊﻜﻤﺔ ﻟﻠﻄﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺮ ،ﺑﻐﺪﺍﺩ.1993 ، .61ﻫﺪﻯ ﳏﻤﺪ ﳏﻤـﺪ ﺍﳋﻀـﺮﻱ :ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳊﺪﻳﺜـﺔ ﻻﻧﺘﻘـﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﺍﻟﻨﺎﺷﺌﲔ ﰲ ﺍﻟﺴﺒﺎﺣـﺔ ،ﺍﳌﻜﺘﺒـﺔ ﺍﳌﺼﺮﻳﺔ ﻟﻠﻄﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ.2004 ، .62ﻭﺟﻴﻪ ﳏﺒﻮﺏ ﺟﺎﺳﻢ :ﻃﺮﻕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﻭﻃﺮﻕ ﺇﻋﺪﺍﺩ ﺍﻟﺒﺤﻮﺙ ،ﺩﻳﻮﺍﻥ ﺍﳌﻄﺒﻮﻋﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ ،ﺍﳉﺰﺍﺋـﺮ، .1995 vﺍﻼﺕ ﻭﺍﳉﺮﺍﺋﺪ: .63ﺟﺮﻳﺪﺓ ﺍﻟﺮﺃﻱ :ﻋﺪﺩ 20 ،1137ﻳﻨﺎﻳﺮ .2002 .64ﻓﻴﺼﻞ ﻋﻴﺎﺵ :ﺍﻻﻧﺘﻘﺎﺀ ﺍﻟﺮﻳﺎﺿﻲ ،ﺍﻠﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻠﺜﻘﺎﻓﺔ ﺍﻟﺒﺪﻧﻴﺔ ﻭﺍﻟﺮﻳﺎﺿﻴﺔ ،ﻋﺪﺩ ،02ﻣﺴﺘﻐﺎﱎ.1997 ، .65ﳎﻠﺔ ﺍﳊﻮﺍﺩﺙ :ﺍﻟﻌﺪﺩ 118،23ﻣﺎﻱ ،1986ﺍﳉﺰﺍﺋﺮ. .66ﳏﻤﺪ ﻣﻨﺼﻮﺭﻱ :ﺍﻟﻜﺮﺓ ﺍﳉﺰﺍﺋﺮﻳﺔ ﻓﻮﺯ ﻣﺴﺘﺤﻖ،ﺟﺮﻳﺪﺓ ﺍﻟﺸﺒﺎﻙ،ﺍﻟﻌﺪﺩ ،26ﻧﻮﻓﻤﱪ،1993ﺍﳉﺰﺍﺋﺮ. .67ﻣﻴﺨﺎﺋﻴﻞ ﻣﻌﻮﺽ :ﻗﺪﺭﺍﺕ ﻭﺻﺤﺔ ﺍﳌﻮﻫﻮﺏ ،ﳎﻠﺔ ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻟﻠﻨﺸـﺎﻃﺎﺕ ﺍﻟﺒﺪﻧﻴـﺔ ﻭﺍﻟﺮﻳﺎﺿـﻴﺔ، ﻣﺴﺘﻐﺎﱎ ،ﺍﻟﻌﺪﺩ ،01ﺩﻳﺴﻤﱪ .2001 vﺍﳌﺬﻛﺮﺍﺕ ﻭﺍﻟﺮﺳﺎﺋﻞ: .68ﺩﺍﺩﻱ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ :ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺑﺎﻷﺩﺍﺀ ﺍﻟﺮﻳﺎﺿﻲ ﰲ ﺍﻟﺮﻳﺎﺿﺎﺕ ﺍﳉﻤﺎﻋﻴﺔ ،ﺃﻃﺮﻭﺣﺔ ﻣﺎﺟﺴـﺘﲑ ﻏﲑ ﻣﻨﺸﻮﺭﺓ ،ﺟﺎﻣﻌﺔ ﺍﳉﺰﺍﺋﺮ1996 ، .69ﺃﲪﺪ ﻋﺮﰊ ﻋﻨﺎﻥ :ﺍﻹﳒﺎﺯ ﺍﻟﺮﻳﺎﺿﻲ ﻟﻼﻋﱯ ﻛﺮﺓ ﺍﻟﻴﺪ ﰲ ﳐﺘﻠﻒ ﺍﳌﺮﺍﻛﺰ ﻭﻋﻼﻗﺘﻪ ﺑﺎﻟﺴﻤﺎﺕ ،ﺭﺳﺎﻟﺔ ﺩﻛﺘـﻮﺭﺍﻩ ﻏﲑ ﻣﻨﺸﻮﺭﺓ ،ﻣﻮﺳﻜﻮ.1984 ، ﺩﺭﺍﺳـﺔ ﻣﻴﺪﺍﻧﻴـﺔ ﻋﻠـﻰ، ﻋﻼﻗﺔ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺮﻳﺎﺿﻲ ﻟﺒﻌﺾ ﺍﳋﺼﺎﺋﺺ ﺍﻟﺸﺨﺼﻴﺔ: ﻋﺼﺎﻡ ﺍﻟﺪﻳﻦ ﻋﺒﺪ ﺍﳋﺎﻟﻖ.70 ، ﺍﻹﺳـﻜﻨﺪﺭﻳﺔ، ﻛﻠﻴﺔ ﺗﺮﺑﻴﺔ ﺭﻳﺎﺿﻴﺔ ﻟﻠﺒﻨﲔ، ﺭﺳﺎﻟﺔ ﺩﻛﺘﻮﺭﺍﻩ،ﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﺒﺪﻧﻴﺔ ﻟﻠﻤﻼﻛﻢ .1979 : 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G: An asseessement of personality profiles and withim intercollegiate athletes from differents sport. c(ed), psychology of sports may field, publishing company 1976. ﺟﺎﻣﻌﺔ ﺍﳉﺰﺍﺋﺮ ﻣﻌﻬﺪ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﺒﺪﻧﻴﺔ ﻭ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺑﺴﻴﺪﻱ ﻋﺒﺪ ﺍﷲ-ﺯﺭﺍﻟﺪﺓ ﺍﺳﺘﺒﻴﺎﻥ ﻣﻮﺟﻪ ﻟﻠﻤﺪﺭﺑﲔ ﻭ ﺧﱪﺍﺀ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ. ﰲ ﺇﻃﺎﺭ ﺍﳒﺎﺯ ﻣﺬﻛﺮﺓ ﻣﺎﺟﺴﺘﲑ ﰲ ﺍﻟﺘـﺪﺭﻳﺐ ﺍﻟﺮﻳﺎﺿـﻲ ﺑﻌﻨـﻮﺍﻥ"ﺍﻻﻫﺘﻤـﺎﻡ ﺑﺎﻟﺴـﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ"ﻛﻤﺤﺪﺩﺍﺕ ﺳﻴﻜﻮﻟﻮﺟﻴﺔ" ﰲ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺑﺎﳉﺰﺍﺋﺮ". ﻧﻀﻊ ﺑﲔ ﺃﻳﺪﻳﻜﻢ ﻫﺪﺍ ﺍﻻﺳﺘﺒﻴﺎﻥ ﺭﺍﺟﲔ ﻣﻨﻜﻢ ﺍﻟﺘﻌﺎﻭﻥ ﺑﻐﺮﺽ ﺇﻓﺎﺩﺗﻨﺎ ﰲ ﲨﻊ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﻭ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﺑﺒﺤﺜﻨﺎ ﻫﺪﺍ ﻭ ﳓﻴﻄﻜﻢ ﻋﻠﻤﺎ ﺃﻥ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗﺪﻟﻮﻥ ﺎ ﻻ ﺗﺴـﺘﺨﺪﻡ ﺇﻻ ﻟﻐﺮﺽ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ. ﻣﻼﺣﻈﺔ ﻫﺎﻣﺔ /ﻳﺮﺟﻰ ﻗﺮﺍﺀﺓ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺑﺸﻜﻞ ﺟﻴﺪ ﻣﻊ ﻭﺿﻊ ﺇﺷﺎﺭﺓ ) (Χﰲ ﺍﳋﺎﻧﺔ ﺍﳌﻨﺎﺳـﺒﺔ ﺃﻣﺎﻡ ﻛﻞ ﻋﺒﺎﺭﺓ. ﻭ ﰲ ﺍﻷﺧﲑ ﻟﻜﻢ ﻣﲏ ﺟﺰﻳﻞ ﺍﻟﺸﻜﺮ ﻭ ﺍﻻﻣﺘﻨﺎﻥ. ﲢﺖ ﺇﺷﺮﺍﻑ ﺍﻟﺪﻛﺘﻮﺭ/ ﺑﻦ ﺗﻮﻣﻲ ﻧﺎﺻﺮ. ﺍﻟﻄﺎﻟﺐ ﺍﻟﺒﺎﺣﺚ/ ﺷﺮﻳﻔﻲ ﺣﻠﻴﻢ ﺍﻻﺳﺘﺒﻴﺎﻥ -1ﻣﻦ ﺧﻼﻝ ﺗﺴﻴﲑ ﻛﻢ ﻟﻠﺤﺼﺺ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻟﻠﻨﺎﺷﺌﲔ ﻫﻞ ﺻﺎﺩﻓﺘﻢ ﺗﻼﻣﻴﺬ ﻣﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ؟ ﻻ ﻧﻌﻢ -2ﻫﻞ ﺗﻘﻮﻣﻮﻥ ﺑﺎﻻﻧﺘﻘﺎﺀ ﻟﻠﻤﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ؟ ﺩﺍﺋﻤﺎ ﺃﺣﻴﺎﻧﺎ ﺃﺑﺪﺍ ﻧﺎﺩﺭﺍ -3ﰲ ﺣﺎﻟﺔ ﻗﻴﺎﻣﻜﻢ ﺑﺎﻧﺘﻘﺎﺀ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻣﺎ ﻫﻮ ﺍﳉﺎﻧﺐ ﺍﻟﺬﻱ ﺘﻤﻮﻥ ﺑﻪ ﺃﻛﺜﺮ؟ ﺍﻟﻨﻔﺴﻲ ﺍﳌﻮﺭﻓﻮﻟﻮﺟﻲ ﺍﻟﺘﻘﲏ ﺍﻟﺒﺪﱐ ﺍﻻﺟﺘﻤﺎﻋﻲ -4ﻣﺎ ﻫﻲ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﺗﻌﺘﻤﺪﻭﻥ ﻋﻠﻴﻬﺎ ﺣﱴ ﻳﺘﻢ ﺍﻛﺘﺸﺎﻑ ﺍﳌﻮﺍﻫﺐ ﺍﻟﻜﺮﻭﻳﺔ؟ ﻃﺮﻳﻘﺔ ﺍﳌﻼﺣﻈﺔ ﺇﺟﺮﺍﺀ ﺑﻄﺎﺭﻳﺔ ﺍﺧﺘﺒﺎﺭﺍﺕ ﲤﺎﺭﻳﻦ ﻭﺃﻟﻌﺎﺏ ﺗﻨﺎﻓﺴﻴﺔ ﻣﻘﺎﺑﻼﺕ ﲡﺮﻳﺒﻴﺔ ﺑﲔ ﺍﻟﻨﺎﺷﺌﲔ -5ﻫﻞ ﺗﺄﺧﺬﻭﻥ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﻣﺒﺪﺃ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﻋﻨﺪ ﺍﻧﺘﻘﺎﺋﻜﻢ ﻟﻠﻨﺎﺷﺌﲔ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ؟ ﺩﺍﺋﻤﺎ ﺃﺣﻴﺎﻧﺎ ﻧﺎﺩﺭﺍ ﺃﺑﺪﺍ -6ﻫﻞ ﺗﺄﺧﺬﻭﻥ ﺑﻨﺘﺎﺋﺞ ﺍﻟﻔﺤﻮﺹ ﺍﻟﻄﺒﻴﺔ ﻋﻨﺪ ﻗﻴﺎﻣﻜﻢ ﺑﺎﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ؟ ﺩﺍﺋﻤﺎ ﺃﺣﻴﺎﻧﺎ ﻧﺎﺩﺭﺍ ﺃﺑﺪﺍ -7ﻫﻞ ﳛﻈﻰ ﺍﻟﻨﺎﺷﺊ ﺍﳌﻮﻫﻮﺏ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺑﺎﻟﻌﻨﺎﻳﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﺰﺍﺋﺪ ﻣﻦ ﻃﺮﻓﻜﻢ ؟ ﺩﺍﺋﻤﺎ ﺃﺣﻴﺎﻧﺎ ﻧﺎﺩﺭﺍ ﺃﺑﺪﺍ -8ﺧﻼﻝ ﺗﺘﺒﻌﻜﻢ ﳌﺮﺍﺣﻞ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻫﻞ ﺘﻤﻮﻥ ﺑﺎﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﳍﻢ؟ ﺩﺍﺋﻤﺎ ﺃﺣﻴﺎﻧﺎ ﻧﺎﺩﺭﺍ ﺃﺑﺪﺍ -9ﻛﻴﻒ ﻳﻜﻮﻥ ﺍﻫﺘﻤﺎﻣﻜﻢ ﺑﺎﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ ؟ ﺇﺟﺮﺍﺀ ﻣﻘﺎﺑﻼﺕ ﻣﻌﻬﻢ ﺍﻟﺘﺤﺎﻭﺭ ﻣﻌﻬﻢ ﻣﻼﺣﻈﺘﻬﻢ ﻋﻦ ﺑﻌﺪ -10ﻫﻞ ﺗﻜﻮﻥ ﻗﺮﻳﺐ ﻣﻦ ﻣﻮﻫﻮﺏ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﺧﻼﻝ ﺗﺘﺒﻊ ﻣﺮﺍﺣﻞ ﺍﻧﺘﻘﺎﺋﻪ ؟ ﺩﺍﺋﻤﺎ ﺃﺣﻴﺎﻧﺎ ﻧﺎﺩﺭﺍ ﺃﺑﺪﺍ -11ﻫﻞ ﺗﺴﺎﻋﺪﻭﻥ ﰲ ﻣﺸﺎﻛﻞ ﺍﳌﻮﻫﻮﺑﲔ ﺍﻟﱵ ﺗﻌﺘﺮﺿﻬﻢ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ ؟ ﺩﺍﺋﻤﺎ ﺃﺣﻴﺎﻧﺎ ﻧﺎﺩﺭﺍ ﺃﺑﺪﺍ -12ﻣﺎ ﻫﻮ ﺭﺩ ﻓﻌﻠﻜﻢ ﺍﲡﻪ ﺑﻌﺾ ﺍﻟﺴﻠﻮﻛﺎﺕ ﻏﲑ ﺍﻟﺴﻮﻳﺔ "ﺍﻟﺸﺎﺫﺓ" ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻻﻧﺘﻘﺎﺀ؟ ﺍﻟﺘﻮﻗﻒ ﻋﻨﺪﻫﺎ ﻭﻣﻌﺎﳉﺘﻬﺎ ﺍﻻﺗﺼﺎﻝ ﺑﺄﺧﺼﺎﺋﻲ ﻧﻔﺲ ﲡﺎﻫﻠﻬﺎ -13ﻫﻞ ﲡﺮﻭﻥ ﻓﺤﻮﺻﺎﺕ ﻧﻔﺴﻴﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺧﻼﻝ ﺇﳒﺎﺯ ﺍﻻﻧﺘﻘﺎﺀ ؟ ﺩﺍﺋﻤﺎ ﺃﺣﻴﺎﻧﺎ ﻧﺎﺩﺭﺍ ﺃﺑﺪﺍ -14ﺧﻼﻝ ﻣﺮﺍﺣﻞ ﺍﻧﺘﻘﺎﺋﻜﻢ ﻟﻠﻨﺎﺷﺌﲔ ﺍﳌﻮﻫﻮﺑﲔ ،ﻛﻴﻒ ﻳﻜﻮﻥ ﺍﻫﺘﻤﺎﻣﻜﻢ ﻢ ؟ ﺯﺍﺋـﺪ ﻗﻠﻴـﻞ ﻻ ﻳﻮﺟﺪ ﻋـﺎﺩﻱ -15ﺧﻼﻝ ﺇﺟﺮﺍﺀ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻫﻞ ﺗﺄﺧﺬﻭﻥ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﻣﻼﻣﺢ ﺷﺨﺼﻴﺘﻬﻢ؟ ﺩﺍﺋﻤﺎ ﺃﺣﻴﺎﻧﺎ ﻧﺎﺩﺭﺍ ﺃﺑﺪﺍ -16ﺧﻼﻝ ﺗﺘﺒﻌﻜﻢ ﳌﺮﺍﺣﻞ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻫﻞ ﺗﻨﻈﺮﻭﻥ ﺇﱃ ﺍﻟﻔﺮﻭﻗﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺷﺨﺼﻴﺘﻬﻢ؟ ﺩﺍﺋﻤﺎ ﺃﺣﻴﺎﻧﺎ ﻧﺎﺩﺭﺍ ﺃﺑﺪﺍ -17ﻫﻞ ﺗﺄﺧﺬﻭﻥ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﻣﺒﺪﺃ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﻋﻨﺪ ﺍﻧﺘﻘﺎﺋﻜﻢ ﻟﻠﻨﺎﺷﺌﲔ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺮﺓ ﺍﻟﻘﺪﻡ؟ ﺩﺍﺋﻤﺎ ﺃﺣﻴﺎﻧﺎ ﻧﺎﺩﺭﺍ ﺃﺑﺪﺍ -18ﻫﻞ ﻳﺆﺛﺮ ﺍﻟﺴﻠﻮﻙ ﺍﻟﻌﺪﻭﺍﱐ ﺍﳌﺘﻜﺮﺭ ﳌﻮﻫﻮﺏ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺋﻪ؟ ﻛﺜـﲑﺍ ﻗﻠﻴـﻼ ﻻ ﻳﺆﺛﺮ -19ﻛﻴﻒ ﻳﺆﺛﺮ ﺍﻟﺘﺬﺑﺬﺏ ﺍﳌﺰﺍﺟﻲ )ﺍﻻﻛﺘﺌﺎﺑﻴﺔ( ﺍﳌﺘﻜﺮﺭ ﻋﻨﺪ ﻣﻮﻫﻮﺏ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﰲ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺘﻘﺎﺀ؟ ﺑﺸﻜﻞ ﻛﺒﲑ ﻻ ﻳﺆﺛﺮ ﻗﻠﻴـﻼ -20ﻛﻴﻒ ﺗﺆﺛﺮ ﺣﺎﻻﺕ ﺍﻟﻐﻀﺐ ﺍﻟﺴﺮﻳﻊ ﺍﳌﺘﻜﺮﺭﺓ )ﺍﻟﻘﺎﺑﻠﻴﺔ ﻟﻼﺳﺘﺜﺎﺭﺓ( ﻋﻨﺪ ﻣﻮﻫﻮﺏ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﰲ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺋﻪ؟ ﺑﺸﻜﻞ ﻛﺒﲑ ﻻ ﻳﺆﺛﺮ ﻗﻠﻴـﻼ -21ﺧﻼﻝ ﺗﺘﺒﻌﻜﻢ ﳌﺮﺍﺣﻞ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻫﻞ ﺗﻮﱄ ﺍﻫﺘﻤﺎﻣﺎ ﻟﻘﺪﺭﺓ ﺍﳌﻮﻫﻮﺏ ﻋﻠﻰ ﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺍﻵﺧﺮﻳﻦ ﻭﺭﺑﻂ ﻋﻼﻗﺎﺕ ﻣﻌﻬﻢ؟ ﺩﺍﺋﻤﺎ ﺃﺣﻴﺎﻧﺎ ﺃﺑﺪﺍ ﻧﺎﺩﺭﺍ -22ﺧﻼﻝ ﺗﺘﺒﻌﻜﻢ ﳌﺮﺍﺣﻞ ﺍﻧﺘﻘﺎﺀ ﻣﻮﻫﻮﰊ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻫﻞ ﺗﺄﺧﺬﻭﻥ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﺟﺎﻧﺐ ﺍﳍﺪﻭﺀ ﻭﺍﻟﺘﺤﻜﻢ ﰲ ﺍﻻﻧﻔﻌﺎﻻﺕ ﻋﻨﺪ ﺍﳌﻮﻫﻮﺏ؟ ﺩﺍﺋﻤﺎ ﺃﺣﻴﺎﻧﺎ ﺃﺑﺪﺍ ﻧﺎﺩﺭﺍ -23ﻛﻴﻒ ﻳﺆﺛﺮ ﺟﺎﻧﺐ ﺍﻟﺴﻴﻄﺮﺓ ﻭﺣﺐ ﺍﻟﺘﻤﻠﻚ ﻋﻨﺪ ﻣﻮﻫﻮﺏ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺋﻪ؟ ﺑﺸﻜﻞ ﻛﺒﲑ ﻗﻠﻴـﻼ ﻻ ﻳﺆﺛﺮ -24ﻛﻴﻒ ﺗﺆﺛﺮ ﺣﺎﻻﺕ ﺍﳋﻮﻑ ﻭﺳﻬﻮﻟﺔ ﺍﻻﺭﺗﺒﺎﻙ )ﺍﻟﻜﻒ "ﺍﻟﻀﺒﻂ"( ﻋﻨﺪ ﻣﻮﻫﻮﺏ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ،ﰲ ﻋﻤﻠﻴﺔ ﺍﻧﺘﻘﺎﺋﻪ؟ ﺑﺸﻜﻞ ﻛﺒﲑ ﻗﻠﻴـﻼ ﻻ ﻳﺆﺛﺮ