Investigating the effect of “problem solving” and “growing interpersonal relationships” methods on team cohesion and learning kata skill

Hakimi, Leyla; Vaez Mousavi, Mohammad Kazem; Bagherli, Jaleh; Nasri, Sadegh

doi:10.22034/ijmbsp.2024.308719.1018

Investigating the effect of “problem solving” and “growing interpersonal relationships” methods on team cohesion and learning kata skill

10.22034/ijmbsp.2024.308719.1018

Volume 4, Issue 1
Spring 2024

Pages 1-11

Iranian Journal of Motor Behavior and Sport Psychology

Document Type : Original Article

Authors

Leyla Hakimi ¹

mohammad kazem vaez mousavi ²

Jaleh Bagherli ³

Sadegh Nasri ⁴

¹ Department of motor behavior. Faculty of Physical education and sports sciences. Islamic Azad university central Tehran branch. Tehran. Iran.

² Department of Physical education and sports sciences. Faculty of social and cultural studies. Imam hossein University. Tehran. Iran.

³ Department of motor behavior. Faculty of Physical education and sport sciences. Islamic Azad university Karaj branch. Karaj. Iran.

⁴ Department of Educational sciences and Psychology. Faculty of humanities. Rajaee Teacher Training university. Tehran. Iran.

Abstract

The aim of this study was to investigate the effects of team building exercise based on “problem solving” with “growing interpersonal relationships” on learning kata skill and team cohesion. In this quasi-experimental study with a pretest and posttest design, a number of 57 female students (mean age=21 years), who enrolled in a preliminary Karate course, participated voluntarily. Participants were randomly assigned into one of three groups including control group, problem-solving group, and interpersonal relationships group, then took part in pretest, ۱۲ weeks intervention, and post-test respectively. The group environment questionnaire was used to assess team cohesion. Learning kata skill was assessed by the score given to the participants by the karate referees and compared with the control group. Data were analyzed using repeated measurement ANOVA and Kruskal-Wallis test. The results showed that there was a significant difference in the cohesion and learning kata among groups (p <0.05). The team cohesion variable in the interpersonal relationships group was higher than the control group, but did not differ with problem solving group (p <0.05). The variable of kata skill learning was also higher in the interpersonal relationships group, but did not differ with problem solving group (p <0.05). It can be concluded that problem-solving training and the interpersonal relationships training can be considered as effective interventions to increase team cohesion and learning Kata performance.

Keywords

Group environment

: Karate: Performance

:Referee: Student

Subjects