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‫أسيوط‬
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5775 9748 5<4759 7799 5;<764 0
577= 77;8 ::754 8765 :;784 1
57:= 4749
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4749

84

574< ;77= 6:7759 8:7<= 696799 9

47<7 5;78< 5<:794 5:758 5<9789 0
4757 5756 57778 5759 5777 1
479; 5774 54788 5789 54777 2
4769 77:= =774 7778 =779 3
5756 4766 777= 4794 778= 4
57:= 4749
6

4749

84

47:9: ;779 6=779 97:= 6;7< 5

575< 8795 5;7=9 9796 64759 6
4775 87:: 697=9 8766 697;4 7
477: 677= 5=7<9 67<5 64 8
57:= 4749
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84

574:8 :785 5<749 :7:6 5;7;9

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4749

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4749 47=8،47=<
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100 15
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100 16
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‫<‪975‬‬ ‫‪97<8‬‬ ‫‪6;759‬‬ ‫‪9796‬‬ ‫‪64759‬‬ ‫‪6‬‬
‫=;‪77‬‬ ‫‪8794‬‬ ‫<‪747‬‬ ‫‪8766‬‬ ‫‪697;4‬‬ ‫‪7‬‬
‫‪8787‬‬ ‫;‪979‬‬ ‫‪6:7;9‬‬ ‫‪67<5‬‬ ‫‪64744‬‬ ‫‪8‬‬
‫‪57;7‬‬ ‫‪4749‬‬
‫‪55‬‬

‫‪4749‬‬
‫القبلي‬ ‫البعدى‬
‫‪40‬‬
‫‪35‬‬
‫‪30‬‬
‫‪25‬‬
‫‪20‬‬
‫‪15‬‬
‫‪10‬‬
‫‪5‬‬
‫‪0‬‬
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‫‪9‬‬
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‫‪90‬‬

‫‪09‬‬

‫‪567<:‬‬ ‫‪<744‬‬ ‫‪87784‬‬ ‫‪:7:8‬‬ ‫‪5;7;9‬‬

‫‪57;7‬‬ ‫‪4749‬‬
‫‪56‬‬

‫‪4749‬‬

‫اختبار التحصيل المعرفي‬

‫‪50‬‬
‫‪40‬‬
‫‪30‬‬
‫‪20‬‬
‫‪10‬‬
‫‪0‬‬
‫البعدى‬ ‫القبلي‬

‫‪0‬‬

‫‪91‬‬

‫‪09‬‬

‫‪5:76:‬‬ ‫;=‪:7‬‬ ‫‪8:7:9‬‬ ‫‪;779‬‬ ‫‪6=779‬‬ ‫‪5‬‬

‫;‪5;75‬‬ ‫‪;765‬‬ ‫‪7=784‬‬ ‫‪8795‬‬ ‫‪5;7=9‬‬ ‫‪6‬‬
‫‪69774‬‬ ‫<‪878‬‬ ‫‪847<9‬‬ ‫‪87::‬‬ ‫‪697=9‬‬ ‫‪7‬‬
‫;‪5<7:‬‬ ‫;;‪87‬‬ ‫‪7<77‬‬ ‫=‪677‬‬ ‫‪5=7<9‬‬ ‫‪8‬‬
‫‪57;7‬‬ ‫‪4749‬‬
 ‫‪40‬‬

‫‪57‬‬

‫‪4749‬‬
‫القبلي‬ ‫البعدى‬
‫‪50‬‬

‫‪40‬‬

‫‪30‬‬

‫‪20‬‬

‫‪10‬‬

‫‪0‬‬
‫اإلرسال من أعلي‬ ‫اإلرسال من أسفل‬ ‫التمرير من أسفل‬ ‫التمرير من أعلي‬

‫‪1‬‬

‫‪92‬‬

‫‪09‬‬

‫‪647<9‬‬ ‫‪;798‬‬ ‫‪9;779‬‬ ‫‪:785‬‬ ‫‪5<749‬‬

‫‪57;7 4749‬‬
‫‪58‬‬

‫‪4749‬‬

‫اختبار التحصيل المعرفي‬

‫‪80‬‬
‫‪60‬‬
‫‪40‬‬
‫‪20‬‬
‫‪0‬‬
‫البعدى‬ ‫القبلي‬

‫‪2‬‬
 ‫‪41‬‬

‫‪93‬‬

‫‪29‬‬

‫‪;788‬‬ ‫;=‪:7‬‬ ‫‪8:7:9‬‬ ‫;<‪77‬‬ ‫‪79774‬‬ ‫‪5‬‬

‫‪97=8‬‬ ‫‪;765‬‬ ‫‪7=784‬‬ ‫‪97<8‬‬ ‫‪6<759‬‬ ‫‪6‬‬
‫‪;759‬‬ ‫<‪878‬‬ ‫‪847<9‬‬ ‫‪97<8‬‬ ‫‪747<4‬‬ ‫‪7‬‬
‫‪=7=8‬‬ ‫;;‪87‬‬ ‫‪7<774‬‬ ‫;‪979‬‬ ‫‪6:7;9‬‬ ‫‪8‬‬
‫=‪57:‬‬ ‫‪4749‬‬
‫‪59‬‬

‫‪4749‬‬

‫ال مجموعة ال ضابطة‬ ‫ال مجموعة التجريبية‬

‫‪50‬‬
‫‪45‬‬
‫‪40‬‬
‫‪35‬‬
‫‪30‬‬
‫‪25‬‬
‫‪20‬‬
‫‪15‬‬
‫‪10‬‬
‫‪5‬‬
‫‪0‬‬
‫اإلرسال من أعلي‬ ‫اإلرسال من أسفل‬ ‫التمرير من أسفل‬ ‫التمرير من أعلي‬

‫‪3‬‬

‫‪94‬‬

‫‪84‬‬

‫‪<768‬‬ ‫‪;798‬‬ ‫‪9;779‬‬ ‫‪<744‬‬ ‫‪87784‬‬ ‫‪5‬‬

‫‪57:= 4749‬‬
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‫‪5:‬‬

‫‪4749‬‬
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‫‪70‬‬
‫‪60‬‬
‫‪50‬‬
‫‪40‬‬
‫‪30‬‬
‫‪20‬‬
‫‪10‬‬
‫‪0‬‬
‫المجموعة التجريبية‬ ‫المجموعة الضابطة‬

‫‪4‬‬

‫‪55‬‬

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58

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6446
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 53

46-Allen e.scates: winning volleyball, 4th edition, wn.c. Brown publisler,

u.s.a, 1993
47-Amrrican sport education program: coaching youth volleyball, 2nd,
education, humain, kinetiecs, u.s.a, 1997
48-Barbara l. viera&Bonnie jill fergn son: volleyball steps to success, 2nd
edition, human kinetics, u.s.a, 1996
49-Carlson, Helen, l: learnning style program design interactive
multimedia, educational technology research and development,
voll.39, no 3. 1992
4:-Chung, Taewon: The Effectiveness of computer Interactive Video
Instruction on Psychomotor Skill Analysis Competency of
Preservice Physical Education Teachers in Tennis Teaching. Diss,
Abst. Inte, vol.53, No, 7. January 1993.
4;- Darlene A .kliak& peter H, Dunn: volleyball, 3rdedition, brown&
benchmark, u.s.a, 1996
4<-Deepak Jain: teaching& coaching volleyball, khelsahitya Kendra,
New Delhi. 2001
49-Don shondell& Cecile Reynaud: the volleyball coaching bible, human
kinetics, u.s.a, 2002
50-Hirmi,Atsusi,grau isidro ,iv : a review of computer related state
standard ,text box, and journal implication ,for preservice teacher
education and professional development , journal of computing in
teacher education ,v12 , no. 4, summer 1996
51-Mary wise: 1999volleyball drills for champions, human kinetics, and
u.s.a
52-Mathias: Comparison of the Effectiveness of in Evocative Video in
Teaching the Ability to Analysis Two Psychomotor Skills in
Swimming, Diss, Abst. Inter vol. 51, no 11. May 1991.
53-matray ,paul , proulx, steve : “ integrating computer / multimedia
technology in a high school biology curriculum American biology
teacher , vol .57, Nov .Dec.1995 .
54-Skinsley, M. Brodie, D.: A study of effectiveness of computer
assisted learning in physical education sport express, United
Kingdom, 1990.
55-Steven, Julian: Practical new technalogiesin physical education at
George Mason University U Svirgimia. SPO. 1989.
 54

56-William son, v.m&Abraham.m.r: the effect of computer animation on

the algoritn and conceptual equilibrant problem sonlining of
collegechemistry of the national associates for research in science
teaching, 1993