رفتار حرکتی

تأثیر یک دوره برنامه تمرینی با تأکید بر تأثیر مهارت‏های حرکتی ظریف بر کنش‌های اجرایی کودکان با اختلال یادگیری

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار رفتار حرکتی، دانشگاه اصفهان

2 کارشناس ارشد رفتار حرکتی، دانشگاه اصفهان

3 دانشیار روان‌شناسی و آموزش کودکان با نیازهای خاص، دانشگاه اصفهان

چکیده
هدف پژوهش‌ حاضر، بررسی اثر 12 هفته‏ تمرین مهارت‏های حرکتی ظریف بر کنش‌های اجرایی شامل حافظة کاری، حل مسئله و کنترل بازداری در دانش‏ آموزان شش تا ده سالة مبتلا به اختلال‌ یادگیری بود. 30 دانش ‏آموز از بین دانش‏ آموزان مرکز اختلالات یادگیری به شکل تصادفی انتخاب و به‌صورت همگن بر اساس جنسیت و پایة تحصیلی بهدو گروه کنترل و آزمایش ‌(15=n) تقسیم شدند. گروه آزمایش به مدت 12 هفته به‌صورت 24 جلسة یک‌ساعته به‌ تمرین مهارت‌های ظریف با تأکید بر مهارت‏های هماهنگی بینایی ـ حرکتی و یکپارچگی بینایی ـ فضایی طبق بستة تمرینی رینی و ورنر (1976) پرداختند؛ اما گروه کنترل، در طول مدت پژوهش،فعالیت‌های سازمان‌یافتة ورزشی را دریافت نکردند. از آزمون برج لندن، آزمون استروپ و خرده‏آزمون فراخنای اعداد و مقیاس هوشی وکسلرچهار، درمراحل پیش ‏آزمون و پس‏ آزمون برای جمع‏ آوری داده‏ ها استفاده شد. از تحلیل کوواریانس برای مقایسة تفاوت میانگین گروه‏ها استفاده شد. نتایج پژوهش نشان داد که تمرین مهارت‏های حرکتی ظریف بر کنش‌های اجرایی ‌(حل مسئله، حافظة کاری، کنترل بازداری) دانش ‏آموزانِ با اختلال یادگیری، مؤثر بود (05/0≥P). مداخلة مهارت‏های حرکتی ظریف، یک شیوة مؤثر برای بهبود حافظة کاری، حل مسئله و کنترل بازداری در دانش ‏آموزانِ با اختلال یادگیری است.

کلیدواژه‌ها

موضوعات

عنوان مقاله English

The Effects of a Training Course with an Emphasis on Fine Motor Skills on Executive Functions of Children with Learning Disorder

نویسندگان English

  • Shila Safavi 1
  • Nada Ghazinoor 2
  • Ahmad Abadi 3
1 Assistant Professor of Motor Behavior, University of Isfahan
2 M.Sc. of Motor Behavior, University of Isfahan
3 Associate Professor of Children with Special Needs, University of Isfahan
چکیده English

The purpose of the present study was to investigate the effect of 12 weeks of fine motor skills training on executive functions including working memory, problem solving,and inhibition control of 6-10 year old students with learning disorders. 30 students were randomly selected from a learning disorder center and were assigned into either a control (n=15) or experiment group (n=15) based on gender and academic grades. Intervention involved practicing of fine motor skills with emphasis on visual-motor coordination and visual-spatial integration skills based on Rini and Werner (1976) exercise package for 12 weeks, 24 one hour long sessions. London Tower, Digit Span subscale of Wechsler Intelligence Scale, and Stroop task software were used for collecting the data at pretest and posttest. Covariance analysis was used for comparing mean differences between groups. Results showed that practicing fine motor skills resulted in a significant improvement of all executive functions subscales including working memory, problem solving, and inhibition control of the participants of the experimental group. The findings indicate that requiring primary school children with learning disorder to exercise fine motor skills improves their executive functions.

کلیدواژه‌ها English

  • Learning Disorder
  • Fine Motor Skills‚ Executive Function
  • Children
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رفتار حرکتی
دوره 9، شماره 30
زمستان 1396
بهمن 1396
صفحه 37-56

  • تاریخ دریافت 05 آبان 1395
  • تاریخ بازنگری 29 دی 1395
  • تاریخ پذیرش 18 بهمن 1395

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