Motor Behavior

Comparison of the Efficacy of Instructor-Based and Parent-Based Interventions on Social Development, Emotional Development and Cognitive Development in Children with Developmental Coordination Disorder

Document Type : Research Paper

Authors

Shima Abdolrahman Chapari 1
Seyed Mohammad Kazem Vaez Mousavi 2
Ali Kashi 3

1 Ph.D. Student of Motor behavior - Motor development, Science and Research Branch, Islamic Azad University, Tehran, Iran

2 Professor of Sport Psychology, Imam Hossein University, Tehran, Iran

3 Associate Professor of Motor Behavior, Sport Science Research Institute, Tehran, Iran

https://doi.org/10.22089/mbj.2018.5026.1585
Abstract
The purpose of this study was to compare instructor-based and parent-based interventions on social development, emotional development and cognitive development in seven to 10 years old children with developmental coordination disorder through motor skills training. Participants consisted of 84 girls and boys from eight elementary school at four, eight and 13 Tehran educational zones; they were screened by developmental coordination disorder questionnaire, then randomly divided into three groups: instructor-based, parent-based, and control. Two experimental groups carried out skills training for 12 weeks consisting, , (Three sessions per week) and each session 45 minutes. All participants were assessed before and after interventions with Vineland social maturity scale, Emotional Awareness Rieffe, and Conners (Parent form) questionnaires. The result of Covariance analysis test showed that both experimental groups significantly in the total score of social development, emotional development and cognitive development had higher score than the control group, and of course Instructor-based group in social development had better than parent-based group, that demonstrates positive impact of group environments and peers. also parent-based group in emotional development had better than Instructor-based group, that demonstrates dependency between children and parents. These results showed, both interventions help to improve social development, emotional development and cognitive development in children with developmental coordination disorder, instructor based intervention is more beneficial in social development, and parent-based intervention is more beneficial in emotional development.

Keywords

Developmental Coordination Disorder
Motor Skills
Social Development
Emotional Development
Cognitive Development

Subjects

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Motor Behavior
Volume 12, Issue 41
Fall 2020
October 2020
Pages 121-148

  • Receive Date 06 November 2017
  • Revise Date 31 December 2017
  • Accept Date 09 January 2018

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