رفتار حرکتی

شماره جاری

بر اساس شماره‌های نشریه

بر اساس نویسندگان

بر اساس موضوعات

نمایه نویسندگان

نمایه کلیدواژه ها

درباره نشریه

اهداف و چشم انداز

اعضای هیات تحریریه

اصول اخلاقی انتشار مقاله

بانک ها و نمایه نامه ها

پیوندهای مفید

پرسش‌های متداول

هزینه های دریافت نشریه

راهنمای نویسندگان

فرم ها

فرایند پذیرش مقالات

اثر تمرینات اداراکی ـ حرکتی منتخب بر تبحر حرکتی کودکان با اختلال یادگیری

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناس ارشد رفتار حرکتی، دانشگاه فردوسی مشهد

2 استاد رفتار حرکتی، دانشگاه فردوسی مشهد

چکیده

پژوهش حاضر با هدف بررسی اثربخشی تمرینات ادراکی ـ حرکتی منتخب بر تبحر حرکتی کودکان با اختلال یادگیری انجام شد. بدین‌منظور، 24 نفر از کودکان پسر هفت تا نه سال با اختلال یادگیری شهر مشهد انتخاب شدند و به‌صورت تصادفی به دو گروه تجربی و کنترل تقسیم شدند. گروه تجربی به‌مدت 20 جلسه، هر جلسه 30 دقیقه و با تکرار پنج روز در هفته تمرینات ادراکی ـ حرکتی منتخب را انجام دادند. گروه کنترل نیز درطی این دوره به فعالیت‌‌های عادی روزمره خود پرداختند. تغییرات در تبحر حرکتی آزمودنی‌ها قبل و بعد از دوره تمرین به‌وسیله آزمون‌ برونینکس ـ اوزرتسکی سنجیده شد. برای تجزیه‌وتحلیل آماری داده‌ها از نرم‌‌افزار اس.پی.اس.اس. نسخه 21 و آزمون تحلیل واریانس با اندازه‌های تکراری استفاده شد. نتایج داد که عملکرد گروه تجربی در خرده‌مقیاس‌های تعادل، قدرت، سرعت پاسخ، کنترل بیناییـ حرکتی، هماهنگی اندام فوقانی، سرعت و چالاکی اندام فوقانی، هماهنگی دوسویه، سرعت دویدن و چابکی تفاوت معناداری با گروه کنترل داشت (0.05 P<)؛ بنابراین، می توان گفت تمرینات ادراکی ـ حرکتی منتخب به بهبود تبحر حرکتی در کودکان با اختلال یادگیری کمک می‌کنند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Effect of Selected Perceptual ـMotor Exercises on Motor Proficiency of Children with Learning Disorder

نویسندگان [English]

  • Hanieh Ghasemian Moghadam 1
  • Mahdi Sohrabi 2
  • Hamidreza Taheri 2

1 M.Sc. Student of Motor Behavior, Ferdowsi University of Mashhad

2 Professor of Motor Behavior, Ferdowsi University of Mashhad

چکیده [English]

The purpose of this study was to investigate the effects of selectedperceptual ـ motor exercises on motor proficiency of children with learning disorder. Based on this study, 24 boys (7ـ9 years old) with learning disorder in Mashhad were selected and randomly assigned to experimental and control groups. The experimental group was subjected to selectedperceptual ـ motor exercises for 20 sessions of 30 minutes, which was repeated 5 days per week. During this period, the control group performed its routine activities. Changes in the motor proficiency were measured using with the Burininks ـ Oseretsky test before and after the intervention. Repeated measures analysis of variance. showed that selectedperceptual ـ motor exercises improved the balance, power, response speed, vision motor control, upper limb coordination, speed agility of the upper limb, bilateral coordination and sprint agility of children in the experimental group, relative to the control group (P <0.05).

کلیدواژه‌ها [English]

  • Learning Disorder
  • Motor Proficiency
  • Selected Perceptual ـ Motor Exercises
مراجع
  1. Abolqasemi A, Rezaei Jamalouei H, Narimani M, Zahed A. Comparison of the social competency and its components in the students with learning disabilities and students with low, average and high educational progress. (JLD). 2011; 1:6ـ23. (In Persian).
  2. Rief SR. How to Reach & Teach All Students in The Inclusive Classroom. Centre For Applied Research in Education. 1996.
  3. Shaywitz SE. Overcoming dyslexia: A new and complete science-based program for reading problems at any level. Knopf; 2003.
  4. Ghanaie ChamanAbad A, GrossiFarshi M, Ashayeri H, Babapor J, Moghimi A. Effects of exercise training on memory function numerical rhythmic movements of students with specific learning disorders. (IJPES). 2009;9(2):65ـ149. (In Persian).
  5. Abedi A, Kazemi F, Shooshtari M, Golshani Monazzah F. The effect of aerobic exercises on the visual and auditory attention of preـschool boys with ADHD in Isfahan. (JEI). 2012;2(7):134ـ67. (In Persian).
  6. CaseـSmith J, Clark GJF, Schlabach TL. Systematic review of interventions used in occupational therapy to promote motor performance for children ages birth–5 years. (AJOT). 2013;67(4):413ـ24.
  7. Hipólito R. Multidisciplinary view of the inconvenience of learning. (PEE). 2008;12(2):463ـ5.
  8. Bo J, Lee CـM. Motor skill learning in children with developmental coordination disorder. (RDD). 2013;34(6):2047ـ55.
  9. Zittel LL. Gross motor assessment of preschool children with special needs: Instrument selection considerations. (APAQ). 1994;11(3):245ـ60.
  10. Reed KL. Quick reference to occupational therapy. Aspen publishers; 2001.
  11. Saddock BJ, Saddock VA. Synopsis of psychiatry. Philadelphia, PA: Lippincott, Williams & Wilkins; 2007.
  12. Dartaj F, Asemi S. Investigating the effect of selected motor program on perceptualـmotor ability and academic achievement of lateـschool students in second grade. (SP). 2013;1(4):39ـ56. (In Persian).
  13. SonugaـBarke EJ. The dual pathway model of AD/HD: An elaboration of neuroـdevelopmental characteristics. (NBR). 2003;27(7):593ـ604.
  14. Neudecker C, Mewes N, Reimers AK, Woll A. Exercise interventions in children and adolescents with ADHD: A systematic review. (JAD). 2019;23(4):307ـ24.
  15. Wigal SB, Emmerson N, Gehricke JـG, Galassetti P. Exercise: applications to childhood ADHD. (JAD). 2013;17(4):279ـ90.
  16. Esmaeili S, Movahedi Y, Rostami S, Esmaeili S. Effectiveness of physical Neurological exercise on the growth of the psychoـmotor skills in children with learning disorder. (SJPP). 2015;2(3):16-28. (In Persian).
  17. Pan CـY, Tsai CـL, Chu CـH. Fundamental movement skills in children diagnosed with autism spectrum disorders and attention deficit hyperactivity disorder. (JADD). 2009 Dec1;39(12):1694-705.
  18. Korkman M, Kirk U, Kemp S. NEPSY: A developmental neuropsychological assessment manual. San Antonio, TX: The Psychological Corporation; 1998.
  19. Hatami S, Hoseini F, Hatami S, Molarahimi R. Effect of motor selected program improvement of fine motor skills and academic achievement of students with mathematical disorder. Paper presented at: The Second National Conference and the First International Conference on New Research in the Humanities;2015. (In Persian).
  20. Sheikh M, HomayounـNia M, Ahmadi O, Nazari S, Homayouni AR. The effects of selected physical activities on perceptual motor ability in preـschool children with neuropsychological learning disabilities. (AR). 2014;15(3):36ـ43. (In Persian).
  21. Fragala‐Pinkham M, Haley SM, O’Neil ME. Group aquatic aerobic exercise for children with disabilities. (DMCN). 2008;50(11):822ـ7.
  22. Hodge S, Murata N, Porretta D. Enhancing motor performance through various preparatory activities involving children with learning disabilities. (CK). 1999;53(4):76ـ82.
  23. Macmahon JR, Gross RT. Physical and psychological effects of aerobic exercise in boys with learning disabilities. (JDBP). 1987;8(5):274ـ7.
  24. Carmeli E, ZingerـVaknin T, Morad M, Merrick J. Can physical training have an effect on wellـbeing in adults with mild intellectual disability? (MAD). 2005;126(2):299ـ304.
  25. Specialized Center and Human Empowerment Ponabs. Paaryaad Guidebook; 2014. (In Persian).
  26. Siminghalam M, Alibakhshi H, Ahmadi Zadeh Z. An investigation of bilateral coordination of children with specific learning disorder. (JPSR). 2016;5(1):7ـ13. (In Persian).
  27. Jalilabkenar S, Ashori M. The applications for teaching students with learning disabilities (impairments in reading, writing and spelling. (SE). 2013;13(3):1ـ10. (In Persian).
  28. Alizadeh H. Attention deficit / hyperthyroid disorders: Features, evaluation and treatment: (D). 2008:1 ـ128. (In Persion).
  29. Pieters S, Desoete A, Roeyers H, Vanderswalmen R, Van Waelvelde H. Behind mathematical learning disabilities: What about visual perception and motor skills? (LID). 2012;22(4):498ـ504.
  30. Woodward RJ, Surbrug PR. The performance of fundamental movement skills by elementary school children with learning disabilities. (PE). 2001 Dec 1;58(4):          198 ـ208.
  31. Owens A. Supporting children’s development: Extract from putting children first. (NCAC). 2008:3ـ5.
  32. SmitsـEngelsman BC, Niemeijer AS, van Galen GP. Fine motor deficiencies in children diagnosed as DCD based on poor graphoـmotor ability. (HMS). 2001;20(1):161ـ82.
  33. Lowenstein D. Understanding and helping the slow learner. Available at: www clubtheo com/momdad/html/dlslow html. 2003. [cited 2017 July 10].
  34. Scott JL. The effect of a metronomeـbased coordination training programme on the fundamental gross motor skills of children with motor development delays. Stellenbosch: (US); 2010.
  35. Westendorp M, Hartman E, Houwen S, Smith J, Visscher C. The relationship between gross motor skills and academic achievement in children with learning disabilities. (RDD). 2011;32(6):2773ـ9.
  36. Jelle Vuijk P, Hartman E, Mombarg R, Scherder E, Visscher C. Associations between academic and motor performance in a heterogeneous sample of children with learning disabilities. (JLD). 2011;44(3):276ـ82.
  37. Negahban H, Etemadi M, Naghibi S, Emrani A, Yazdi MJS, Salehi R, et al. The effects of muscle fatigue on dynamic standing balance in people with and without patellofemoral pain syndrome. (GP). 2013;37(3):336ـ9. (In Persian).
  38. Garner AA, O’Connor BC, Narad ME, Tamm L, Simon J, Epstein JN. The relationship between ADHD symptom dimensions, clinical correlates and functional impairments. (JDBP): JDBP. 2013;34(7):469ـ77.
  39. Yarmohammadian A, Ghamarani A. The comparative study of gross and fine motor skills and body balance in children with intellectual disability, autism and learning disorder with normal children. Archives of Rehabilitation. 2015;16(1):66ـ75. (In Persian).
رفتار حرکتی
دوره 12، شماره 39
بهار 1399
فروردین 1399
صفحه 51-68
فایل ها
سابقه مقاله
  • تاریخ دریافت: 27 شهریور 1396
  • تاریخ بازنگری: 21 دی 1396
  • تاریخ پذیرش: 25 دی 1396
هم رسانی
ارجاع به این مقاله
آمار