پديد آورندگان :
انوشه، سروناز دانشگاه خوارزمي تهران، تهران، ايران , قديري، فرهاد دانشگاه خوارزمي تهران، تهران، ايران , پروين پور، شهاب دانشگاه خوارزمي تهران، تهران، ايران , ياعلي، رسول دانشگاه خوارزمي تهران، تهران، ايران
كليدواژه :
بازي هاي گروهي , بازي هاي انفرادي , مهارت هاي حركتي بنيادي , اختلال هماهنگي رشدي
چكيده فارسي :
زمينه و هدف: چالشي اساسي در حيطهٔ رشد كودكان شناسايي قيود مؤثر بر بهينه سازي محيط مداخلات رشد حركتي است. پژوهش حاضر، با هدف مقايسهٔ اثربخشي آموزش بازي هاي گروهي و انفرادي بر رشد مهارت هاي حركتي بنيادي كودكان مبتلا به اختلال هماهنگي رشدي انجام شد. روش بررسي: روش پژوهش نيمه آزمايشي و طرح آن پيش آزمون-پس آزمون با دو گروه مستقل بود. تعداد بيست دختر 9 تا 10 سالهٔ منطقهٔ دو شهر تهران به روش نمونه گيري دردسترس به عنوان نمونه انتخاب شدند. تشخيص اختلال هماهنگي رشدي با استفاده از آزمون ارزيابي حركتي كودكان ( 2001 ) و تأييد روانپزشك صورت گرفت. شركت كنندگان به دو گروه انفرادي و گروهي تقسيم شدند. گروه ها، تمرينات منتخب را به مدت هجده جلسهٔ 60 دقيقه اي انجام دادند. آزمودني ها قبل و بعد از تمرينات به وسيلهٔ آزمون رشد حركت درشت - ويرايش دوم( 2000) ارزيابي شدند. تحليل داده هاي پژوهش به كمك نسخهٔ 19 نرم افزار SPSS و با استفاده از تحليل اندازه هاي مكرر انجام پذيرفت. سطح معناداري 0٫05 در نظر گرفته شد. يافته ها: يافته هاي پژوهش نشان داد كه روش هاي گروهي و انفرادي بر رشد حركتي اثر معناداري دارد ( p>0/001) و شيوۀ آموزشي بازي گروهي در مقايسه با بازي انفرادي منجر به ارتقاي رشد حركتي بهتري در كودكان مي شود ( p=0/012) در بازي گروهي، مهارت هاي بنيادي از66.90±8.14 به 3.20±3.32 و در بازي انفرادي از 64.80±6.56 به 66.10±5.42 رسيده است. نتيجه گيري: نتايج اين پژوهش نشان داد كه بازي هاي گروهي به دليل حضور معنادار كودك در فرايند يادگيري و وجود نداشتن رقابت منفي با ديگران، موجب رشد بهتر مهارت هاي حركتي بنيادي آنها مي شود.
چكيده لاتين :
Background & Objectives: Developmental Coordination Disorder (DCD) is an atypical motor development with an undiscovered etiology,
which has recently attracted extensive attention. A significant challenge regarding motor development in children with DCD is identifying the constraints that affect the optimization of interventions, i.e., designed for motor development. The present study attempted to compare the effects
of group and individual games on the development of fundamental movement skills in children with DCD.
Methods: This was a quasi–experimental research with a pretest–posttest and a control group design. The statistical population of the present
study included all females aged 9–10 years with DCD in Tehran City, Iran, in 2018. The DCD was diagnosed using the second edition of the
movement assessment battery (2001) for children followed by a psychiatrist’s approval. A total of 20 students with DCD were selected through
convenience sampling method and were randomly divided into two groups, as follows: group games and individual games (10 children per
group). The study groups performed the selected exercises during eighteen 60–minute sessions. The games played by the two groups were the
same, and the only difference concerned the organization of the games. To design the games, several activities and games were extracted through
exploring relevant literature (Peens et al., 2006). The selected activities and games were then included in the process of 18 daily lesson plans and
were approved by 10 physical education professors. Prior to conducting the research, these games were tested on 12 children with DCD that
were excluded from the research sample. Moreover, the games were completely consistent with the research objectives in terms of severity,
duration, and time. The study subjects were evaluated before and after conducting the exercises by the Test of Gross Motor Development–Second
Edition (TGMD–2). This test was presented by Ulrich (2000) for the qualitative assessment of gross motor skills. The TGMD–2 measures the
locomotion and manipulation skills in subtests. The total score obtained in both subtests is considered as the value for fundamental movement
skills. The validity and reliability of this tool have been approved by Soltanian et al., (2013) in Iran. Based on this study, the coefficient of
internal consistency and reliability for locomotion and manipulation score, as well as the total score were reported as 78%, 74%, and 80%,
respectively. Data analysis was performed in SPSS using repeated–measures Analysis of Variance (ANOVA) at a significance level of 0.05.
Results: The obtained data were normalized using Shapiro–Wilk test; then, the scores of the pretest and posttest was compared between the
study groups. Due to the heterogeneity of the data between the two groups, using the analysis of covariance was impossible. Therefore, to
investigate the effect of the exercises, a 2 (groups) × 2 (pretest and posttest phases) repeated–measures ANOVA was performed through which
the time factor was repeatedly measured. The collected findings revealed that group and individual game approaches had a significant effect on
motor development in the studied children (p<0.001). The superior effect of group games in comparison with individual games (p=0.012) was
confirmed considering the higher level of progress made by the group games research group (mean±SD: from 66.90±8.14 to 73.20±3.32),
compared to the individual games study group (mean±SD: from 64.80±6.56 to 66.10±5.42).
Conclusion: Considering the advantages of group games and the results of this research study, motor development interventions in children with
DCD could lead to more favorable outcomes in the development of fundamental movement skills; this goal is achieved if using group methods.
Such practice proved effectiveness in preparing an individual for social life and teamwork that is encountered in everyday life. Social relationships could also be improved through these types of games.
