پديد آورندگان :
جعفري، فاطمه سادات دانشگاه اصفهان , عابدي، احمد دانشگاه اصفهان , كارگر، فاطمه دانشگاه اصفهان , محمدي خوزاني، زهرا دانشگاه اصفهان , فرامرزي، سالار دانشگاه اصفهان
چكيده فارسي :
هدف: با توجه به اينكه حركت و توجه دو جزء مكمل هم است و توجه مبناي پايه‌ريزي رفتار حركتي و رواني بوده و حركت نيز سبب بهبود تمركز و توجه مي‌شود، پژوهش حاضر با هدف تعيين اثربخشي بازي‌هاي ادراكي‌حركتي بر ميزان ابعاد مختلف توجه (فراخناي توجه، توجه انتخابي، توجه پايدار، توجه تقسيم‌شده، جابه‌جايي توجه) كودكان داراي اختلال هماهنگي رشد انجام گرفت.
روش‌بررسي: روش پژوهش نيمه‌آزمايشي با طرح پيش‌آزمون‌پس‌آزمون بود. جامعهٔ آماري را تمامي كودكان دختر پايهٔ اول ابتدايي مبتلا به اختلال هماهنگي رشد شهر اصفهان در سال تحصيلي 93-1392 تشكيل دادند. به منظور انجام اين پژوهش 30 كودك دختر داراي اختلال هماهنگي رشد به‌شيوهٔ نمونه‌گيري تصادفي چندمرحله‌اي انتخاب شده و با روش تصادفي در گروه‌هاي آزمايش و كنترل قرارگرفتند (15 كودك در گروه آزمايش و 15 كودك در گروه كنترل). ابزار استفاده‌شدهٔ پژوهش پرسشنامهٔ كانرز و پرسشنامهٔ 7-Q DCD و مصاحبهٔ باليني بود. مداخلات مبتني‌بر بازي‌هاي ادراكي‌حركتي به‌مدت 16 جلسه روي گروه آزمايش صورت گرفت. داده‌هاي به‌دست‌آمده با روش تحليل كوواريانس تجزيه و تحليل شد.
يافته‌ها: نتايج پژوهش نشان داد مداخلات زودهنگام مبتني‌بر بازي‌هاي ادراكي‌حركتي بر ميزان ابعاد مختلف توجه (فراخناي توجه، توجه انتخابي، توجه پايدار، توجه تقسيم‌شده، جابه‌جايي توجه) كودكان داراي اختلال هماهنگي رشد مؤثر است (0٫001>p).
نتيجه‌گيري: نتايج پژوهش نشان داد مداخلات زود هنگام مبتني‌بر بازي‌هاي ادراكي‌حركتي بر ميزان ابعاد مختلف توجه (فراخناي توجه، توجه انتخابي، توجه پايدار، توجه تقسيم‌شده، جابه‌جايي توجه) كودكان داراي اختلال هماهنگي رشد مؤثر است (0٫001>p).
چكيده لاتين :
Background & Objective: Approximately 5-6% of school-aged children suffer from developmental coordination disorder (DCD), which is a
neuromotor disability in which a child’s motor coordination difficulties significantly interfere with activities of daily living or academic
achievement. These children typically have difficulty with fine and/or gross motor skills, with motor performance that is usually slower, less
accurate, and more variable than that of their peers. The types of difficulties children with DCD experience have been well-documented. Selfcare
challenges include difficulty with dressing, managing buttons and zippers, tying shoelaces, using a knife and fork, and toileting. Difficulty
with school related tasks can negatively impact academic achievement, e.g., copying, drawing, painting, printing, handwriting, using scissors,
organizing, and finishing work on time. Physical education can also be affected, as children with DCD have trouble throwing, catching, or
kicking a ball, running, skipping, and playing sports. Despite average or above intelligence, children with DCD have poorer school outcomes
than peers. Beyond the motor domain, children with DCD can experience significant secondary emotional and mental health concerns, e.g., low
self-worth and self-esteem, high rates of anxiety and depression and emotional/ behavioral disorders. Thus, DCD has far-reaching effects in
multiple domains “with considerable consequences in daily life”. DCD often co-occurs with other developmental disorders, most commonly
attention deficit hyperactivity disorder (ADHD). Up to 50% of children with DCD have been shown also to meet criteria for ADHD.
Attention is a set of excellent cognitive and meta-cognitive abilities that contribute to daily living or academic achievement. Lack of attention in
children with DCD affects performance. A variety of different treatment approaches for DCD exist. Perceptual – motor activities is one of
approaches for the treatment of DCD. Since that games can increases the attention of children with DCD, the aim of this study was to investigate
the effectiveness of cognitive movement games on the extent of attention (selective attention, sustained attention, divided attention and shifting
attention) of children with coordination disorder.
Methods: The study employed a pretest-posttest control group quasi-experimental design. The population consisted of all first-grade girls with
DCD in Isfahan in the 2013-2014 school year. In order to conduct this study 30 children with developmental coordination disorder were recruited
through to a multi-stage random sampling. The participants were randomly assigned to experimental and control groups in equal numbers. The
research instruments were Conner’s questionnaires and DCD Q questionnaires. Finally, the experimental group received 16 sessions of
Perceptual motor games-based intervention. Analysis of Covariance (ANOCVA) was used to test the research hypotheses.
Results: The results showed that early interventions based games perceptual – motor is effect on Amount of attention (selective attention,
sustained attention, divided attention, shifting attention) in children with developmental coordination disorder (p>0.01).
Conclusion: Considering the importance of the role of attention in the learning and educational achievement of children, especially children
with developmental coordination disorder, it is desirable that the diagnosis and intervention take place as soon as possible and the interactions
of perceptual motion games indirectly accompanied by joy and attractiveness he does.
