مقایسه رویکرد آموزشی والدین‌محور و مربی‌محور بر تبحر حرکتی و رشد شناختی کودکان 7 تا 10 ساله کم‌توان ذهنی آموزش‌پذیر

نوع مقاله : مقاله علمی-پژوهشی

نویسندگان

1 گروه تربیت بدنی، دانشگاه فرهنگیان، پردیس نسیبه تهران، تهران، ایران

2 گروه علوم رفتاری و شناختی ورزشی، دانشکده علوم ورزشی و تندرستی، دانشگاه تهران، تهران، ایران.

10.22034/jrsm.2026.7002
چکیده
مقدمه و هدف: تحقیقات پیشین حاکی از اثربخشی مداخلات مربی‌محور و والدین‌محور بر کودکان دارای اختلال هماهنگی رشدی بوده است؛ بااین‌حال، بررسی این دو رویکرد در کودکان کم‌توان ذهنی کمتر مورد توجه قرار گرفته است. هدف این پژوهش مقایسه رویکرد آموزشی والدین‌محور و مربی‌محور بر تبحر حرکتی و رشد شناختی کودکان کم‌توان ذهنی آموزش‌پذیر بود.
روش: چهل دختر کم‌توان ذهنی آموزش‌پذیر 7 تا 10 ساله شهرستان جهرم به روش نمونه‌گیری در دسترس انتخاب و به‌صورت تصادفی در دو گروه والدین‌محور و مربی‌محور قرار گرفتند. تبحر حرکتی با آزمون بروینینکس اوزرتسکی و رشد شناختی با نرم‌افزار مداخلات شناختی مغز من ارزیابی شد. مداخله فعالیت بدنی برای هر دو گروه به مدت شش هفته، هفته‌ای سه جلسه 45 دقیقه‌ای اجرا شد.
یافته‌ها: نتایج تحلیل واریانس مرکب نشان داد هر دو نوع تمرین باعث افزایش نمرات تبحر حرکتی و مهارت‌های ظریف و درشت کودکان شد (05/0≥P). بااین‌حال، تمرینات مربی‌محور در مقایسه با تمرینات والدین‌محور موجب بهبود بیشتر مهارت‌های ظریف، مهارت‌های درشت، تبحر حرکتی و رشد شناختی شد (05/0≥P).
نتیجه‌گیری: رویکرد مربی‌محور نسبت به رویکرد والدین‌محور می‌تواند در بهبود تبحر حرکتی و رشد شناختی کودکان کم‌توان ذهنی آموزش‌پذیر مؤثرتر باشد

کلیدواژه‌ها

موضوعات

عنوان مقاله English

The Comparison of Parent-Based and Instructor-Based Educational Approach on Motor Proficiency and Cognitive Development with Educable Mentally Retarded

نویسندگان English

Soosan Taabodi 1
shahzad Tahmasebi Boroujeni 2
Marjan Namjoo 1
1 Department of Physical Education, Farhangian University, Tehran Nasibah Campus, Tehran, Iran
2 Department of Cognitive and Behavioural Sciences in Sport, Faculty of Sport Sciences and Health, University of Tehran, Tehran, Iran
چکیده English

Aim: Previous research has indicated the effectiveness of parent-based and instructor-based interventions on children with developmental coordination disorder; however, these two approaches have not been sufficiently examined in educable mentally retarded children. The purpose of this study was to compare parent-based and instructor-based educational approaches on motor proficiency and cognitive development in 7 to 10-year-old children with educable mental retardation.
Method: This quasi-experimental field study used a mixed within-group and between-group design. Forty girls with educable mental retardation in Jahrom were selected by available sampling and randomly assigned to parent-based and instructor-based groups. Motor proficiency was assessed using the Bruininks-Oseretsky test, and cognitive development was evaluated using the My Brain cognitive intervention software. Both groups received physical activity interventions for six weeks, three 45-minute sessions per week.
Result: A mixed analysis of variance showed that both instructor-based and parent-based exercises increased motor proficiency and fine- and gross-motor skill scores (P≤0.05). However, instructor-based exercises produced greater improvement than parent-based exercises in gross and fine motor skills, total motor proficiency, and cognitive development (P≤0.05).
Conclusion: Instructor-based intervention appears to be more effective than parent-based intervention for improving motor proficiency and cognitive development in children with educable mental retardation

کلیدواژه‌ها English

Instructor-based
Parent-based
Motor Proficiency
cognitive development
Educable mentally retarded
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  • تاریخ دریافت 01 اسفند 1404
  • تاریخ بازنگری 24 اردیبهشت 1405
  • تاریخ پذیرش 23 خرداد 1405
  • تاریخ انتشار 10 تیر 1405