پژوهش در مدیریت ورزشی و رفتار حرکتی

مقایسه رویکرد آموزشی والدین محور و مربی محور بر تبحر حرکتی و رشد شناختی کودکان 7 تا 10 ساله کم‌توان ذهنی آموزش پذیر

مقالات آماده انتشار

نویسندگان

سوسن تعبدی 1
شهزاد طهماسبی بروجنی 2
مرجان نامجو 1

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

2 Department of Cognitive and Behavioural Scinecnes in Sport, Faculty of Sport Sciences and Health, University of Tehran, Tehran, Iran (*Corresponging Author)

چکیده
تحقیقات پیشین حاکی از اثربخشی مداخلات مربی محور و والدین محور بر کودکان اختلال هماهنگی رشدی بوده است اما بررسی این دو رویکرد در کودکان کم­توان ذهنی انجام نشده است. لذا، هدف این پژوهش، مقایسه رویکرد آموزشی والدین محور و مربی محور بر تبحر حرکتی و رشد شناختی کودکان کم­توان ذهنی آموزش­پذیر بود. 40 دختر مبتلا به کم­توان ذهنی آموزش­پذیر شهرستان جهرم به روش نمونه­گیری در دسترس انتخاب شدند و به صورت تصادفی به دو گروه تجربی والدین محور (80/1 ± 70/7) و مربی محور (91/0 ± 10/8) تقسیم شدند. در مرحله پیش­آزمون شرکت­کنندگان آزمون رشد شناختی (نرم­افزار مداخلات شناختی مغز من) را انجام دادند. پس از آن، آزمون تبحر حرکتی (بروینینکز اوزرتسکی) در محیط مدرسه از تمام شرکت­کنندگان به عمل آمد. مداخله برای گروه مربی محور توسط مربی در مدرسه به شیوه انفرادی، انجام شد و برای گروه والدین محور، توسط والدین در محیط خانه به مدت 6 هفته و هر هفته 3 جلسه 45 دقیقه­ای انجام شد. بعد از اجرای پس آزمون، نتایج تحلیل واریانس مرکب نشان داد که تمرینات مربی محور نسبت به والدین محور موجب بهبود تبحر حرکتی و رشد شناختی شد (05/0≥P). همچنین تمرینات والدین محور نیز موجب بهبود مهارت­های ظریف شد(05/0≥P).

کلیدواژه‌ها

والدین محور
مربی محور
تبحر حرکتی
رشد شناختی
کم‌توان ذهنی

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 1. Department of Physical Education, Farhangian University, Tehran Nasibah Campus, Tehran, Iran
2 2. Department of Cognitive and Behavioural Scinecnes in Sport, Faculty of Sport Sciences and Health, University of Tehran, Tehran, Iran
چکیده English

Previous research has indicated the effectiveness of parent-based and instructor-based interventions on children with developmental coordination disorder, but investigation of these two approaches in mentally retarded children has not been considered until. The purpose of this study was to compare the parent-based and instructor-based educational approach on motor proficiency and cognitive development of children aged 7 to 10 years with educable mentally retarded. 40 children with educable mental retardation in Jahrom city were selected by available sampling method and were divided into two experimental groups of parent-based (7.7±1.80) and instructor-based (8.10±0.91). In pre-test, participants performed a cognitive development test (my brain cognitive intervention software). After, all participants were tested motor proficiency (Bruininks Ozertsky) in school environment. The intervention for instructor-based group was done individually by the teacher in school and for the parent-based group, the intervention was done by parents at home. The intervention was performed for both experimental groups for 6 weeks and 3 sessions of 45 minutes each week. Analysis of variance was used to analyze the data. The results of data analysis showed that instructor-based exercises compared to parent-based exercises can improve motor proficiency, cognitive development (P≤0.05). Parent-based exercises can as well improve fine skills (P≤0.05).

کلیدواژه‌ها English

Instructor-based
Parent-based
Motor Proficiency
cognitive development
Educable mentally retarded
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پژوهش در مدیریت ورزشی و رفتار حرکتی

مقالات آماده انتشار، پذیرفته شده
انتشار آنلاین از 01 آبان 1399