مقایسه اثربخشی آموزش خطی و غیرخطی بر عملکرد مهارت‌های حرکتی جابجایی و انگیزش حرکتی کودکان با اختلال هماهنگی رشدی

نویسندگان

1 گروه رفتار حرکتی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران.

2 گروه رفتار حرکتی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران. (نویسنده مسئول)

3 استادیار رفتار حرکتی، دانشکده تربیت‌بدنی، دانشگاه آزاد واحد تهران مرکز، تهران، ایران.

چکیده
مقدمه و هدف: هدف این مطالعه مقایسه اثربخشی آموزش خطی و غیرخطی بر عملکرد مهارت‌های حرکتی جابجایی و انگیزش حرکتی کودکان با اختلال هماهنگی رشدی بود.

روش: جامعه آماری این پژوهش شامل کلیه کودکان با اختلال هماهنگی رشدی ارومیه بود. نمونه آماری شامل 30 پسر (سن=37/19 ±35/9) بودند که به روش در دسترس از مدارس ارومیه انتخاب شدند. برای تشخیص اختلال هماهنگی رشدی آزمون MABC-2، برای ارزیابی مهارت حرکتی آزمون 3 TGMD- و برای ارزیابی انگیزش حرکتی پرسش‌نامه انگیزش حرکتی استفاده گردید. برای اجرای این مطالعه شرکت کندگان برای مدت هشت هفته هر هفته دو جلسه 50 دقیقه‌ای مداخلات مهارت حرکتی را در دو روش خطی (15 نفر) و غیرخطی (دست‌کاری تکلیف)، دست‌کاری تکلیف (15 نفر) تمرین کردند. قبل و پس از مداخلات متغیرها اندازه‌گیری شدند.

یافته‌ها: نتایج تحلیل کوواریانس نشان داد آموزش غیرخطی در مقایسه با آموزش خطی هم در مهارت جابجایی (p=0.04) و هم برای انگیزش حرکتی (p=0.000) به‌طور معناداری بیشتر از گروه خطی پیشرفت داشتند.

نتیجه‌گیری: با توجه به این نتایج روش‌های غیرخطی با در نظر گرفتن ویژگی‌های فردی هر کودک برای کمک به کودکان با اختلالات حرکتی کمک‌کننده است. در نظر گرفتن ویژگی‌های منحصربه‌فرد هر کودک کمک می‌کند تا هم مهارت‌های حرکتی ارتقا یابد و هم انگیزه کافی برای ادامه فعالیت وجود داشته باشد. لذا استفاده از روش‌های غیرخطی برای کودکان با اختلال هماهنگی رشدی پیشنهاد می‌شود.

کلیدواژه‌ها


عنوان مقاله English

The Comparison Of The Effectiveness Of Iinear And Non-Linear Pedagogy On locomotor Motor Skills Performance And Movement Motivation In Children With Developmental Coordination Disorder

نویسندگان English

Maryam Nasery 1
Marziye Ballali 2
Zahra Entezari 3
1 PHD student of motor behavior, Department Physical Education, Islamic Azad University Central Tehran, Tehran, Iran email.
2 Assistant Professor of Motor Behavior, Department Physical Education, Islamic Azad University Central Tehran, Tehran, Iran.
3 Assistant Professor of Motor Behavior, Department Physical Education, Islamic Azad University Central Tehran, Tehran, Iran.
چکیده English

Aim: The aim of this study was to comparison of the effectiveness of linear and non-linear pedagogy on locomotor motor skills Performance and movement motivation in children with developmental coordination disorder.

Method: The statistical population was all children with developmental coordination disorder in Urmia. The statistical sample consisted of 30 boys (age = 9.35 ± 1.37) who were selected from Urmia schools using the available method. MABC-2 test was used to diagnose developmental coordination disorder, TGMD- test was used to evaluate locomotor skills, and motor motivation test was used to evaluate movement motivation. To carry out this study, the participants practiced two 50-minute sessions of motor skills interventions in two linear methods (15 people) and task manipulation (15 people) for eight weeks. Variables were measured before and after the interventions.

Result: The results of covariance analysis showed that non-linear training compared to linear training significantly improved both in movement skills (p=0.04) and motor motivation (p=0.000) than the linear group.

Conclusion: According to these results, non-linear methods considering the individual characteristics of each child are helpful for helping children with movement disorders. Considering the unique characteristics of each child helps to improve motor skills and to have enough motivation to continue the activity. Therefore, the use of non-linear methods is suggested for children with developmental coordination disorder.

کلیدواژه‌ها English

Locomotor Skills
movement motivation
Developmental Coordination Disorder
Assignment Manipulation
Linear Pedagogy
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