اثر تمرینات حسی ـ حرکتی با رویکرد حس بازی بر کنترل اجرایی و حرکتی کودکان با اختلال یادگیری

نویسندگان

1 دکتری رفتار حرکتی، دانشکده علوم ورزشی، دانشگاه ارومیه، ارومیه، ایران.

2 استاد گروه رفتار حرکتی، دانشکده علوم ورزشی، دانشگاه ارومیه، ارومیه، ایران.

چکیده
هدف: دوران کودکی زمان حیاتی برای رشد مهارت‌های حرکتی به‌وسیله تمرینات بدنی مناسب، در نظر گرفته می‌شود؛ که در نهایت آن، بهبود فعالیت مناطق مختلف مغزی و در نهایت بهبود عملکرد حاصل می‌شود. هدف از پژوهش حاضر بررسی اثر تمرینات حسی ـ حرکتی با رویکرد حس بازی بر کنترل اجرایی و حرکتی کودکان با اختلال یادگیری بود.

روش‌ها: پژوهش حاضر از نوع نیمه تجربی و از حیث هدف، کاربردی با طرح پیش‌آزمون پس‌آزمون با گروه کنترل بود. جامعه آماری شامل 36 نفر از کودکان دختر دارای اختلال یادگیری با میانگین و انحراف معیار سنی (49/0± 39/8) بودند که با مراجعه به مراکز اختلال یادگیری شهر مشهد انتخاب و به‌صورت تصادفی در دو گروه تمرین (گروه حسی ـ حرکتی با رویکرد حس بازی، گروه حسی ـ حرکتی با رویکرد هدف‌دار) و یک گروه کنترل جای‌دهی شدند. گروه‌های تمرین به‌صورت دو جلسه 60 دقیقه‌ای در هفته، در بازه زمانی 8 هفته در تمرینات یکپارچگی حسی ـ حرکتی شرکت کردند. در طی این مدت، گروه کنترل فعالیت‌های عادی خود را انجام داد. تغییرات در کنترل اجرایی (کنترل بازداری) و کنترل حرکتی (مهارت‌های حرکتی درشت) آزمودنی‌ها قبل و بعد از دوره تمرین به ترتیب توسط آزمون‌های استروپ و برونینکس ـ اوزرتسکی سنجیده شد.

یافته‌ها: آزمون تحلیل واریانس مرکب نشان داد که تمرینات حسی ـ حرکتی با رویکرد حس بازی موجب بهبود کنترل اجرایی و حرکتی در تمامی متغیرها در مقایسه با گروه کنترل‌شده است و در مقایسه با گروه هدف‌دار تنها موجب بهبود در متغیر سرعت دویدن و چابکی در مهارت‌های حرکتی درشت شده است (05/0>p).

نتایج: تمرینات حسی ـ حرکتی مبتنی بر رویکرد حس بازی به‌عنوان یک مداخله می‌توانند به بهبود کنترل اجرایی و حرکتی کودکان با اختلال یادگیری کمک کنند.

کلیدواژه‌ها


عنوان مقاله English

The Effect Of Sensory-Motor Exercises With a Game Sense On The Executive And Motor Control Of Children With learning Disorder

نویسندگان English

Hanieh Ghasemian Moghadam 1
Hasan Mohamadzadeh 2
1 Ph.D in Motor Behavior, Faculty of Sport Sciences, Urmia University, Urmia, Iran.
2 Professor of Motor Behavior Department, Faculty of Sport Sciences, Urmia University, Urmia, Iran.
چکیده English

Aim: Childhood is considered a critical period for developing motor skills through appropriate physical exercises, which ultimately enhance brain function and performance. The present study aimed to investigate the effect of sensory–motor exercises with a game sense approach on executive and motor control in children with learning disorder.

Methods: This quasi-experimental, applied research employed a pretest–posttest design with a control group. The statistical population included 36 female children with learning disorder (mean age = 8.39 ± 0.49 years) who were recruited from learning disorder centers in Mashhad and randomly assigned to two intervention groups (sensory–motor with a game sense approach, sensory–motor with a goal-oriented approach) and one control group. The intervention groups participated in sensory–motor integration training twice a week for eight weeks (60 minutes per session). During this period, the control group continued their usual activities. Executive control (inhibitory control) and motor control (gross motor skills) were assessed before and after the intervention using the Stroop Test and the Burininks-Oseretsky Test, respectively.

Results: A mixed MANOVA showed that sensory–motor exercises with a game sense approach significantly improved executive and motor control across all variables compared to the control group. In comparison with the goal-oriented group, improvements were observed only in running speed and agility (p < 0.05).

Conclusion: Sensory–motor exercises based on a play-oriented approach can serve as an effective intervention to enhance executive and motor control in children with learning disorder.

کلیدواژه‌ها English

learning disorder
Game Sense
inhibition
Gross Motor Skills
Sensory-Motor Exercises
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