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اثر هشت هفته تمرین های ادراکی-حرکتی بر رشد اجتماعی کودکان کم توان ذهنی 6 تا 11 سال | ||
پژوهشنامه مدیریت ورزشی و رفتار حرکتی | ||
دوره 15، شماره 30، مهر 1398، صفحه 313-325 اصل مقاله (249.64 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22080/jsmb.2020.10113.2363 | ||
نویسندگان | ||
محمد حسین منظری توکلی1؛ معصومه شجاعی* 2؛ عبدالله قاسمی3 | ||
1دانشجوی کارشناسی ارشد/دانشگاه آزاد اسلامی واحد علوم و تحقیقات تهران | ||
2ریاست دانشکده تربیت بدنی/دانشگاه الزهرا (س) | ||
3استادیار گروه تربیت بدنی/دانشگاه آزاد اسلامی، واحد علوم و تحقیقات تهران | ||
تاریخ دریافت: 22 اردیبهشت 1395، تاریخ بازنگری: 13 دی 1395، تاریخ پذیرش: 01 اسفند 1395 | ||
چکیده | ||
چکیده زمینه و هدف: کودکان کمتوان ذهنی دارای مشکلات زیادی در زندگی اجتماعی خود هستند. لذا پژوهش حاضر با هدف ارزیابی اثر بخشی هشت هفته تمرینهای ادراکی-حرکتی بر رشد اجتماعی دانش آموزان کم ناتوانی ذهنی انجام شد. روششناسی: روش تحقیق از نوع نیمه تجربی با طرح پیش آزمون پس آزمون همراه با گروه کنترل است. شرکتکنندگان شامل 30 نفر دانش آموز کمتوان ذهنی تربیتپذیر بامیانگین سنی 25/1±07/10بودند. قبل و بعد از تمرینات ادراکی-حرکتی، رشد اجتماعی با استفاده از پرسشنامه رفتار سازشی وایلند ارزیابی شد، که روایی آن برابر با 81/0 و پایایی آن برابر با 73/0بود. ضمن اینکه دوره تمرینی هشت هفته، هفته ای سه جلسه و هر جلسه به مدت 45 دقیقه بود. با توجه به اینکه مؤلفه های رشد اجتماعی مورد نظر بوده است (بیش از یک متغیر مورد بررسی قرار گرفت) تجزیه و تحلیل داده ها به روش تحلیل کوواریانس چند متغیره انجام شد. یافتهها: نتایج نشان داد که از بین زیرمقیاسهای رشد اجتماعی فقط ریز مقیاس ارتباط در اثر تمرینات ادراکی- حرکتی بهبود معناداری نیافت. اما سایر زیر مقیاسهای رشد اجتماعی (خودیاری عمومی، خودیاری در خوردن، خودیاری در پوشیدن، خود رهبری یا خود جهت دهی، مسائل شغلی، حرکت و جنبش، اجتماعی بودن) در اثر تمرینات بطور معناداری ارتقاء یافتند. نتیجهگیری: میتوان گفت: تمرینهای ادراکی – حرکتی استفاده شده در این پژوهش میتواند اثر مطلوبی در افزایش بهره رشد اجتماعی کودکان کمتوان ذهنی داشته باشد. | ||
کلیدواژهها | ||
کلمات کلیدی: تمرین های ادراکی-حرکتی؛ رشد اجتماعی؛ کودکان کمتوان ذهنی | ||
عنوان مقاله [English] | ||
Effects of perceptual-motor training program on social development in Children Aged 6-11 Years with Mental Retarded | ||
نویسندگان [English] | ||
masome shojaei2؛ | ||
چکیده [English] | ||
Abstract: Background and purpose: mentally retarded children have variety of problems in their social life, so the purpose of this study was to assess the effectiveness of eight weeks of perceptual-motor training on social development of mentally retarded children. Methodology: this study was a semi-experimental pre-test-post-test along with control group. And participants were thirty educable mentally retarded students with average age of 10.07±1.25. social development analysed by Vineland Social Maturity before and after perceptual-motor training which its validity was equals to 0.81 and its stability was equals to 0/73. Exercise course was eight weeks, three times a week and each session was forty five minutes. So that the components of social development was desired (more than one variable), data analysed by multivariate analysis of covariance. Results: results showed that all subscales of social growth including Self Help General, Self Help Eating, Self Help Dress Self Direction, Occupation, Locomotion and Sociability, except in case of Communication, were significantly improved by the mean of perceptual-motor training. Conclusion: it can be said that the applied perceptual-motor exercise in this study can have an optimal effect on improving mentally retarded children's social life efficiency. | ||
کلیدواژهها [English] | ||
Keywords: Perceptual-motor training, social development, intellectual disability | ||
مراجع | ||
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