تاثیر تواتر بازخوردهای کلامی بر یادگیری و اجرای حرکتی کودکان دچار اختلال هماهنگی رشدی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 کارشناس ارشد رفتار حرکتی، دانشگاه آزاد اسلامی واحد خوراسگان، دانشکده تربیت بدنی، خوراسگان. ایران

2 استادیار دانشکده تربیت بدنی و علوم ورزشی، دانشگاه اصفهان، اصفهان. ایران

3 دانشجوی دکتری تخصصی رفتار حرکتی، دانشگاه فردوسی مشهد، مشهد. ایرن

چکیده

مقدمه و اهداف
یکی از مشکلات عمده کودکان دچار اختلال هماهنگی رشد، یادگیری مهارت‌های حرکتی است. ازآنجایی‌که شیوع این اختلال در بین کودکان قابل‌توجه است، پژوهش حاضر با هدف تعیین تأثیر تواتر بازخورد کلامی بر یادگیری مهارت پرتاب کردن کودکان دچار اختلال هماهنگی رشدی انجام گرفت.
مواد و روش­ها
جامعه مورد مطالعه کودکان 5 تا 7 ساله دختر و پسر دانش­آموز شهرکرد دچار اختلال هماهنگی رشد بودند که تعداد 40 کودک به شکل داوطلبانه در مطالعه شرکت کردند. در پژوهش شبه تجربی حاضر با طرح پیش­آزمون-پس­آزمون، شرکت­کنندگان در چهار گروه؛ بازخورد 100 درصد (10 نفر)، بازخورد 50 درصد (10 نفر)، بازخورد کاهنده (10 نفر) و کنترل (10 نفر) به شکل تصادفی تقسیم شدند. ابزارهای مورد استفاده برای جمع­آوری اطلاعات شامل پرسش­نامه تشخیصی DCDQ’7 و آزمون دقت پرتاب کودکان چیویاکوسکی بود. داده­ها از طریق آزمون­های تحلیل واریانس یک طرفه، تحلیل وارانس مرکب با اندازه­گیری مکرر و آزمون تعقیبی LSD تجزیه و تحلیل شد.
یافته­ها
نتایج نشان داد، روش­های مختلف تواتر بازخورد تاثیر متفاوت و معناداری بر یادگیری مهارت حرکتی شرکت­کنندگان داشت (001/0=,P 402/9=F). ضمن اینکه بازخورد با تواتر 50 درصد بهترین اثر را بر یادگیری مهارت حرکتی داشت (01/0<P).
نتیجه­گیری
نتایج تحقیق حاضر تایید­کننده نظریه هدایت در بازخورد می­باشد. لذا توصیه می­شود برای آموزش مهارت مورد نظر در کودکان دچار اختلال هماهنگی رشد از روش بازخورد با تواتر 50 درصد استفاده شود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Effect of Verbal Feedback Frequency on Motor Performance and Learning in Children with Developmental Coordination Disorder

نویسندگان [English]

  • Shahnaz Nazari 1
  • Shila Safavi 2
  • hassan kordi 3
1 Department of Physical ٍeducation and Sport Sciences, Islamic Azad University of Khorasgan Branch
2 Department of Physical education and Sport Sciences, Isfahan University
3 Physical Education and Sport sciences, Department, Ferdowsi University of Mashhad
چکیده [English]

Background and Aim: Motor skill learning is one of the main problems in children with Developmental Coordination Disorder (DCD). Since the prevalence of this disorder among children is considerable, the present study was conducted to determine the effect of verbal feedback frequency on the learning of throwing skill in children with DCD.
Materials and Methods: The study population consisted of 5 to 7 year old students (boys and girls, N=40) with DC living in Shahr-e-Kord, who voluntarily participated in the study. In the present quasi-experimental investigation, consisting of a pretest-posttest design, the participants were randomly distributed into four groups: feedback of %100 (n= 10), feedback of %50 (n= 10), the feedback reducer (n= 10), and controls (n=10). Data was collected using the Developmental Coordination Disorder Diagnostic Questionnaire (DCDQ’7) and children throwing accuracy test of Chiviancowsy and ANOVA, repeated measures ANOVA, and LSD post hoc test were used for data analysis (α=0.05).
Results: The results showed that the various methods of feedback frequency had different significant effects on motor skill learning in the participants (F=9.402, P=0.001). Moreover, it was found that 50% feedback frequency had the best effect on motor skill learning (P>0.01).
Conclusion: The results confirmed the guidance hypothesis. Therefore, it is recommended that % 50 frequency feedbacks be used for teaching throwing skills to children with DCD. 

کلیدواژه‌ها [English]

  • Verbal Feedback
  • developmental coordination disorder
  • Motor Performance
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