تاثیر هشت هفته تمرینات ترکیبی (قدرتی و تعادلی) بر تعادل (ایستا و پویا) و پرخاشگری کودکان پسر 7 تا 14 ساله کم توان ذهنی آموزش پذیر

نوع مقاله: مقاله پژوهشی

نویسندگان

1 کارشناس ارشد حرکات اصلاحی و آسیب شناسی ورزشی، دانشکده تربیت بدنی و علوم ورزشی، دانشگاه اصفهان، اصفهان، ایران

2 دکتری تخصصی حرکات اصلاحی و آسیب شناسی ورزشی، دانشیار دانشکده تربیت بدنی و علوم ورزشی، دانشگاه اصفهان، اصفهان، ایران

3 دانشجوی دکتری حرکات اصلاحی و آسیب شناسی ورزشی، دانشکده تربیت بدنی و علوم ورزشی، دانشگاه اصفهان، اصفهان، ایران

چکیده

مقدمه و اهداف
افراد کم توان ذهنی افرادی هستند که تکامل فکری در آن ها متوقف شده یا ناقص است که با اختلال مهارت های تکاملی مرتبط با سطح کلی هوش همراه می شود و توانایی های کلامی، حرکتی و شناختی این افراد نیز تحت تاثیر قرار می گیرند. هدف از پژوهش حاضر مطالعه تاثیر هشت هفته تمرینات ترکیبی (قدرتی و تعادل) بر تعادل (ایستا و پویا) و پرخاشگری کودکان کم توان ذهنی آموزش پذیر بود.
مواد و روش ها
در مطالعه نیمه تجربی حاضر، تعداد 30 نفر از دانش آموزان پسر 7 تا 14 ساله کم توان ذهنی آموزش پذیر مدارس استثنائی منطقه بن رود با میانگین سنی و انحراف استاندارد (03/2±3/9) و بهره هوشی 50 تا 70 (02/5±230/60) به صورت هدفمند و در دسترس انتخاب و بر اساس هوشبهر به طور تصادفی جفت شده در دو گروه 15 نفری کنترل و تجربی همتاسازی شدند. به منظور ارزیابی تعادل (ایستا و پویا) از زیر آزمون تعادلی قابلیت حرکتی بروئینینکس-اوزرتسکی و برای ارزیابی پرخاشگری از آزمون 30 سوالی زاهدی فر استفاده شد. گروه تجربی به مدت 8 هفته، هفته ای سه جلسه 40 دقیقه ای تمرینات ترکیبی (قدرتی و تعادلی) را انجام دادند. همچنین در پایان دوره پس آزمون به عمل آمد. از تحلیل واریانس برای اندازه گیری های مکرر استفاده شد و سطح معناداری 05/0 محاسبه شد.
یافته ها
نتایج نشان داد که تمرینات ترکیبی (قدرتی و تعادلی) تاثیر معناداری بر تعادل ایستا (001/0=P و 646/24=F)، تعادل پویا (001/0=P و 841/29=F) کودکان کم توان ذهنی داشته است، ولی بر پرخاشگری (111/0P و 745/2=F) تاثیر معناداری نشان نداد.
نتیجه گیری
با توجه به اثر بخشی پروتکل تمرینی مورد استفاده تحقیق حاضر در تعادل (ایستا و پویا) کودکان کم توان ذهنی، استفاده از آن در برنامه توانبخشی این کودکان توصیه می شود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Effect of Combined Exercises (Strength and Balance) on Balance and Aggression in 7-14 Year-Old Educabe Intelectual Disability Boys

نویسندگان [English]

  • Hassan Taghian 1
  • Gholam Ali Ghasemi 2
  • Morteza Sadeghi 3
1 MSc in Pathology and Corrective Exercise, School of Physical Education and Sports Sciences, University of Isfahan ,Isfahan, Iran
2 Associate Professor in Pathology and Corrective Exercise, School of Physical Education and Sports Sciences, University of Isfahan, Isfahan, Iran
3 PhD Student in Pathology and Corrective Exercise, School of Physical Education and Sports Sciences, University of Isfahan, Isfahan, Iran
چکیده [English]

Background and Aim: Mentally retarded people are those whose mental development ceased or are incomplete, and may include disorders in developmental skills related to intellectual levels. This problem usually has its crucial effects on their verbal, cognitive, and physical mobilities. The aim of the present study was to investigate the effect of eight weeks of combined training (strength and balance) on balance, muscle strength, and aggression in mentally retarded educable children.
Materials and Methods: In a semi-experimental study, a total of 30 male students, 7 to 14 years old, studying at special school of Varzaneh District, with the mean age and standard deviation of 9.3±2.03 and IQ 50 to 70, were purposefully and according to availability selected as the sample and then assigned to experimental (N=15) and control (N=15) groups based on their IQ scores. Bruininks-Oserestsky Test of Motor Proficiency was used to evaluate participants’ balance. Also, to measure aggression, the researcher made use of Zahedifar scale. Participants of the experimental group performed the combined training (strength and balance) for eight weeks, three sessions a week, with each session lasting for 40 minutes, while the control group did not participate in any special training. At the end of this period, both groups took the posttest. For statistical analysis, repeated measures of ANOVA was use. The level of significance was set at p=0.05.
Results: Research findings showed that combined training (strength and balance) had significant effects on static and dynamic balance. However, the effects of selected training on participants’ aggression were not statistically significant.
Conclusion: It can be concluded that based on the effectiveness of this training protocol on rehabilitation of mentally retarded children, it is recommended that such rehabilitation programs be included for participants with mental disabilities.

کلیدواژه‌ها [English]

  • Mentally retarded children
  • Combined training
  • Balance
  • Aggression
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