تأثیر هشت هفته بازی‌های حرکتی ریتمیک بر تبحر حرکتی، پرخاشگری و پیشرفت تحصیلی کودکان مبتلا به بیش فعالی/نقص توجه

نوع مقاله: مقاله پژوهشی

نویسندگان

1 کارشناس ارشد رفتارحرکتی، دانشکده تربیت بدنی و علوم ورزشی، دانشگاه خوارزمی تهران، تهران، ایران

2 استادیار رفتارحرکتی، دانشکده تربیت بدنی و علوم ورزشی، دانشگاه خوارزمی تهران، تهران، ایران

چکیده

مقدمه و اهداف
اختلال بیش ­فعالی/نقص توجه یکی از اختلالات شایع در کودکان دبستانی است که بر عملکرد حرکتی، تحصیلی و روانی تأثیر می‌گذارد. هدف پژوهش حاضر تعیین تأثیر بازی‌های حرکتی ریتمیک بر تبحر حرکتی، پرخاشگری و پیشرفت تحصیلی کودکان مبتلا به بیش­فعالی/نقص توجه بود.
مواد و روش­ ها
پژوهش حاضر از نوع تجربی و با طرح تحقیق پیش ­آزمون-پس ­آزمون بود. تعداد 40 نفر از کودکان 8 و 9 سال مبتلا به بیش­فعالی/نقص توجه از دانش‌آموزان پایه دوم و سوم شهر پلدختر در مطالعه حاضر شرکت کردند. ابتدا دانش‌آموزان با استفاده از پرسش­نامه کانرز فرم والدین و مصاحبه بالینی شناسایی شدند. سپس برای ارزیابی تبحر حرکتی، پرخاشگری و پیشرفت تحصیلی به ترتیب از آزمون‌های فرم کوتاه تبحر حرکتی بروینیکس-اوزرتسکی ویرایش دوم، پرسش­نامه پرخاشگری شهیم و معدل دروس ریاضی، علوم، فارسی استفاده شد.
یافته­ ها
تجزیه‌وتحلیل نتایج آماری نشان داد که بازی‌های حرکتی ریتمیک تأثیر مثبت معناداری بر تبحر حرکتی (000/0=P=31/189,F)، پرخاشگری (001/0 =P=10/6, F) و پیشرفت تحصیلی (004/0 =P=30/4, F) کودکان مبتلا به بیش­فعالی/نقص توجه دارد (0/05>P).
نتیجه­ گیری
با توجه به جذابیت و متنوع بودن بازی‌های حرکتی پیشنهاد می‌شود معلمین و مربیان توان‌بخشی برای افزایش تأثیرگذاری، این بازی‌ها را همراه با موسیقی، شعر و ترانه برای افزایش تبحر حرکتی، پرخاشگری و پیشرفت تحصیلی کودکان مبتلا به بیش­فعالی/نقص توجه استفاده کنند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Effect of Eight Weeks of Rhythmic Motor Games on Motor Proficiency, Aggression, and Academic Achievement in Children with Attention Deficit Hyperactivity Disorder

نویسندگان [English]

  • Hamed Sabzevari 1
  • Saeed Arsham 2
  • Shahab Parvinpour 2
1 Master of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Kharazmi, Tehran, Tehran, Iran
2 Assistant Professor of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Kharazmi, Tehran, Iran
چکیده [English]

Background and Aims: Attention Deficit Hyperactivity Disorder is one of the most common disorders in primary school children, which affects their motor, educational, and psychological functioning. The purpose of the current study was to determine the effect of rhythmic motor games on motor proficiency, aggression, and academic achievement in children with hyperactivity/attention deficit.
Materials and Methods: The present study was an experimental and pre-test post-test design. A total of 40 children, aged 8 and 9, with hyperactivity/attention deficits participated in the study from among the second and third grade students of Poldokhtar city. First, students were identified using the Conners Questionnaire for parenting forms and clinical interviews. Then, to assess motor proficiency, aggression, and academic achievement tests, we used the short form of Bruininks-Oseretsky test 2nd version (bot-2), Aggression Scale Shahim, and the participants' average scores for Mathematics, Science, and Farsi courses, respectively.
Results: Statistical analyses showed that rhythmic motor games had a significant positive effect on motor proficiency (P = 0.001, F=189.3), aggression (P = 0.001, F=6/10), and academic achievement (P=0.004, F =4/30) in children with hyperactivity/deficiency (P>0.05).
Conclusion: Regarding the attractiveness and the variety of motor games, it is suggested that teachers and rehabilitation trainers use these music, lyrics, and songs to increase the skillfulness of motor, aggression, and academic achievement in children with hyperactivity/attention Disorder.

کلیدواژه‌ها [English]

  • rhythmic motor games
  • Motor proficiency
  • Aggression
  • Academic achievement Attention deficit hyperactivity disorde
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