تأثیر سطوح متفاوت تداخل زمینه ای در تمرین (تمرین مسدود، تمرین تصادفی) بر کارکردهای حسی-حرکتی در کودکان مبتلا به اختلال هماهنگی رشدی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری رشد حرکتی، گروه رفتار حرکتی، دانشکده علوم ورزشی، دانشگاه فردوسی مشهد، مشهد، ایران

2 استاد، گروه رفتار حرکتی، دانشکده علوم ورزشی، دانشگاه فردوسی مشهد، مشهد، ایران

3 دانشجوی دکتری یادگیری حرکتی، دانشکده تربیت بدنی و علوم ورزشی، دانشگاه ارومیه، ارومیه، ایران

چکیده

مقدمه و اهداف
اختلال هماهنگی رشدی یکی از شایع­ترین اختلالات تأثیرگذار بر کودکان در سنین 5 تا 8 ساله می­باشد. هدف از مطالعه حاضر بررسی تأثیر تمرینات با تداخل زمینه­ای متفاوت (تمرینات تصادفی و مسدود) بر کارکرد­های حسی-حرکتی در کودکان مبتلا به اختلال هماهنگی رشدی 5 تا 9 ساله شهر مشهد بود.
مواد و روش ­ها
از بین تمامی کودکان مبتلا به اختلال هماهنگی رشدی در شهر مشهد، 45 نفر با استفاده از آزمون­های غربالگری (پرسش­نامه اختلال هماهنگی رشدی، بهره هوشی) انتخاب و پس از تکمیل کردن پرسش­نامه عصب روان‌شناختی کانرز به عنوان پیش­آزمون، به صورت تصادفی به سه گروه 15 نفره (گروه تمرینات تصادفی، گروه تمرینات مسدود و گروه کنترل) تقسیم شدند. در ادامه گروه­های تجربی حاضر در تحقیق تمرینات با تداخل زمینه­ای متفاوت را برای 8 هفته و هر هفته 3 جلسه 45 دقیقه­ای انجام دادند و در انتها دوباره از کلیه افراد به وسیله پرسش­نامه عصب روان‌شناختی کانرز، پس­آزمون به عمل آمد. برای بررسی نرمال بودن داده­های تحقیق از آزمون شاپیرو-ویلک و برای تعیین تفاوت­های درون­گروهی و بین گروهی به ترتیب از آزمون t همبسته و آزمون تحلیل کواریانس استفاده شد.
یافته­ ها
نتایج تحقیق حاضر نشان داد بین تفاضل میانگین نمرات پیش­آزمون-پس­آزمون دو گروه آزمایش در متغیر­های تحقیق تفاوت معنادار وجود دارد. با این حال هیچ­گونه تفاوت معناداری بین تفاضل میانگین نمرات پیش­آزمون و پس­آزمون گروه کنترل مشاهده نشد. همچنین یافته­های تحقیق حاضر نشان داد که بین دو گروه با تمرینات تداخل زمینه­ای متفاوت، تفاوت معناداری وجود دارد و گروه تمرین تصادفی بهبود بیشتری در کارکردهای حسی-حرکتی بعد از تمرینات پیدا کردند (04/0P=).
نتیجه ­گیری
بر اساس نتایج به دست آمده می­توان نتیجه گرفت که تمرینات با تداخل زمینه­ای بیشتر می­تواند موجب بهبود بیشتر کارکرد­های حسی-حرکتی در کودکان مبتلا به اختلال هماهنگی رشدی شود.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Effect of Different Levels of Contextual Interference of Training (Blocked and Random Practice) on Sensory-Motor Functions in Children with Developmental Coordination Disorder (DCD)

نویسندگان [English]

  • Hadi Moradi 1
  • Mehdi Sohrabi 2
  • Hamid Reza Taheri 2
  • Jalal Dehghanizade 3
1 Ph.D student of Motor Development, Department of Motor Behavior, Faculty of Sport Sciences, Ferdowsi University of Mashhad, Mashhad, Iran
2 Professor, Department of Motor Behavior, Faculty of Sport Sciences, Ferdowsi University of Mashhad, Iran
3 Ph.D student of Motor Learning, Faculty of Physical Education and Sport Science, Urmia University, Urmia, Iran
چکیده [English]

Background and Aims: Developmental Coordination Disorders (DCD) is one of the most common disorders affecting 5-8 year-old children. The purpose of the present study was to investigate the effects of training and different background interference (blocked and random practice) on sensory-motor functions in children with growth coordination disorder aged 6-9 years in Mashhad city.
Materials and Methods: Among all children with growth coordination disorder in Mashhad, 45 were selected using screening tests (Developmental Coordination Disorder Questionnare, IQ). After completing Conner neuropsychological testing questionnaire as pre-test, they were randomly divided into three groups of 15: block practice, random practice, and control groups. The three groups performed the relvant trainings for 8 weeks (3 sessions per week, each session 45 minutes). Then, post-test, i.e. Connors neuropsychological questionnaire was administered. Shapiro Wilk test was used to check the normality and t-test and analysis of covariance (ANCOVA) were run to determine intra-group and inter-group differences, respectively.
Results: The results showed that there is a significant difference between pre-test and post-test scores in the two groups' study variables. However, no significant difference was observed between the mean scores of pre-test and post-test for control group. The findings also showed that there is a significant difference between the two groups with different training contextualinterferences. Also, the training group with more background interference was observed to have further improvement in sensory-motor functions after training (P=0/04).
Conclusion: However, it can be concluded that training with more background interference can further improve sensory-motor functions in children with developmental coordination disorder.

کلیدواژه‌ها [English]

  • Children with developmental coordination disorder
  • Contextualinterference
  • Random practice
  • Constant practice
  • Sensory-motor functions

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دوماهنامه علمی - پژوهشی طب توانبخشی
دوره 7، شماره 3
مهر و آبان 1397
صفحه 48-58

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سابقه مقاله

  • تاریخ دریافت: 17 تیر 1396
  • تاریخ بازنگری: 29 شهریور 1396
  • تاریخ پذیرش: 01 آذر 1396
  • تاریخ اولین انتشار: 01 مهر 1397

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