مقایسه مداخله های مربی محور و والدین محور بر رشد حرکتی کودکان با اختلال هماهنگی رشدی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 . دانشجوی دکتری تخصصی رفتار حرکتی - رشد حرکتی، دانشگاه آزاد اسلامی، واحد علوم و تحقیقات، تهران، ایران

2 .استاد دانشگاه جامع امام حسین (ع) تهران، ایران

3 . استادیار پژوهشگاه تربیت بدنی و علوم ورزشی، تهران، ایران

چکیده

هدف پژوهش حاضر، مقایسۀ مداخله‌های مربی‌‌محور و والدین‌‌محور بر رشد مهارت‌‌های حرکتی کودکان هفت تا 10 سال با اختلال هماهنگی رشدی بود. تعداد 84 کودک دختر و پسر از هشت مدرسه ابتدایی مناطق چهار، هشت و 13 تهران که توسط پرسشنامۀ اختلال هماهنگی رشدی دارای اختلال تشخیص داده شده بودند، به صورت تصادفی در سه گروه مداخلۀ مربی‌محور، مداخلۀ والدین‌محور و کنترل قرار گرفته و دو گروه تجربی به مدت 12 هفته، 36 جلسه، هر جلسه 45 دقیقه، مهارت‌‌های مربوطه را تمرین کردند. تمامی شرکت‌کنندگان قبل و بعد از مداخله توسط مجموعه ارزیابی حرکتی کودکان- نسخۀ دوم مورد آزمون قرار گرفتند. تحلیل نتایج با آزمون‌های مانکوا و آنکوا مشخص ساخت هر دو گروه تجربی به شکل معناداری در نمرۀ کل رشد حرکتی (05/0p≤) و مؤلفه‌های آن (چالاکی دستان، تعادل، هدف‌گیری و دریافت) نسبت به گروه کنترل نمرۀ بهتری داشتند (017/0p≤) و البته گروه مربی‌‌محور در مؤلفۀ هدف‌گیری و دریافت نسبت به گروه والدین‌‌محور عملکرد بهتری داشت (05/0p≤) که به تأثیر مثبت محیط گروهی اشاره می‌کند. به طور خلاصه، هرچند هر دو مداخله به بهبود رشد حرکتی کودکان با اختلال هماهنگی رشدی کمک می-کنند، اما مداخلۀ مربی‌‌محور در برخی عوامل رشد مهارت‌های حرکتی فواید بیشتری دارد.

کلیدواژه‌ها


عنوان مقاله [English]

Comparison of Instructor-Based and Parent-Based Interventions on Motor Development in Children with Developmental Coordination Disorder

نویسندگان [English]

  • shima abdolrahman chapari 1
  • Mohammad Vaez Mousavi 2
  • Ali Kashi 3
1 1.Ph.D. Student of Motor behavior - Motor development, Department ofPhysical Educationand Sport Science,Science and Research Branch, Islamic Azad University, Tehran, Iran
2 .Professor at Imam Hossein University, Tehran, Iran
3 .Assistant Professor at Sport Science Research Institute, Tehran, Iran
چکیده [English]

The purpose of this study was to compare instructor-based and parent-based interventions on motor development in 7 to 10 years old children with developmental coordination disorder. Participants consisted of 84 girls and boys from 8 elementary school at 4, 8 and 13 Tehran educational zones; they were screened by developmental coordination disorder questionnaire, then randomly divided into three groups: instructor-based, parent-based, and control. Two experimental groups carried out skills training for 12 weeks consisting, 36 sessions, each session 45 minutes. All participants were assessed before and after interventions with Movement Assessment Battery for Children; Second Edition. The result of MANCOVA and ANCOVA tests showed that both experimental groups significantly in the total score of motor development (p≤0.05) and its components (manual dexterity, balance, aiming and catching) had higher score than the control group (p≤0.017), and of course Instructor-based group in the aiming and catching subscale had better performance than parent-based group (p≤0.05), that demonstrates positive impact of group environments. In summary, although both interventions help to improve motor development in children with developmental coordination disorder, instructor based intervention is more beneficial in some of the components of motor development.

کلیدواژه‌ها [English]

  • Aiming
  • balance
  • Catching
  • Instructor-based intervention
  • Manual Dexterity
  • Parent-based intervention
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