اثربخشی ترکیب حرکت و قصه گویی بر مهارت حرکتی و اضطراب کودکان با اختلال هماهنگی رشدی در دوران قرنطینه

اﯾﻦ ﭘﮋوﻫﺶ ﺑﺎ ﻫﺪف ﺗﻌﯿﯿﻦ اﺛﺮﺑﺨﺸﯽ ﺗﺮﮐﯿﺐ ﺣﺮﮐﺖ و ﻗﺼﻪﮔﻮ ﯾﯽ ﺑﺮ ﻣﻬﺎرت ﺣﺮﮐﺘﯽ و اﺿﻄﺮاب ﮐﻮدﮐﺎن ﺑﺎ اﺧﺘﻼل ﻫﻤﺎﻫﻨﮕﯽ رﺷﺪی در دوران ﻗﺮﻧﻄﯿﻨﻪ اﻧﺠﺎم ﺷﺪ. روش ﭘﮋوﻫﺶ، ﻧﯿﻤﻪﺗﺠﺮﺑﯽ و از ﻧﻮع ﻃﺮح ﭘﯿﺶآزﻣﻮن-ﭘﺲآزﻣﻮن ﺑﺎ ﮔﺮوه ﮐﻨﺘﺮل ﺑﻮد. ﺗﻌﺪاد 36 ﮐﻮدک ﭘﯿﺶ دﺑﺴﺘﺎﻧﯽ ﺑﺎ ﻣﯿ ﺎﻧﮕﯿﻦ ﺳﻨﯽ 3.6±1 /5 ﺑﺎ اﺧﺘﻼل ﻫﻤﺎﻫﻨﮕﯽ رﺷﺪی ﺷﻬﺮ دزﻓﻮل در ﻣﺮﺣﻠﻪ ﭘﻨﺠﻢ ﻗﺮﻧﻄﯿﻨﻪ ﺗﺎﺑﺴﺘﺎن 1400 ﺑﻪروش ﻫﺪﻓﻤﻨﺪ اﻧﺘﺨﺎب ﺷﺪﻧﺪ و ﭘﺲ از اﺟﺮای ﭘﯿﺶآزﻣﻮن، ﺑﻪروش ﺗﺼﺎدﻓﯽ ﺳﺎده در ﺳﻪ ﮔﺮوه ﻗﺼﻪ ﮔﻮ ﯾﯽ، ﺣﺮﮐﺘﯽ، ﺗﺮﮐﯿﺐ ﺣﺮﮐﺖ و ﻗﺼﻪﮔﻮ ﯾﯽ ﺗﻘﺴﯿﻢ ﺷﺪﻧﺪ. ﮔﺮوهﻫﺎ ﺑﻪﻣﺪت 12 ﻫﻔﺘﻪ، دو ﺟﻠﺴﻪ در ﻫﻔﺘﻪ و ﻫﺮﺟﻠﺴﻪ 35 دﻗﯿﻘﻪ ﻣﻄﺎﺑﻖ ﺑﺎ روش آﻣﻮزﺷ ﯽ ﺗﻤﺮﯾﻦ ﮐﺮدﻧﺪ و در ﭘﺎﯾﺎن ﻫﻔﺘﻪ 12 ﭘﺲآزﻣﻮن اﻧﺠﺎم ﺷﺪ. اﺑﺰار ﭘﮋوﻫﺶ ﭘﺮﺳﺸﻨﺎﻣﻪ اﺧﺘﻼل ﻫﻤﺎﻫﻨﮕﯽ رﺷﺪی 2007 ، آزﻣﻮن رﺷﺪ ﺣﺮﮐﺘﯽ درﺷﺖ وﯾﺮاﯾﺶ دوم اﻟﺮﯾﺦ،2000 و ﻣﻘﯿﺎس اﺿﻄﺮاب اﺳﭙﻨﺲ 2001 ﺑﻮد. دادهﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از آزﻣﻮن ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ ﻋﺎﻣﻠﯽ ﺑﺎ اﻧﺪازهﮔﯿﺮی ﻣﮑﺮر در ﺳﻄﺢ ﻣﻌﻨﺎداری p≤0.05 ﺗﺤﻠ ﯿﻞ ﺷﺪ. ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد، روش ﺣﺮﮐﺖ و ﻗﺼﻪﮔﻮ ﯾﯽ در ﺑﻬﺒﻮد ﻣﻬﺎرت ﺑﻨﯿﺎدی درﺷﺖ ﺟﺎﺑﻪﺟﺎﯾﯽ 001.f=84.060 ،p=0 ، ﮐﻨﺘﺮل ﺷﯽء 001.f=107.862 ،p=0 و اﺿﻄﺮاب ﮐﻮدﮐﺎن ﺑﺎ اﺧﺘﻼل ﻫﻤﺎﻫﻨﮕﯽ رﺷﺪی 001.f=83.739 ،p=0 ﺗﺄﺛﯿﺮﮔﺬار ﺑﻮد و در ﮔﺮوه ﺗﺮﮐﯿﺐ ﺣﺮﮐﺖ و ﻗﺼﻪﮔﻮ ﯾﯽ ﺑﻬﺒﻮد ﻣﻬﺎرت ﺣﺮﮐﺘﯽ ﺑﯿﺸﺘﺮ از ﺑﻘﯿﻪ ﮔﺮوهﻫﺎ ﺑﻮد. ﻫﻤﭽﻨﯿﻦ ﻣﯿﺰان اﺿﻄﺮاب ﺑﻪ ﻣﻘﺪار ﻣﺸﺎﺑﻬﯽ در ﻫﺮ ﺳﻪ ﮔﺮوه ﮐﺎﻫﺶ ﯾﺎﻓﺖ؛ درﻧﺘﯿ ﺠﻪ ﭘ ﯿﺸﻨﻬﺎد ﻣﯽﺷﻮد ﮐﻪ ﺣﺮﮐﺖ و ﻗﺼﻪﮔﻮ ﯾﯽ ﺑﻪﻋﻨﻮان روﺷﯽ ﻏﯿ ﺮداروﯾﯽ، ﻧﻮ ﯾﻦ، آﺳﺎن، در دﺳﺘﺮس و ﻣﻨﺎﺳﺐ ﺑﺮای ﺑﻬﺒﻮد ﻣﺸﮑﻼت ﺣﺮﮐﺘﯽ و اﺿﻄﺮاب ﮐﻮدﮐﺎن ﺑﺎ اﺧﺘﻼل ﻫﻤﺎﻫﻨﮕﯽ رﺷﺪی اﺳﺘﻔﺎده ﺷﻮد.

effectiveness of movement and storytelling combination on motor skills and anxiety of children with developmental coordination disorder during quarantine

the aim of this study was to determine the effective combination of movement and storytelling on motor skills and anxiety of children with developmental coordination disorders during quarantine. the research method was experimental and the pretest-posttest design was with a control group.the study population of preschool children with a mean age of 6.3 ± 1.5 had developmental coordination disorder in dezful in the fifth stage of quarantine summer 1400 , 36 of whom were selected by purposive method and after pre-test by simple random method in there were three groups of storytelling, movement, movement combination and storytelling. the groups practiced for 12 weeks, two sessions per week according to the educational method, and at the end of the week, 12 post-tests were performed. the research instruments were developmental coordination disorder questionnaire 2007 , second edition coarse motor development test alrich, 2000 and spence anxiety scale 2001 . the results were analyzed using the combined analysis of factor variance test with repeated measures at a significance level of p≤0.05. the results showed that movement and storytelling methods in improving gross basic skills and anxiety in children with developmental coordination disorders. in the combined group of movement and storytelling, the improvement of motor skills was more than the other groups, and also the level of anxiety decreased to the same amount in all three groups. as movement and storytelling be used as a non-pharmacological, modern, easy, accessible and appropriate method to improve motor problems and anxiety in children with developmental coordination disorders.