اثربخشی بازی‌های ادراکی‌حرکتی بر ابعاد مختلف میزان توجه کودکان دارای اختلال هماهنگی رشد

هدف: باتوجه به اینکه حرکت و توجه دو جزء مکمل هم است و توجه مبنای پایه‌ریزی رفتار حرکتی و روانی ‌بوده و حرکت نیز سبب بهبود تمرکز و توجه می‌شود، پژوهش حاضر باهدف تعیین اثربخشی بازی‌های ادراکی‌حرکتی بر میزان ابعاد مختلف توجه (فراخنای توجه، توجه انتخابی، توجه پایدار، توجه تقسیم‌شده، جابه‌جایی توجه) کودکان دارای اختلال هماهنگی رشد انجام گرفت.روش‌بررسی: روش پژوهش نیمه‌آزمایشی با طرح پیش‌آزمون‌پس‌آزمون بود. جامعهٔ آماری را تمامی کودکان دختر پایهٔ اول ابتدایی مبتلا به اختلال هماهنگی رشد شهر اصفهان در سال تحصیلی 93-1392 تشکیل دادند. به‌منظور انجام این پژوهش 30 کودک دختر دارای اختلال هماهنگی رشد به‌شیوهٔ نمونه‌گیری تصادفی چندمرحله‌ای انتخاب‌ شده و با روش تصادفی در گروه‌های آزمایش و کنترل قرارگرفتند (15 کودک در گروه آزمایش و 15 کودک در گروه کنترل). ابزار استفاده‌شدهٔ پژوهش پرسشنامهٔ کانرز و پرسشنامهٔ 7q dcd و مصاحبهٔ بالینی بود. مداخلات مبتنی‌بر بازی‌های ادراکی‌حرکتی به‌مدت 16 جلسه روی گروه آزمایش صورت گرفت. داده‌های به‌دست‌آمده با روش تحلیل کوواریانس تجزیه‌وتحلیل شد.یافته‌ها: نتایج پژوهش نشان داد مداخلات زودهنگام مبتنی‌بر بازی‌های ادراکی‌حرکتی بر میزان ابعاد مختلف توجه (فراخنای توجه، توجه انتخابی، توجه پایدار، توجه تقسیم‌شده، جابه‌جایی توجه) کودکان دارای اختلال هماهنگی رشد موثر است (0٫001>p).نتیجه‌گیری: می‌توان گفت بازی‌های ادراکی‌حرکتی می‌تواند موجب بهبود توجه به‌صورت کلی در کودکان دارای اختلال هماهنگی رشد شود (کل توجه، توجه انتخابی، توجه پایدار، جابه‌جایی توجه، توجه تقسیم‌شده)؛ ولی مداخلات روی فراخنای توجه در این کودکان موثر نبوده است.

Effectiveness of perceptual motor games Amount of attention in children with developmental coordination disorder

Background Objective: Approximately 56% of schoolaged children suffer from developmental coordination disorder (DCD), which is a neuromotor disability in which a child rsquo;s motor coordination difficulties significantly interfere with activities of daily living or academic achievement. These children typically have difficulty with fine and/or gross motor skills, with motor performance that is usually slower, less accurate, and more variable than that of their peers. The types of difficulties children with DCD experience have been welldocumented. Selfcare challenges include difficulty with dressing, managing buttons and zippers, tying shoelaces, using a knife and fork, and toileting. Difficulty with school related tasks can negatively impact academic achievement, e.g., copying, drawing, painting, printing, handwriting, using scissors, organizing, and finishing work on time. Physical education can also be affected, as children with DCD have trouble throwing, catching, or kicking a ball, running, skipping, and playing sports. Despite average or above intelligence, children with DCD have poorer school outcomes than peers. Beyond the motor domain, children with DCD can experience significant secondary emotional and mental health concerns, e.g., low selfworth and selfesteem, high rates of anxiety and depression and emotional/ behavioral disorders. Thus, DCD has farreaching effects in multiple domains ldquo;with considerable consequences in daily life rdquo;. DCD often cooccurs with other developmental disorders, most commonly attention deficit hyperactivity disorder (ADHD). Up to 50% of children with DCD have been shown also to meet criteria for ADHD. Attention is a set of excellent cognitive and metacognitive abilities that contribute to daily living or academic achievement. Lack of attention in children with DCD affects performance. A variety of different treatment approaches for DCD exist. Perceptual - motor activities is one of approaches for the treatment of DCD. Since that games can increases the attention of children with DCD, the aim of this study was to investigate the effectiveness of cognitive movement games on the extent of attention (selective attention, sustained attention, divided attention and shifting attention) of children with coordination disorder.Methods: The study employed a pretestposttest control group quasiexperimental design. The population consisted of all firstgrade girls with DCD in Isfahan in the 20132014 school year. In order to conduct this study 30 children with developmental coordination disorder were recruited through to a multistage random sampling. The participants were randomly assigned to experimental and control groups in equal numbers. The research instruments were Conner rsquo;s questionnaires and DCD Q questionnaires. Finally, the experimental group received 16 sessions of Perceptual motor gamesbased intervention. Analysis of Covariance (ANOCVA) was used to test the research hypotheses.Results: The results showed that early interventions based games perceptual - motor is effect on Amount of attention (selective attention, sustained attention, divided attention, shifting attention) in children with developmental coordination disorder (p<0.001).Conclusion: Considering the importance of the role of attention in the learning and educational achievement of children, especially children with developmental coordination disorder, it is desirable that the diagnosis and intervention take place as soon as possible and the interactions of perceptual motion games indirectly accompanied by joy and attractiveness he does.