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The Effect of Selected Elementary Schools on Exercise and Social Development of Children with Disorders of Developmental Coordination (DCD)
Poster Presentation
Paper ID : 1851-11THCONF
Authors
1دانشجو
2استاد دانشگاه تهران
Abstract
Introduction: One of the disadvantages that involves coarse and delicate motor skills and coordination of movement is the developmental coordination disorder (DCD). DCD is used to describe children who have problems in the absence of a neurological disorder or a specific medical problem, which affects their academic and social performance, as well as children with motor coordination impairment for the proper functioning of everyday activities such as jumping, Licking, running or catching the ball. The purpose of this study was to investigate the effect of a selective primary school course on motor skills and social development of children with DCD. Also, the effect of these games on the growth components of motor development such as speed, balance, bilateral coordination, strength, upper coordination, response speed, visual acuity control and upper limb velocity in 9-11 year old boys were studied
Methodology: A total of 20 students from the third to fifth grade elementary school were randomly selected from the homogeneous samples by a personal questionnaire. The complete set of this test consists of eight subtasks (consisting of 46 separate sections) that assess the smoothness of movement or fine motor disturbances. The summary form of the test consists of eight sub-tests and 14 separate sections. After performing the Brininx-Oseretsky Brain Exercise Test (short form), this pediatric motor's performance test was 4.5 Evaluates up to 14.5 years old. Four subtests, large motor skills, three subtests, fine motor skills and a subtest test measure both motor skills and Vineland's social development test was divided into two groups of elementary games and routine activities. In the next stage, the primary school was played for 6 weeks and 3 sessions per week. Finally, both groups were tested for posttest. Then, the data obtained from the Shaman Shezel report were categorized and descriptive and personal data were analyzed and analyzed. Data were analyzed using SPSS 16 software and at a significant level of P<0.05. Data analysis was done by using Dependent t-test and Independent t-test.
Results: Elementary games played a significant effect on speed, upper coordination, upper extremity of the subjects, but the effect on static and dynamic balance, bilateral coordination, strength, response speed, visual control Movement and social development of subjects were not meaningful.
Discussion: Primary games can be an appropriate program for the growth of child restraint inhibition. However, promoting children's social skills requires structured and planned group activities.
Methodology: A total of 20 students from the third to fifth grade elementary school were randomly selected from the homogeneous samples by a personal questionnaire. The complete set of this test consists of eight subtasks (consisting of 46 separate sections) that assess the smoothness of movement or fine motor disturbances. The summary form of the test consists of eight sub-tests and 14 separate sections. After performing the Brininx-Oseretsky Brain Exercise Test (short form), this pediatric motor's performance test was 4.5 Evaluates up to 14.5 years old. Four subtests, large motor skills, three subtests, fine motor skills and a subtest test measure both motor skills and Vineland's social development test was divided into two groups of elementary games and routine activities. In the next stage, the primary school was played for 6 weeks and 3 sessions per week. Finally, both groups were tested for posttest. Then, the data obtained from the Shaman Shezel report were categorized and descriptive and personal data were analyzed and analyzed. Data were analyzed using SPSS 16 software and at a significant level of P<0.05. Data analysis was done by using Dependent t-test and Independent t-test.
Results: Elementary games played a significant effect on speed, upper coordination, upper extremity of the subjects, but the effect on static and dynamic balance, bilateral coordination, strength, response speed, visual control Movement and social development of subjects were not meaningful.
Discussion: Primary games can be an appropriate program for the growth of child restraint inhibition. However, promoting children's social skills requires structured and planned group activities.
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