تدوین برنامه ارتقاء سواد بدنی - حرکتی و بررسی اثربخشی آن بر توجه انتخابی در کودکان با ناتوانی یادگیری

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه رواشناسی و علوم تربیتی دانشگاه محقق اردبیلی، اردبیل، ایران

2 گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران

چکیده

اهداف: هدف از پژوهش حاضر تدوین برنامه ارتقاء سواد بدنی - حرکتی و بررسی اثربخشی آن بر توجه انتخابی در کودکان با ناتوانی یادگیری بود.
مواد و روش‌ها: پژوهش حاضر از نوع ترکیبی (کیفی و کمّی)، بخش کیفی تدوین برنامه درمانی و بخش کمی روش شبه آزمایشی با طرح پیش آزمون- پس آزمون با گروه کنترل بود. جامعه آماری در بخش کیفی پژوهش‌های انتشار یافته در سه مجله علمی پژوهشی ناتوانی‌های یادگیری، کودکان استثنایی و توانمند‌سازی کودکان استثنایی در سال‌های 1380تا 1403 و پایگاه های اطلاع رسانی پاپمد و ساینس دایرکت و جستجوی پیشرفته گوگل از سال 1990تا2024 برای مقالات لاتین در زمینه مداخله‌‌های حرکتی و در بخش کمی، شامل کودکان دختر و پسر با ناتوانی یادگیری 15-7 ساله شهرستان شاهرود در سال1401-1402 بود. از بین مراجعه‌کنندگان به کلینیک درمانی، 30 کودک با نمونه‌گیری در دسترس به شکل تصادفی در دو گروه آزمایش و گواه گمارش شدند (هر گروه 15 کودک). ابزارها برنامه ارتقاء سواد بدنی-حرکتی طراحی شده توسط محقق، نرم افزار آزمون استروپ(طراحی مرکز روان تجهیز سینا) و گام شمار ماراتون بود. داده‌ها با آزمون تحلیل کوواریانس تجزیه و تحلیل شد.
یافته‌ها: نتایج نشان داد برنامه درمانی روایی محتوایی کافی (8/0) دارد و در بهبود توجه انتخابی کودکان با ناتوانی یادگیری موثر است. (0.001 P<)
نتیجه‌گیری: ارتقاء سواد بدنی - حرکتی می‌تواند در بهبود توجه کودکان باناتوانی یادگیری مفید باشد ولی محدودیت هایی نظیر عدم پیگیری ماندگاری درمان و اثر تعدیل کنندگان (وزن، سن، جنسیت و... ) نیاز به رفع محدودیت های این مطالعه را مطرح می کند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Development of a physical-motor literacy promotion program and examining its effectiveness on selective attention in children with Learning disability

نویسندگان [English]

  • somayeh abedi 1
  • akbar atadokht 2
  • sajjad basharpoor 2
  • Mohammad Narimani 2
1 mohaghegh ardabili
2 Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.
چکیده [English]

Objectives: The aim of the present study was to develop a program to promote physical-motor literacy and examine its effectiveness on selective attention in children with learning disabilities.
Materials and Methods: The present study was a mixed-type (qualitative and quantitative) study, the qualitative part was the development of a treatment program, and the quantitative part was a quasi-experimental method with a pre-test-post-test design with a control group. The statistical population in the qualitative part was research published in three scientific research journals on learning disabilities, exceptional children, and empowerment of exceptional children in the years 1380-1403 and the information databases PopMed and Science Direct and Google Advanced Search from 1990 to 2024 for Latin articles in the field of motor interventions, and in the quantitative part, it included 7-15 year old boys and girls with learning disabilities in Shahrood city in the years 1401-1402. Among the patients referred to the treatment clinic, 30 children were randomly assigned to two experimental and control groups (15 children in each group) by convenient sampling. The tools were a physical-motor literacy promotion program designed by the researcher, Stroop test software (designed by Sina Psychiatric Center), and a marathon pedometer. The data were analyzed by analysis of covariance.
Results: The results showed that the treatment program has sufficient content validity (0.8) and is effective in improving the selective attention of children with learning disabilities. (P<0.001)
Conclusion: Promoting physical-motor literacy can be useful in improving the attention of children with learning disabilities

کلیدواژه‌ها [English]

  • Physical-motor literacy promotion program
  • selective attention
  • Learning disability
آلبوغبیش، س.، شتاب بوشهری، ن.، دانش فر، ا و عابدان زاده، ر. (1395). بررسی تسهیل و تداخل معنایی اثر استروپ بر دوره بی پاسخی روانشناختی. فصلنامه علمی-پژوهشی عصب روانشناسی، 2(2)،21-7. https://dor.isc.ac/dor/20.1001.1.24765023.1395.2.7.6.4
ساداتی فیروزآبادی، س و عباسی، ش. (1397). اثربخشی درمان یکپارچگی حسی - حرکتی بر مشکلات خواندن در دانش آموزان با ناتوانی یادگیری. مجله ناتوانی های یادگیری. 8(2)، 37-26. https://jld.uma.ac.ir/article_755.html
سیاوشی­فر، ن.، تجلی، پ.، شریعت باقری، م.م. (1399). اثربخشی برنامه داوسون-گوئیر بر بهبود توجه، حافظه فعال و بازداری
رفتاری دانش آموزان نارساخوان. مجله ناتوانی های یادگیری، 10(2)، 110-129. https://jld.uma.ac.ir/article_1047.html
شاه محمدی، م.، انتصار فومنی، غ.، حجازی، م.، اسدزاده، ح. (1398). تأثیر برنامه یکپارچگی حسی بر هوش غیرکلامی، توجه و عملکرد تحصیلی دانش‌آموزان دارای اختلال یادگیری ریاضی.  مجله ناتوانی­ های یادگیری. 9(1)، 92-114. https://jld.uma.ac.ir/article_835.html
صالح طریق ا.، فخاریان ا. (1399). تاثیر بازی­های سواد حرکتی بر پیشرفت تحصیلی کودکان دارای اختلال یادگیری، مجله علوم حرکتی و
رفتاری، 2(3)، 339-334. https://www.jmbs.ir/article_111132.html
صفری بولانی، ندا (1396). اثر بخشی روش های بازتوانی شناختی بر بهبود ابعاد توجه و کارآمدی خواندن دانش آموزان نارسا خوان. پایان نامه کارشناسی ارشد، رشته روانشناسی تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران.
نیکخو، ا. (1398). تاثیر سن نسبی و بالیدگی جسمانی بر سواد جسمانی کودکان 8تا21ساله شهرستان میانه. پایان نامه کارشناسی ارشد رشته رفتار حرکتی، دانشگاه الزهرا (س)، دانشکده علوم ورزشی.
نیکبخت، ن.، کیخسروانی، م.، دیره، ع.، پولادی ریشهری، ع. (1401). مقایسه اثربخشی برنامه توانبخشی شناختی مبتنی برحافظه آینده‌نگر و برنامه تنظیم هیجان بر کارکردهای اجرایی دانش‌آموزان با اختلال نارسایی توجه و بیش‌فعالی. روانشناسی مدرسه و آموزشگاه، 11(3)، 122-138. [DOI.org/10.22098/jsp.2022.1881]
References
Aboghabish, S., Shetabbushehri, N., Daneshfar, A., & Abedanzadeh, R. (2016). Study of facilitation and semantic interference of the Stroop effect on the psychological unresponsive period. Quarterly Journal of Neuropsychology, 2(2), 21-7. https://dor.isc.ac/dor/20.1001.1.24765023.1395.2.7.6.4
Alvarez-Bueno, C., Pesce, C., Cavero-Redondo, I., Sanchez-Lopez, M., Martínez-Hortelano, J.A. and Martinez-Vizcaino, V. (2017). The effect of physical activity interventions on children’s cognition and metacognition: A systematic review and metaanalysis’, Journal of the American Academy of Child & Adolescent Psychiatry, 56(9), 729-738. [DOI:org/10.1016/j.jaac.2017.06.012]
Baezzat, F., Nourizade, N. (2018). The effect of learning and cognition program of university of utah on sustained, selective and shifting attention of children. Quarterly Journal of Child Mental Health, 5(3), 58-68. http://childmentalhealth.ir/article-1-325-en.html
Chaddock, L., Erickson, R., Prakash, R., Kim, J., Voss, & VanPatter, M. (2010). A neuroimaging investigation of the association between aerobic fitness, hippocampal volume and memory performance in preadolescent children. Brain Research, 1358, 172-183. [DOI:org/10.1016/j.brainres.2010.08.049]
Chaddock, L., Hillman, C. H, Pontifex, M. B., Johnson, C. R, Raine L. B, Kramer, A. F. (2012). Childhood aerobic fitness predicts cognitive performance one year later, Journal Sports Science, 30(5), 421-430. [DOI:org/10.1080/02640414.2011.647706]
Changizi, T., Naderi, F., Homaei, R., Bavi, S. (2022). Effectiveness of Balance Enhancement Exercises in Improving Dyscalculia and Dysgraphia among Students with Specifc Learning Disorder. Int J School Health, 9(4), 257-263.  [DOI:org/10.30476/intjsh.2022.97016.1264]
Chiarenza, G. A. (2021). Quantitative EEG in Childhood Attention Defcit Hyperactivity Disorder and Learning Disabilities. Clin EEG Neurosci, 52(2), 144-155. [DOI:org/10.1177/1550059420962343]
Colin, Higgs, John Cairney, Paul Jurbala, Dean Dudley, Richard Way, Drew Mitchell. (2019). Developing Building a New Normal for all Canadians physical literacy. sportforlife.ca.
De Greeff, J. W., Bosker, R. J, Oosterlaan, J., Visscher, C., & Hartman, E. (2018). Effects of physical activity on executive functions, attention and academic performance in preadolescent children: a meta-analysis’, Journal of Science and Medicine in Sport, 21(5), 501-507. [DOI:org/10.1016/j.jsams.2017.09.595]
Diagnostic and statistical manual of mental disorders: DSM-5-TR. (2022). American Psychiatric Association. https://www.psychiatry.org/psychiatrists/practice/dsm
Dutil, C., Tremblay, M.S., Longmuir, P.E. et al. Influence of the relative age effect on children’s scores obtained from the Canadian assessment of physical literacy. BMC Public Health 18 (Suppl 2), 1040 (2018). [doi.org/10.1186/s12889-018-5895-6]
Ebrahimi, M., Baezzat, F, Nejati V, Hashemi S. (2022). Effectiveness of Hesabyar Cognitive Rehabilitation on Neuropsychological Functions of Children with Special Learning Disabilities. International Journal of School Health, 9(4), 249-56. [DOI:org/10.30476/intjsh.2022.95938.1241]
Egger, F., Benzing, V., Conzelmann, A., Schmidt, M. (2019). Boost your brain, while having a break! The effects of long-term cognitively engaging physical activity breaks on children’s executive functions and academic achievement. Plos One, 14(3), 1932-6203. [DOI:org/10.1371/journal.pone.0212482]
Filippello, P., Buzzai, C., Messina, G., Mafodda, A.V., Sorrenti, L. (2020). School Refusal in Students with Low Academic Performances and Specifc Learning Disorder. Te Role of Self-Esteem and Perceived Parental Psychological Control. International Journal of Disability, Development and Education, 67(6), 592-607. [DOI:org/10.1080/1034912X.2019.1626006]
 
Francis, C. E., Longmuir, P. E., Boyer, C., Andersen, L. B., Barnes, J. D., Boiarskaia, E., Cairney, J., Faigenbaum, A. D., Faulkner, G., Hands, B. P., Hay, J. A., Janssen, I., Katzmarzyk, P. T., Kemper, H. C. G., Knudson, D., Lloyd, M., McKenzie, T. L., Olds, T. S., Sacheck, J. M., ... Tremblay, M. S. (2016). The Canadian Assessment of Physical literacy: Development of a model of children's capacity for a healthy, active lifestyle through a Delphi process. Journal of Physical Activity and Health, 13(2), 214-222. [doi.org/10.1123/jpah.2014-0597]
Gallahue, D. L., Ozmun, J. C., & Goodway, J. (2011). Understanding motor development: Infants, children, adolescents, adults. Boston.
Gleddie, D.L., Morgan, A. (2020). Physical literacy praxis: a theoretical framework for transformative physical education. Prospects, 23, 1049. [DOI:org/10.1007/s11125-020-09481-2]
Harvey, S.P., Lambourne, K., Greene, J.L. (2018). The Effects of Physical Activity on Learning Behaviors in Elementary School Children: a Randomized Controlled Trial’, Contemporary School Psychology, 22(3), 303-212. [DOI:org/10.1007/s40688-017-0143-0]
Hashemi Malekshah, S.H., Alizadeh, H., Rezayi, S., Asgari, M. (2021). Development of a Physical Activity Training Package and Evaluation of its Efficacy on Executive Functions in Children with Attention Deficit/ Hyperactivity Disorder. J of Psychological Science, 20(104), 1279-1294. http://psychologicalscience.ir/article-1-1334-en.html
Isbell, E., Stevens, C., Hampton Wray, A., Bell, T., Neville, H.J. (2016). 5-HTTLPR polymorphism is linked to neural mechanisms of selective attention in preschoolers from lower socioeconomic status backgrounds. Dev
Cogn Neurosci
, 22, 36–47. [DOI:org/10.1016/j.dcn.2016.10.002]
Jones, M., Defever, E., Letsinger, A., Steele, J., Mackintosh, K.A. (2020).  A mixed-studies systematic review and meta-analysis of school-based interventions to promote physical activity and/or reduce sedentary time in children. J Sport Health Sci, 9(1), 3–17.[DOI:org/10.1016/j.jshs.2019.06.009]
Kayani, S., Kiyani, T., Wang, J., Sánchez, M., Kayani, S., Qurban, H. (2018). Physical activity
and academic performance: The mediating effect of self-esteem and depression. Sustainability, 10, 3633. [DOI:org/10.3390/su10103633]
Leung, W. K. C., Sum, K.W.R, Simon C. L. (2025). Relationships between perceived physical literacy and mental health in tertiary education students: a scoping review. Leung et al. BMC Public Health, 25, 117. [DOI:org/10.1186/s12889-025-21337-y]
Liu, Y., Liu, S.X., Sum, R.K.W, Duncan, M.J., Gu, Y.D., Li, M.H. (2024). Associations between levels of physical literacy and adherence to the 24-h movement guidelines among university students: a cross-sectional study. J Exerc Sci Fit, 22(3), 221–6. [DOI:org/10.1016/j.jesf.2024.03.006]
Longmuir,P.E , Boyer,c. Lloyd,M. Yang,Y. Boiarskaia,E. Zhu,W. and Tremblay,M.S. (2015) . The Canadian Assessment of Physical Literacy: methods for children in grades 4 to 6 (8 to 12 years). BMC Public Health 15:767. https://bmcpublichealth.biomedcentral.com/articles/10.1186/s12889-015-2106-6
Mullender-Wijnsma, M., E., Hartman, J., de Greeff, S., Doolaard, R., Bosker, C., & Visscher. (2016). Physically active math and language lessons improve academic achievement: A cluster randomized controlled trial, Paediatrics, 137(3), 1–9. [DOI:org/10.1542/peds.2015-2743]
Nikbakht, N., Keykhosrovani, M., Deyre, A., Pouladi Rishehri, A. (2014). Comparison of the effectiveness of cognitive rehabilitation program based on prospective memory and emotion regulation program and executive functions of students with attention deficit hyperactivity disorder. School and Educational Psychology, 11(3), 122-138. [DOI.org/10.22098/jsp.2022.1881]
Nyhus, E., & Barceló, F. (2009). The Wisconsin Card Sorting Test and the cognitive assessment oF preFrontal executiveFunctions: a critical update. Brain and cognition , 71(3), 437-451.[ 10.1016/j.bandc.2009.03.005 ]
Sadati-Firoozabadi, S. & Abbasi, Sh. (2018). The effectiveness of sensory-motor integration therapy on reading problems in students with learning disabilities. Journal of Learning Disabilities. 8(2), 37-26. https://jld.uma.ac.ir/article_755.html
Saleh Targh A., Fakharian A. (2019). The effect of movement literacy games on the academic achievement of children with learning disabilities. Journal of Motor and Behavioral Sciences, 2(3), 339-334. https://www.jmbs.ir/article_111132.html
Sarli, A., Shahbazi, M., Bagherzadeh, F. (2014). Investigate effectiveness of perceptual- motor tasks on visual and auditory attention of children with Attention Deficit Hyperactivity Disorder. Motor Behavior, 6(15), 47-60. https://mbj.ssrc.ac.ir/article_511.html?lang=en
Schmith, A. L., Hoza, B., Linnea, K., Mcquade, J. D., Tomb, M., Vaughn, A. J., Shoulberg, E. K. & Hook, H. (2013). Pilot physical activity intervention reduces severity of ADHD symptoms in young children. Journal of Attention Disorders, 17, 70-82. [DOI:org/10.1177/1087054711417395]
Setiawati, Y., Fithriyah, I., Wahyurini, M., Dianasari, Hartopo, D., Jessica, L., Dala, A. G. F. M. (2023). Early Detection of Learning Disorders and Attention Deficit/Hyperactivity Disorder among Children in Elementary School. International Journal of Scientific Advances (IJSCIA), 4(6), 950-954. [DOI:org/10.51542/ijscia.v4i6.20]
Shahmohammadi, M., Entesar Fomani Fomani, G., Hejazi, M., Asadzadeh, H. (2019). The effect of sensory integration program on non-verbal intelligence, focus attention and academic performance of students with mathematical learning disorder. Journal of Learning Disabilities. 9(1), 92-114. https://jld.uma.ac.ir/article_835.html
Siavoshifar, N., Tajali, P., Shariat Bagheri, M.M. (2019). The effectiveness of the Dawson-Guyer program on improving attention, working memory, and behavioral inhibition in dyslexic students. Journal of Learning Disabilities, 10(2), 110-129. https://jld.uma.ac.ir/article_1047.html
Spanou, M., Kaioglou, V., Pesce, C., Mavilidi, M.F., Venetsanou, F. (2022). Move” Their Brain: Motor
Competence Mediates the Relationship of Physical Activity and Executive Functions in Children. Appl. Sci. 12, 10527 [DOI:org/10.3390/app122010527]
Spencer, M., Cutting, L.E. (2021). Relations among Executive Function, Decoding, and Reading Comprehension: An Investigation of Sex Differences. Discourse Processes, 58(1), 42- 59. [DOI:org/10.1080/0163853x.2020.1734416]
Thompson, W.R., Sallis, R., Joy, E., Jaworski, C. A. Exercise is Medicine. (2020). American Journal of Lifestyle Medicine, 14(86), 15598276209121.  [DOI:org/10.1177/1559827620912192]
van der Fels, I.M.J., Smith J, de Bruijn, A.G.M., Bosker, R.J., Königs, M., Oosterlaan, J., & et al. (2019). Relations between gross motor skills and executive functions, controlling for the role of information processing and lapses of attention in 8-10 year old children. PLoS One, 14(10), e0224219. [DOI:org/10.1371/journal.pone.0224219]
Verret, G. M., Berthiaume, C., Gardiner, P., Beliveau, L. (2012). A physical activity program improves behavior and cognitive functions in children with ADHD: An exploratory study. Journal of Attention Disorders, 16(1), 71-80. [DOI:org/10.1177/1087054710379735]
Whitehead M. (2001). The concept of physical literacy. Eur J Phys Educ, 6:127. [DOI:org/10.1080/1740898010060205]
Whitehead, M. (2013). Definition of physical literacy and clarification of related issues. CSSPE Bull J Sport Sci Phys Educ, 65, 29–34. [DOI:org/10.4324/9780203702697-2]
Whitehead, M. (2019). Overview and recent developments in physical literacy. In: Whitehead M, editor. Physical literacy across the world. New York: Routledge, 3–7.[DOI:org/10.4324/9780203702697]
Whitehead, M. (2019). Physical literacy across the world. New York: Routledge
Whitehead, M., Murdoch, E. (2006). Physical literacy and physical education: Conceptual mapping. Physical Education Matters, 1(1), 6-9.