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MEJDS (2020) 10: 77 |
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Bakhtiari A, Hashemi A, Nasiri S. Instructional Self-Talk on Motor Learning in Children with Attention-Deficit Hyperactivity Disorder. MEJDS 2020; 10 :77-77
URL: http://jdisabilstud.org/article-1-1381-en.html
URL: http://jdisabilstud.org/article-1-1381-en.html
1- Sport Physiology Department, Faculty of Physical Education and Sports Sciences, Tehran University
2- Motor Behavior Department, Faculty of Physical education and Sports Sciences, Valiasr University of Rafsanjan
2- Motor Behavior Department, Faculty of Physical education and Sports Sciences, Valiasr University of Rafsanjan
Abstract: (2320 Views)
Background & Objectives: Children with Attention–Deficit Hyperactivity Disorder (ADHD) may have difficulty performing motor skills due to the lack of motor function and physical fitness. Therefore, it is necessary to investigate methods on improving the motor function in ADHD children. Psychological variables are among the most crucial factors affecting the performance of athletes and students in sports and schools. One of these variables is instructional self–talk. Self– talk is one of the most prominent cognitive strategies, i.e., widely used to improve performance and learning. The present study aimed to investigate the effect of instructional self–talk on the performance and learning of the skill of overarm throwing in ten–year–old male students with ADHD.
Methods: The statistical population of this study consisted of all 10–year–old male students with ADHD in Tabriz City, Iran. The samples were studying at the elementary schools of Tabriz in the 2017–2018 academic year. In total, 40 male students aged 10 years with ADHD (mean±SD age: 10.20±0.819 years) who were unfamiliar with the task of overarm throwing participated in this study. The study participants were randomly divided into the instructional self–talk (n=20) and control (n=20) groups. The study's purpose was to throw a tennis ball from overarm with the non–superior hand. In the acquisition phase, the study subjects were continuously trained on 5 sessions for 5 days (6 blocks of 10 attempts per session), and the next day, they performed a retention test with ten attempts were conducted. To investigate the data normality, the Shapiro–Wilk test was used. Independent Samples t–test was used for pretest–posttest and retention tests for inter–group comparisons. Finally, repeated–measures Analysis of Variance (ANOVA) as applied to test the effects of the training program in both groups.
Results: The obtained results indicated that instructional self–talk was developed at the acquisition stage, and there was a significant difference between the groups in this respect. In the retention phase, there was a significant difference between the two groups, and this advantage was in favor of the instructional self–talk group (p<0.05).
Conclusion: The achieved results highlighted the effectiveness of instructional self–talk on the motor learning of decade–old students with ADHD. Thus, it is suggested that educators and athletic instructors use self–talk instructional techniques to facilitate learning to learn and retention throwing skills.
Methods: The statistical population of this study consisted of all 10–year–old male students with ADHD in Tabriz City, Iran. The samples were studying at the elementary schools of Tabriz in the 2017–2018 academic year. In total, 40 male students aged 10 years with ADHD (mean±SD age: 10.20±0.819 years) who were unfamiliar with the task of overarm throwing participated in this study. The study participants were randomly divided into the instructional self–talk (n=20) and control (n=20) groups. The study's purpose was to throw a tennis ball from overarm with the non–superior hand. In the acquisition phase, the study subjects were continuously trained on 5 sessions for 5 days (6 blocks of 10 attempts per session), and the next day, they performed a retention test with ten attempts were conducted. To investigate the data normality, the Shapiro–Wilk test was used. Independent Samples t–test was used for pretest–posttest and retention tests for inter–group comparisons. Finally, repeated–measures Analysis of Variance (ANOVA) as applied to test the effects of the training program in both groups.
Results: The obtained results indicated that instructional self–talk was developed at the acquisition stage, and there was a significant difference between the groups in this respect. In the retention phase, there was a significant difference between the two groups, and this advantage was in favor of the instructional self–talk group (p<0.05).
Conclusion: The achieved results highlighted the effectiveness of instructional self–talk on the motor learning of decade–old students with ADHD. Thus, it is suggested that educators and athletic instructors use self–talk instructional techniques to facilitate learning to learn and retention throwing skills.
Keywords: Attention–Deficit Hyperactivity Disorder (ADHD), Instructional self–talk, Children, Overarm throwing.
Type of Study: Original Research Article |
Subject:
Rehabilitation
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