Ethics code: IR.IAU.SARI.REC.1401.070
1- Islamic Azad University
Abstract: (21 Views)
Background and Objectives: Developmental coordination disorder is used to describe children who have coordination problems without having a neurological disease or specific medical problem, and these problems affect their academic and social performance. Designing appropriate educational programs for children with motor disorders can be considered as one of the most important factors in enriching the environment. Many studies have been conducted on the effect of intervention motor programs on the development of basic skills, most of which have focused on the role of traditional intervention programs on the development of basic skills in these children. Today, research has moved towards new technological methods and has provided a way for educators and occupational therapists for children with and without disorders. An example of this type of game, which is a product of Microsoft, is called Wii Fit. The findings show that due to the educational and enjoyable way of Wii Fit exercises, it can be used as a suitable intervention to improve children's movement skills, which may improve the academic and social level of these children. The purpose of this study was to compare the effect of motor and virtual games on motor, academic and social performance of children with developmental coordination disorder.
Methods: The current research was semi-experimental. The statistical population of the present study was made up of 7-10 year old boys with developmental coordination disorder in Ardabil city. 30 eligible children were included in the study and were randomly divided into three movement, virtual and evidence groups (10 people in each group). After completing the written consent form, pre-test of motor, academic and social performance was taken from the children. Motor game and virtual game groups underwent intervention for 8 weeks, 2 sessions per week. No intervention was applied to the evidence group in these 8 weeks. Then, the post-test of the mentioned variables was taken. To measure motor performance, Movement Assessment Battery for Children-2 (MABC-2) made by Henderson (2007), for academic performance, the average of Persian, math, science, and spelling subjects, and for social performance, the Social Skills Rating Scale (SSRS) made by Gresham and Elliott (1990). Inferential statistics methods were used including the Shapiro-Wilk test to check the normality of the data distribution and the analysis of covariance test to check the difference between the averages between groups. The level of significance in statistical tests was considered 0.05.
Results: The results of covariance analysis showed that there is a significant difference between the motor, academic and social performance scores in the post-test after removing the pre-test among the three groups (p<0.001). The results of Bonferroni's post hoc test showed that there was a significant difference between the average motor performance of the evidence group with two motor groups (p<0.001) and virtual (p=0.012) and also between the motor and virtual groups in this variable (p<0.001); So that the average motor performance after the intervention in the motor group was significantly higher. There was a significant difference between the average academic performance of the evidence group with the motor (p< 0.001) and virtual (p < 0.001) groups, as well as between the motor and virtual groups (p< 0.001). So that the average academic performance after the intervention in the virtual group was significantly higher. There was a difference in this variable between the average social performance of the evidence group with the motor (p<0.001) and virtual (p<0.001) groups, as well as between the motor and virtual groups (p<0.001). So that the average motor performance after the intervention in the motor group was significantly higher.
Conclusion: In general, it can be said that motor game improves motor and social performance values and virtual game improves academic performance values. It is suggested that these games be used as cheap, accessible and applicable methods in schools and educational and rehabilitation environments in order to obtain optimal motor, academic and social performance.
Methods: The current research was semi-experimental. The statistical population of the present study was made up of 7-10 year old boys with developmental coordination disorder in Ardabil city. 30 eligible children were included in the study and were randomly divided into three movement, virtual and evidence groups (10 people in each group). After completing the written consent form, pre-test of motor, academic and social performance was taken from the children. Motor game and virtual game groups underwent intervention for 8 weeks, 2 sessions per week. No intervention was applied to the evidence group in these 8 weeks. Then, the post-test of the mentioned variables was taken. To measure motor performance, Movement Assessment Battery for Children-2 (MABC-2) made by Henderson (2007), for academic performance, the average of Persian, math, science, and spelling subjects, and for social performance, the Social Skills Rating Scale (SSRS) made by Gresham and Elliott (1990). Inferential statistics methods were used including the Shapiro-Wilk test to check the normality of the data distribution and the analysis of covariance test to check the difference between the averages between groups. The level of significance in statistical tests was considered 0.05.
Results: The results of covariance analysis showed that there is a significant difference between the motor, academic and social performance scores in the post-test after removing the pre-test among the three groups (p<0.001). The results of Bonferroni's post hoc test showed that there was a significant difference between the average motor performance of the evidence group with two motor groups (p<0.001) and virtual (p=0.012) and also between the motor and virtual groups in this variable (p<0.001); So that the average motor performance after the intervention in the motor group was significantly higher. There was a significant difference between the average academic performance of the evidence group with the motor (p< 0.001) and virtual (p < 0.001) groups, as well as between the motor and virtual groups (p< 0.001). So that the average academic performance after the intervention in the virtual group was significantly higher. There was a difference in this variable between the average social performance of the evidence group with the motor (p<0.001) and virtual (p<0.001) groups, as well as between the motor and virtual groups (p<0.001). So that the average motor performance after the intervention in the motor group was significantly higher.
Conclusion: In general, it can be said that motor game improves motor and social performance values and virtual game improves academic performance values. It is suggested that these games be used as cheap, accessible and applicable methods in schools and educational and rehabilitation environments in order to obtain optimal motor, academic and social performance.
Type of Study: Original Research Article |
Subject:
Rehabilitation
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