CC BY
77I nEflArOHKA I Ta MeflMK°"6io^oriHHi
LIIJILbhhihhbJ np°6^eMU ^i3MHH°ro
BMXoBaHHA i cnopTy _
Impact of canine assisted therapy on emotions and motivation level in children with reduced mobility in physical activity classes
Niewiadomska Monika, Makris Maria
University of Szczecin, Poland
Abstract:
Canine assisted therapy is increasingly used in the treatment of children with various diseases. The participation of a dog in classes evokes positive emotions in children, which are often an important factor in the success of a therapy. Purpose: The aim of this study was to present the influence of emotions on the level of motivation toward physical activity in children with reduced mobility. Material: The study involved six 5-year-old children, i.e. 5 boys and one girl, who had refused to participate in physical activity classes. They reacted with anxiety, anger and did not want to exercise. Assessment of feelings and emotions of the children was based on observations and interviews with parents. Results: After introducing a dog to the physical activity classes, the children changed their attitude not only to training, but also to themselves and their classmates. There was an observed increase in their motivation for the exercises. Such a significant impact of a dog on child's emotions can be very important in the therapeutic process and is reported and recognized by many specialists. Conclusions: Canine assisted therapy sessions could be promoted in the treatment of children with locomotor impairment, as well as with other disabilities such as autism, obesity, cerebral palsy, learning difficulties and depression.
Keywords:
canine, therapy, physical education, children.
Невядомска Моника, Маркис Мария. Воздействие поддерживающей терапии с использованием собак на эмоции и мотивацию детей с ограниченной мобильностью в условиях физической активности. Терапия с помощью собак все чаще используется в лечении детей с различными заболеваниями. Участие собаки в занятиях вызывает положительные эмоции у детей, которые часто являются важным фактором в успехе терапии. Цель: Целью данного исследования было представить влияние эмоций на уровень мотивации к физической активности у детей с ограниченными физическими возможностями. Материал: В исследовании приняли участие шесть 5-летних детей - 5 мальчиков и одна девочка, которая отказалась участвовать в уроках физической активности. Дети реагировали с тревогой, гневом и не хотели тренироваться. Оценка чувств и эмоций детей была основана на наблюдениях и интервью с родителями. Результаты: После проведения занятий с собакой в форме физической активности, дети изменили свое отношение не только к обучению, но и к себе и своим одноклассникам. Было наблюдаемое увеличение их мотивации к занятиям. Такое значительное влияние собаки на эмоции ребенка может быть очень важно в терапевтическом процессе, как отмечается и признается многими специалистами. Выводы: Сеансы терапии с собакой могут быть назначены при лечении детей с нарушениями опорно-двигательного аппарата, а также с другими инвалидами, таких, как аутизм, ожирение, детский церебральный паралич, трудности в учебе и депрессии.
собака, терапия, физическое воспитание, дети.
Невядомска Мотка, Мармс Марiя. Вплив шдтримуючоТ терапп з вико-ристанням собак на емоцм i мотива-фю д^ей з обмеженою мобшьжстю в умовах фшичноТ' активность Тера-тя за допомогою собак все частше ви-користовуеться в лшуванж дтей з рiз-ними захворюваннями. Участь собаки в заняттях викликае позитивы емоцм у дтей, як часто е важливим фактором в устлху терапп. Мета: Метою даного до-слщження було уявити вплив емоцм на рiвень мотивацм до фiзичноí активной у дтей з обмеженими фiзичними мож-ливостями. Матер'1ал: У дослщжены взяли участь шлсть 5^чних дтей - 5 хлопчиюв i одна дiвчинка, яка вщмо-вилася брати участь в уроках фiзичноí активность Дiти реагували з тривогою, гжвом i не хотти тренуватися. ОцЫка почутпв та емоцш дтей була засно-вана на спостереженнях та штерв'ю з батьками. Результати: Пюля введен-ня занять з собакою у формi фiзичноí активности дiти змЫили свое ставлен-ня не ттьки до навчання, а й до себе i сво'х однокласниив. Було спостережу-ване збтьшення 'х мотивацм до занять. Такий значний вплив собаки на емоцм дитини може бути дуже важливим в терапевтичному процеа, як наголошу-еться i визнаеться багатьма фахiвцями. Висновки: Сеанси терапп з собакою можуть бути призначен при лкуванж дтей з порушеннями опорно-рухового апарату, а також з Ышими Ывалщами, таких, як аутизм, ожиршня, дитячий церебральний паралiч, труднощi у на-вчанн та депресií.
собака, терапiя, фiзичне виховання, дти.
Introduction
Rehabilitation as a medical and social process is a very important part of the healing process of patients with reduced mobility. In many cases, the use of kinesiotherapy or physiotherapy can provide very favourable results and lead to complete recovery. However, this is not always possible. In patients with permanent impairment of the nervous or locomotor system, mobilization therapy can only be helpful to a certain extent, dependent on the level of damage to the neuromuscular structures [5].
In general rehabilitation, an important role is also played by psychological therapy, applied along with the medical rehabilitation. The outcome of a treatment often depends on a patient's attitude and motivation. In people with reduced mobility following accidents, it is very difficult to rebuild motivation and prevent mental breakdowns. These are often children who deserve special care and a professional thoughtful psychological therapy. One form of such supporting treatment is canine assisted therapy involving the participation of a dog.
© Monika Niewiadomska, Maria Makris, 2015 http://dx.doi.org/10.15561/18189172.2015.0511
Contemporary canine assisted therapy is completely different from what it used to be in the 1970s and 1980s. A dog is an active helper for the physiotherapist, and the success of such work very often depends on its participation. There is a growing recognition of the importance of non-verbal communication between a patient and the dog [16]. The observation of non-verbal interactions between a child and the dog can result in diagnostically valuable information on the child's health condition [7]. Such a communication has also been observed in agility classes for children with type 1 diabetes in which a dog was involved [13,14].
Studies by Hunt [10], Silva [17] and Cipriani & Cooper [4] show that in canine assisted therapies both children and adults are more likely to have positive reactions; they are calmer, smile more often and endure pain more easily. The introduction of a dog in therapy sessions with autistic children has also been highly successful [8,15,19]. Research conducted by Silva et al. shows that the involvement of a dog in a group of autistic children provided a positive modulation of their behaviour. In the presence of a dog, autistic children displayed more
32015
n
positive behaviour for longer periods of time, while negative behaviour occurred for shorter periods and less frequently. In the medical community, these studies have become the main argument in discussions about the acceptance of therapy programs involving dogs [18]. The psychological impact of a dog has also been reported in children with special educational needs [1]. The results of tests on a group of boys aged 7-11 years show that the presence of a dog in the education process is justified and provides better results than the groups without a dog involved.
Research conducted over the past 30 years indicates that the participation of dogs in therapy may provide physiological, emotional, social and physical support to children. Although the dogs used in therapy are trained, children perceive them as usual dogs, friendly and empathic beings not holding any expectations. Such an interaction offers young patients a great form of both social and emotional support in educational and therapeutic institutions [4,9,6].
A therapy dog may be involved in a wide field of rehabilitation activities. Canine assisted therapy has been applied in physical activity classes. The participation of dogs in physical activity sessions with obese children resulted in a greater motivation to exercise and more efficient performance of exercises [20].
Objective, material, methods
Being aware of the extensive positive effects of canine assisted therapeutic activities, we planned to ascertain their emotional and motivational advantages in a group of children with locomotor disabilities.
We selected six children aged 5 years for the sessions -5 boys and 1 girl with reduced mobility, i.e. dysfunctions in upper and lower limbs. Their parents were informed about the course of the project and agreed for their children's participation. The number of participating children had to be limited due to the nature of the classes. A small group allowed the proper organization of classes and optimum contact with a dog. The small size of the study group was also important for the dogs' psychological and physical well-being. The intensity of the dog's work during the classes is usually so large that the increased size of the group or extended time of activities would have adversely affected the dogs' health.
Well-documented tests (Thomas, Lasegue and Dega) [11,12] were carried out with the children and showed muscle contractures and a limited range of motion in the shoulder joint. Nevertheless, the children were classified as fit for physical activities. The problem was that the children did not want to participate in the classes. They felt inferior and less efficient than their peers.
The parents of the children were interviewed before and after the course. The interview included questions about the attitudes of children towards physical activity, as well as about their well-being and mood. The interview conducted before the start of classes showed that the children did not want to participate in any physical activity classes. Performing exercises resulted in aversion, shame in front of other more agile children, fear and anxiety. All
these emotions were so strong that it often drove them to tears. The children reacted by resisting, crying and negating the class. Analysis of such behaviours revealed that the manifestation of these emotions gave the children a sense of relief, because in the end they could avoid participating in the activities. From the perspective of a child, this strategy proved to be effective as it allowed them to avoid the exercises, so the children started to use them repeatedly.
Evaluation of children's well-being was based only on observations and information obtained from interviews with their parents, since the emotional sphere of children cannot be analyzed statistically. Children's feelings during during classes with the dog cannot be interpreted numerically. Other authors show similar approach and base their analysis on interviews with parents [13]. In analysis of the child's emotions, the occurrence of feelings such as anger, fear, fear, relief or joy, may be represented graphically as in the Figure below [Fig. 1]. Children's emotions are frustration and anger, which turn into relief when the child manages to avoid participation in the classes.
The aim of our canine assisted therapy sessions was to encourage children to exercise; to evoke appropriate emotions concerning physical workout and to build motivation for doing the exercises. The active participation of a dog was to improve self-perception in the social group and increase the sense of self-confidence.
Classes were conducted in a nursery school in Szczecin-Zalom once a week for two months. During the course the children had contact with a dog. It could be stroked, rewarded and cuddled. Two Border Collie females participated in the therapy.
List of activities:
1. The child throws a ball using the right and left hand. After each throw the dog retrieves the ball and brings it back to the child.
2. Hitting a target using a right and left hand throw. After each throw the dog retrieves the ball.
3. Kicked a ball into a goal using the right and left foot. The dog stands in the goal, playing the role of a goalkeeper.
4. Jumping through low obstacles. The dog performs the same exercises as the children.
5. Passing a simple obstacle course (hurdles and tunnels to be cleared by moving upwards or downwards), bypassing cones in slalom. The dog as a member of the group clears the obstacle course along with the children.
6. Various "tags" (running, on all fours) were also played with the dog involved in the activities.
Results
The introduction of a dog to the classes brought a sense of great joy and interest. The children smiled and stroked the dog. These interactions made their barriers of inaccessibility disappear. They became more communicative and started to talk about their homes and problems.
The activities gave children satisfaction and they were much more likely to perform the assigned tasks. Their
I nEflArOHKA I Ta MeflMK0"6i0^0riHHi
- - npoó^eMM ^i3MHHoro
BMXoBaHHA i cnopTy _
ncMxoflorm
motivation for doing exercises was increasing as the assigned tasks were performed with better accuracy.
1. Throws made with the right and left hand. The children tried to throw a ball as far as possible. They enjoyed the fact that the dog was always catching the ball and bringing it back to them. Good throws were rewarded with points. Children rewarded the dog by giving him treats.
2. Hitting the target. At first it was a difficult task. The children were rewarded with points for accurate throws.
3. Shooting into the goal with the right and left foot. This exercise was performed with great commitment and caused intense excitement. The dog standing in the goal
defended well, which made the children even happier, despite the fact that they could not score a goal. The children rewarded the dog for each successful save.
4. Clearing the obstacle courses. The children had forgotten about their mobility problems. Their involvement and attention were directed at the dog and his ability to clear the obstacle course with or without any mistake.
5. The introduction of running games and those with hands and knees on the ground created a relaxed atmosphere, allowing close contact with the dog.
Carrying out the aforementioned tasks by the children completely changed the emotions they experienced
horror fear
anxienty
j°y
pleasure
dissatisfaction
depression
major depression
frustration
angry
reage
Fig. 1. Emotions of children in reaction to physical activity classes.
horror fear
dissatisfaci depression
major depression
relief
frustration
angry
reage
Fig. 2. Emotions of children in reaction to physical activity in the classroom dogotherapy.
32015
ü
during the physical exercises. They started to find joy and satisfaction in performing them. They stopped being afraid of difficulties. Sometimes the children experienced satisfaction from completing a difficult task.
It can be concluded that the participation of the dog significantly influenced the emotions of the children and positively changed their attitude toward physical activity. Improved contact between the children was also observed. Children became more talkative; they were less likely to be annoyed, became open to new tasks and were glad to carry them out. After the completion of the series of classes, parents reported that the children smiled more often and seemed happier. They showed much less of the aggressive behavior and anger. The children's emotions are shown in the Figure below [Fig. 2].
Discussion
Dog therapy classes have a huge impact on the psychology of children. Not only can they improve the child's motivation for activities but also evoke a deep empathy. Children are more sensitive to the suffering of others. They are more focused on helping and are kinder to each other.
During the dog assisted activities in our study group, as well as in the research by Prothmann et al., a nonverbal communication between the child and the dog could be observed. Although it could not be measured or assessed using scientific methods, its positive impact on the psychology of the child was indisputable [7].
Other authors have also reported the change of emotions in the children who were reluctant to undertake physical activity. Wohlfarth et al. organised canine assisted physical activities for obese children. The obtained results clearly indicate an increased physical activity of the children performing exercises with the dog [20].
Currently there are many scientific reports and evidence on the beneficial effects of animals on increasing motivation in humans. However, very little attention is paid to this issue on a wider scale. The managers of educational and medical institutions often ignore dog therapy classes. An increasing number of people recognize the need to create educational programs with dogs, in support of their beneficial effects [4].
The presence of a dog helps children of preschool age focus better on tasks and improves the quality of their performance [2,7]. A similar result was obtained in our study group. By redirecting the emotions of the children and improving their motivation to exercise, children performed better.
The application of canine assisted therapy is still in development and constantly takes on new and elaborate forms. It is increasingly often used with children of different ages [21]. There is no perfect dog for every kind of medical condition or age of the patient, therefore a lot of attention should be paid to the adequate training of dogs and the choice of the right breed and temperament in order to bring the therapy to a success [3].
References:
1. Beetz A.; Julius H., Turner D., Kotrschal K. Effects of social support by a dog on stress modulation in male children with insecure attachment. Psychology, 2012, vol.3, pp. 352-354.
2. Black Susan. For struggling students, therapy animals can provide the comfort and support that boosts learning. American School Board, 2009, vol.196(12), pp. 36-37.
3. Brown L. Training for Speer Agility, Human Kinetics, 2005, pp. 25-87.
4. Cipriani Joseph, Cooper Marisa, DiGiovanni Nicole M., Litchkofski Alexandria, Nichols Andrea Lynn, Ramsey Ashleigh. Dog-assisted therapy for residents of long-term care facilities: An evidence-based review with implications for occupational therapy. Physical & Occupational Therapy in Geriatrics. 2013, vol.31(3), pp. 214-240.
5. Dega W., Milanowska K. Medical rehabilitation [Rehabilitacja medyczna], PZWL, Warsaw, 1998, pp. 9-33.
6. Dudka M. Involving psycho -therapy dog. Selected issues. /Terapia psychopedagogiczna udzialem psa. Wybrane zagadnienia], Ostroda, 2006, pp. 52-87.
7. Friesen Lori. Exploring Animal-Assisted Programs with Children in School and Therapeutic Contexts. Early Childhood Education Journal. 2010, vol.37(4), pp. 261-267.
8. Gee Nancy R., Gould Jared K. Preschoolers Categorize Animate Objects Better in the Presence of a Dog. Anthrozoos. 2012, vol.25(2), pp. 187198.
9. Hawryluk S., Akhmatova N. The integration of dynamic and postularnych reflexes to movement of the whole body [Integracja odruchow dynamicznych i postularnych z ukladem ruchowym calego ciala], Warsaw, 2006, pp. 9-31.
10. Hunt Melissa G., Chizkov Rachel R. Are Therapy Dogs Like Xanax? Does Animal- Assisted Therapy Impact Processes Relevant to Cognitive Behavioral Psychotherapy? Anthrozoos. 2014, vol.27(3), pp. 457-469.
11. Kasperczyk T. Body posture diagnosis and treatment [Wady postawy ciala diagnostyka i leczenie], Kasper, Krakow, 1998, pp. 21-87.
12. Kila J.Z., Lizis P. Treatment of movement [Leczenie ruchem], Kasper, Krakow 1996, pp. 55-92.
13. Kroger E., Slettebo A., Fossum M. Agility activities for children in a municipality in norway. Journal of Community Health Nursing. 2015, vol.32(1), pp. 53-67.
14. Niewiadomska Monika. Agility as a modern form of recreation. Physical Education of Students, 2013, vol.3, pp. 84-86. doi:10.6084/ m9.figshare.663633.
15. Niewiadomska M., Radziejewska M., Horodnicka-Jozwa A. Petriczko E. Use of agility in treating children with type I diabetes. Pediatric Endocrinology, Diabetes andMetabolizm. 2010, vol.16(2), pp. 89-93.
16. Obrusnikova Iva, Cavalier Albert R., Bibik Janice M., Manley Kyle. Integrating Therapy Dog Teams in a Physical Activity Program for Children with Autism Spectrum Disorders. The Journal of Physical Education, Recreation & Dance. 2012, vol. 83(6), pp. 37-48.
17. Prothmann Anke, Aibrech, Konstanze, Dietrich Sandra, Hornfeck Ulrike, Stieber Saskia, Ettrich Christine. Analysis of child-dog play behavior in child psychiatry. Anthrozoos. 2005, vol.18(1), pp. 43-58.
18. Silva K., Correia R., Lima M., Magalhaes A., de Sousa L. Can dogs prime autistic children for therapy? Evidence from a single case study. Journal Of Alternative And Complementary Medicine, 2012, vol.17(7), pp. 655-659.
19. Silva Karine, Correia Rita, Lima Mariely, Magalhaes Ana, de Sous Liliana, Can Dogs Prime Autistic Children for Therapy? Evidence from a Single Case Study. Journal of Alternative & Complementary Medicine. 2011, vol.17(7), pp. 655-659.
20. Somervill John W., Swanson Ashley M., Robertson Renee L., Arnett Marissa A., MacLin Otto H. North American Journal of Psychology. 2009, vol.11(1), pp. 111-119.
IПЕДАГОГ1КА I та медико_б'олог'чн'
- - проблеми ф1зичного
виховання i спорту _
ПСИХОЛОГ1Я
21. Wohlfarth R., Mutschler B., Beetz A., Kreuser F., Korsten-Reck U. Dogs motivate obese children for physical activity: key elements of a motivational theory of animal-assisted interventions. Psychology, 2013, vol.29(4), pp. 796-798.
22. Wojciechowska H., Masgutowa-Hawryluk S. Kynotherapy in integration reflexes. [Kynoterapia w intergracji odruchow], Mink, Warsaw 2006, pp. 42-90.
Информация об авторах: Невядомска Моника: http://orcid.org/0000-0002-1435-9183; [email protected]; Щецинский Университет; Аллея Яна Павла II, 22А, Щецин, Польша.
Маркис Мария: http://orcid.org/0000-0003-4350-8114; makris. [email protected]; Щецинский Университет; Аллея Яна Павла II, 22А, Щецин, Польша.
Цитируйте эту статью как: Невядомска Моника, Маркис Мария. Воздействие поддерживающей терапии с использованием собак на эмоции и мотивацию детей с ограниченной мобильностью в условиях физической активности // Педагопка, психолопя та медико-бюлопчш проблеми фiзичного виховання i спорту. - 2015. - N 5. - С. 62-66. http://dx.doi.org/10.15561/18189172.2015.0511
Электронная версия этой статьи является полной и может быть найдена на сайте: http://www. sportpedagogy. org.ua/html/arhive.html
Это статья Открытого Доступа распространяется под терминами Creative Commons Attribution License, которая разрешает неограниченное использование, распространение и копирование любыми средствами, обеспечивающими должное цитирование этой оригинальной статьи (http:// creativecommons.org/licenses/by/3.0/deed.ru).
Дата поступления в редакцию: 05.04.2015 Принята: 23.04.2015; Опубликована: 30.04.2015
Information about the authors: Niewiadomska Monika: http://orcid.org/0000-0002-1435-9183; [email protected]; University of Szczecin; Al. Jana Pawta II 22A, Szczecin, Poland.
Makris Maria: http://orcid.org/0000-0003-4350-8114; makris.maria48@ gmail.com; University of Szczecin; Al. Jana Pawta II 22A, Szczecin, Poland.
Cite this article as: Niewiadomska Monika, Makris Maria. Impact of canine assisted therapy on emotions and motivation level in children with reduced mobility in physical activity classes. Pedagogics, psychology, medical-biological problems of physical training and sports, 2015, vol.5, pp. 62-66. http://dx.doi. org/10.15561/18189172.2015.0511
The electronic version of this article is the complete one and can be found online at: http://www.sportpedagogy.org.ua/html/arhive-e.html
This is an Open Access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (http:// creativecommons.org/licenses/by/3.0/deed.en).
Received: 09.04.2015
Accepted: 23.04.2015; Published: 30.04.2015
