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DOI: 10.14526/2070-4798-2019-14-2-48-52
The effectiveness estimation of physical upbringing methodology among children with intellect disorder and attention deficit
hyperactivity disorder
Ekaterina V. Naumova, Tatyana V. Fendel*
Chaikovskiy State Institute of Physical Culture Chaikovskiy, Russia ORCID 0000-0001-6772-5637, naumova_ekaterin@inbox.ru ORCID 0000-0002-6696-6102, fendel82@mail.ru*
Abstract: Nowadays the problems of physical upbringing effectiveness increase in the pupils of a special (correctional) 8th type school are extremely urgent. Materials and research methods. 48 pupils from special (correctional) 8th type schools took part in the experiment. All pupils were divided into two groups. In the control group (CG, n=24) physical culture lessons were held according to a standard program, in the experimental group (EG, n=24) the lessons were held according to the created methodology of physical upbringing, which takes into account increased motor activity of children with intellect disorder. During the methodology realization we estimated physical readiness: power endurance, speed-power indices, flexibility, balance. Results. The pupils from the EG had better results of speed-power indices, speed qualities, coordination, flexibility and social-psychological adaptation to school, than pupils from the CG. Conclusion. The created methodology of physical upbringing, which takes into account motor activity of children with intellect disorder, is effective in terms of their physical readiness improvement and level of adaptation to school increase. Keywords: intellect disorder, physical upbringing, correctional school.
For citation: Ekaterina V. Naumova, Tatyana V. Fendel. The effectiveness estimation of physical upbringing methodology among children with intellect disorder and attention deficit hyperactivity disorder. The Russian Journal of Physical Education and Sport. 2019; 14(2): 42-45. DOI: 10.14526/2070-4798-201914-2-48-52
Recently the number of disabled children has the tendency to increase. At the same time, most children are included into the group of pupils, who study at special (correctional) 8th type schools [1,2]. Moreover, we see that the number of children with a difficult structure of the defect increases, when coexistent diseases and secondary deviations aggravate the main disease [3]. Very often intellect disorder is combined with attention deficit hyperactivity disorder (ADHD) [4,5,6,7]. The development of a child with the damaged intellect happens on a defect basis and has several peculiarities both in physical and social-psychological spheres development [8,9]. Pupils with intellect disorder and with attention deficit hyperactivity disorder have lower indices of physical readiness in comparison with healthy coevals [10]. Children with intellect disorder and ADHD have difficulties with social-psychological adaptation to school [11, 21,22].
On the basis of Federal state educational standard
recommendations of educating pupils with mental retardation it is reasonable to create adapted general education programs. They take into consideration the conditions for individual development of all pupils [12,19,20]. Gaming technique of physical upbringing is the leading for junior schoolchildren with intellect disorder [13,14,15,16,17,18]. For physical qualities correction and development and social-psychological adaptation to school improvement at physical culture lessons, among pupils of correctional 8th type schools, we realized the methodology of physical upbringing. It took into consideration ADHD among children. Physical upbringing methodology was based on action-oriented games in combination with hyperactivity decreasing and attention increasing techniques, created by E. Kipkhard. The aim of the research work was the effectiveness study of this methodology use.
MATERIALS AND METHODS
48 boys at the age of 8-9 took part in the
experiment. They were the pupils of special (correctional) 8th type schools. The respondents were divided into 2 groups: experimental (EG, n=24) and control (CG, n=24). In the control group physical culture lessons were held according to a standard program. In the experimental group the lessons were held according to the created methodology of physical upbringing. It takes into account increased motor activity of children.
In all groups physical readiness testing was held twice. The 1st testing was held for the initial results getting. The second testing was held after 9 months of the experiment.
Power endurance estimation was realized with
estimation was realized with the help of "Stuffed ball throwing" and "Standing long-jump" tests. In order to estimate flexibility "Head lean from the sitting position" test was used. In order to estimate static balance, we used Robmerg test. "3x10 m shuttle run" test estimated speed and coordinating qualities. The indices of social-psychological adaptation to school estimation was held according to "Expert estimation of a child's adaptation to school" questionary.
RESULTS AND DISCUSSION
Physical readiness testing results of pupils from special (correctional) 8th type schools are presented in table 1.
the help of "Dip up" test. Speed-power indices
Table 1 - Physical readiness indices among the pupils from special (correctional) 8th type schools during the experiment
Indices Group Initial results n=24 At the end of the experiment n=24
low average high low average high
Shuttle run,the level of development, % CG 25 46 29 29 37,5 33,5#
EG 21 25 54 13 29 58*#
Head lean from the sitting position, the level of development, % CG 29,3 45,8 25 12,5 50 37,5#
EG 29,2 58,3 12,5 12,5 66,7 20,8*#
Romberg test, the level of development, % CG 41,7 41,7 16,6 33,4 45,8 20,8#
EG 41,7 37,5 20,8 29,1 33,4 37,5#
Stuffed ball throwing, the level of development, % CG 50 33,4 16,6 33,4 45,7 20,9#
EG 37,5 29,1 33,4 20,9 29,1 50*#
Standing long-jump, the level of development, % CG 25 37,5 37,5 12,5 41,7 45,8#
EG 12,5 62,5 25 8,3 37,5 54,2#
Dip up, the level of development, % CG 41,7 45,9 12,4 20,8 37,5 41,7#
EG 20,8 58,4 20,8 12,4 29,1 58,5#
Notes* - valid differences in accordance with the initial level in terms of p<0,05; # - valid differences between the experimental (EG) and the control (CG) groups in terms of p<0,05
Physical readiness results improvement in terms of the initial level during the experiment was in both groups. However, in the experimental group shuttle run, stuffed ball throwing and head lean from the sitting position indices were validly higher than CG indices at the end of the experiment.
After the experiment we see considerable indices improvement of children social-psychological adaptation to school in both groups (table 2), but in the EG the improvement was more vivid in comparison with the CG (p<0,05).
CONCLUSION
Thus, the results of the held experiment showed that the pupils from the experimental group had considerable speed-power abilities, speed qualities, coordination, flexibility indices improvement in comparison with the pupils from the control group at the end of the experiment. We also see social-psychological adaptation to school improvement. The received results prove the effectiveness of created by us methodology of physical upbringing for the pupils from special (correctional) 8th type schools.
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Table 2 - The levels of social-psychological adaptation to school among pupils of special (correctional) 8th type schools during the period of the experiment (percentage)
Group Initial results n=24 At the end of the experiment n=24
disadaptation incomplete adaptation adaptation disadaptation incomplete adaptation adaptation
CG 41,7 41,7 16,6 33,4 45,8 20,8#
EG 37,5 45,9 16,6 0 62,5 37,5*#
Notes* - valid differences in comparison with the initial level in terms of p<0,05; # - valid differences between эthe experimental (EG) and control (CG) groups in terms of p<0,05.
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Submitted: 16.05.2019 Author's information:
Ekaterina V. Naumova - Senior Lecturer, Chaykovskiy State Institute of Physical Culture, 617764, Russia, Chaykovskiy, Lenina str., House 67, e-mail: naumova_ekaterin@inbox.ru
Tatyana V. Fendel - Candidate of Pedagogics, Associate Professor, Chaykovskiy State Institute of Physical Culture, 617764, Russia, Chaykovskiy, Lenina str., House 67, e-mail: fendel82@mail.ru
