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DOI: 10.14526/2070-4798-2019-14-3-5-9
The methodology development of quickness improvement among senior pre-school children with mental retardation in terms of inclusive education
Victor V. Andreev*, Aleksandr V. Fominykh, Stanislav V. Put N.F. Katanov State University, Khakassiya Abakan, Russia ORCID: 0000-0002-2119-0718, [email protected]* ORCID: 0000-0003-4684-0315, [email protected] ORCID: 0000-0001-5614-6955, [email protected]
Abstract: Situational indicators in modern education have identified a list of problems that have arisen in the system of teaching "Physical education"discipline. Based on this, modern inclusive educational organizations are focused on searching for effective teaching methods, create and introduce new models and forms of inclusive educational process in physical education for the mentioned contingent. Materials. The goal of introducing an improved methodology ofquickness development into the educational process of inclusive pre-school educational organization can be achieved if material and social conditions are created. This article contains an innovative direction description concerning senior pre-school children's physical upbringing inclusive education introduction and development, providinga separate model creation. Research methods. Information sources analysis and summarizing, medical cardsanalysis, pedagogical experiment, methodology, testing, the received in dices statistical processing. Results. As a result of the experimental methodology of "quickness" development use, the indices in the experimental group increased with validity (p <0.05). In "scramble" the growth rate at the end of the pedagogical experiment was 38%, in 2 x 5 running -30%, 10 meters running - 37%, and 30% in tapping test. We developed an innovative model of an inclusive educational process of physical upbringing among senior pre-school children with mental retardation in terms of preschool educational organization. Conclusion. The indices received at the end of the pedagogical experiment made it possible to determine that the selected means in the form of outdoor games of the directed character for the quality of quickness development among senior pre-school children with mental retardation had an effective influence on the body of children. The mentioned means, the realization of which was during the walks, was outdoor games and game tasks, the content of which includes maximum speed sprint with from various starting positions, jumping, small balls throwing and pitching, relay-races. Keywords: children with mental retardation, inclusive education, quickness.
For citation: Victor V. Andreev*, Aleksandr V. Fominykh, Stanislav V. Put. The methodology development of quickness improvement among senior pre-school children with mental retardation in terms of inclusive education. Russian journal of Physical Education and Sport. 2019, 14(3): 5-9. DOI: 10.14526/2070-47982019-14-3-5-9.
INTRODUCTION
With every year we see the tendency of increasing the amount of pre-school children with physical and psychic development defects. The most part of the mentioned contingent form the children, who have mental retardation (MR), almost all of them attend pre-school educational establishments.
As a rule, pre-school children with MR have different chronic diseases, retardation according to the parameters of mental working capacity, physical state. Variety of the forms of children's abnormal development with disabilities is considerable: from the disabilities, which are characterized by insignificant pathological changes, to severe nervous system disturbance. On the basis of this the first category can study together with their healthy
coevals at pre-school educational establishment in case of special pedagogical help carrying out. In modern pre-school pedagogics the program of inclusive education introduction is intensively realized in terms of this contingent of children.
In scientific-methodical literature we can find minimum information, dedicated to physical upbringing of pre-school children with mental retardation in terms of inclusive education. The work in the system of inclusion with this category of children should have own peculiarities, it is connected with necessary conditions creation for the existing motor and social deprivation correction, restrictions in motor potential realization.
In some research works, dedicated to children's motor function development study, it is stated that
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in physical training system quickness development is one of the leading indices. However, regardless of the fact that the question of quickness and the methods of its development is sufficiently discussed, all mentioned information is oriented toward healthy, normally developing children. In the opinion of the specialists, quickness quality development among senior pre-school children with MR should be realized on the basis of mutual physical culture lessons with coevals, who don't have disabilities, in accordance with physical and psychic peculiarities, health state, the main and underlying disease, secondary disabilities. During the methods and means of directed influence use, loads dosing and intensity control it is necessary to use the differentiated approach. In this connection there is the necessity to study, search and create special, effective, generally adopted and adaptive methods and means of the directed character for quickness development, applied to senior pre-school children with MR in terms of inclusive educational process.
The aim of the research: to create, theoretically and experimentally substantiate the methodology of quickness development among senior preschool children with mental retardation in terms of inclusive education.
Objectives of the research:
1. On the basis of scientific-methodical literature analysis to define the degree of this problem consideration, concerning physical upbringing of senior pre-school children with mental retardation.
2. To create the methodology of quickness development among senior pre-school children with mental retardation in terms of inclusive education.
3. Experimentally substantiate the effectiveness of methodology application, directed toward quickness development among senior pre-school children with MR in terms of inclusive education.
MATERIALS AND METHODS
The research was held on the basis of pre-school educational establishments, which realize inclusive education in Abakan, the Republic of Khakassia. The experimental group (EG) was formed on the basis of kindergarten "Elochka", the control group (CG) was formed on the basis of kindergarten "Malyshok". Control group trained according to generally adopted methodology of pre-school children physical upbringing, with standard use of methods and means, without using individual-differentiated approach. The experimental group trained according to the offered by us methodology of directed influence, which includes the means, adapted to quickness development among children with MR and also among healthy children. The control group trained according to generally adopted program of physical culture walking lessons. Lessons in both groups were held in inclusive form, together
with children, who don't have disabilities. At practical lessons differentiated approach was used, where the mechanism of differentiated methods and methodical techniques selection is based on taking into account the definite difficulties analysis, objectives and means differentiation. We used 5 aspects during differentiation system creation: distribution of children into small groups of different training level; the approaches to load differentiation; the form of lessons organization choice realized by a teacher in terms of differentiation; tasks differentiation and individualization on the basis of planning; the way of activity control and estimation. Practical part included adapted generally adopted means and methods for quickness development.
The initial quickness of reaction development we started from repeated reaction to suddenly appearing signal. Here it was effective to use competitive method. Further, as a result of adaptation of children to motor exercises, we used the exercises directed toward arbitrary control of speed motor reaction.
The quickness of difficult motor reaction mainly depends on the ability to see moving with great speed things. For its development we used gradual complication by means of movement increase speed and the randomness of the object appearance, ball and the playing ground size decrease, distances decrease in relay races. Mentioned methodical techniques simultaneously formed and developed coordinating abilities and tactical thinking.
Quickness development of a single movement we realized in terms of a repeated motor activity. For negative influence prevention, in a form of speed barrier (speed of movement stabilization), physical exercises and outer conditions of their fulfillment varied in the following methodical techniques:
- the technique of leading after the partner, after the sound or light leaders was used;
- "speed-up" effect was achieved during the exercises fulfillment (in motion running, preliminary movement in throwing).
In our opinion, the means of quickness development of motor reaction include different speed oriented exercises of acyclic character and the means of quickness development of a single movement were the exercises of cyclic character, which were fulfilled with maximum speed on the basis of the alternating method.
During the experimental methodology realization organizational forms included physical culture walking lessons outdoors, which had 2 parts. During the first part children trained according to the created by us methodology, directed toward quickness development. During the second part of the lessons children realized independent activity (played in a sand-pit, seesaw, sports equipment climbing). Structural parts of physical culture-
walking lessons didn't change and corresponded with normative demands placed on physical culture -walking lessons organization outdoors at preschool establishments. The main methods, directed toward quickness development among 6-7 year-old pre-school children with MR at physical culture -walking lessons, were the following: competitive, repeated, alternating and playing. During repeated method use active rest was alternated with passive one and it helped to support central nervous system activity. For competitive and playing method use we used rest till complete rehabilitation. During rest different respiratory exercises were used.
We selected not difficult exercises, available for understanding and demonstration, taking into account the peculiarities of psychic state of children. Exercises studying and fulfillment was realized according to the principle from simple to difficult. Taking into account children's adaptation to the difficulty, dosing and intensity of exercises we fulfilled correction according to the enumerated directions complication.
RESULTS AND DISCUSSION
The necessity to control physical qualities development is conditioned by irregularity of their development in different periods of life, anatomic-physiological peculiarities of children. The absence of directed physical loads in terms of the main deviation - mental retardation - doesn't
let locomotor and muscular apparatuses develop correctly. As there are accompanying diseases and secondary deviations, the degree of the mentioned defects intensity increases. The reason for this is a low level of motor activity - hypodynamia and in general the absence of motor regime of a child. On the basis of this it is reasonable to use the system of physical readiness increase among children, which provides recurrent testing.
At preliminary stage of the research we carried out testing for the level of quickness development among senior pre-school children with mental retardation and their healthy coevals. Comparative analysis of the received indices, which reflect quickness development among the defined children revealed absolute retardation among the first group of children, the level of quickness development among 6-7 year-old pre-school children with MR is considerably lower (p < 0,05), than among healthy coevals from one and the same establishment (table
1).
In "scramble" test quickness index in pre-school children with mental retardation was 8,3±1,9, among normative children - 5,3±0,9, in "2x5m running" children with MR had the following results - 6,8±0,9, normative children - 4,8±0,8. The index of quickness development in "tapping-test" was 17±3 (with MR) and 26±4. The index of quickness in "10 m test" was the following: children with MR-
5,4±0,4, normative children- 4,0±0,4.
Table 1 -The indices of quickness development in 6-7 year-old children with mental retardation and normative children before the pedagogical experiment
Control tests Control tests indices Validity
Pre-school children with MR Normative children
«Scrambel», seconds 8,3±1,9 5,3±0,9 p<0,05
2x5m running, seconds 6,8±0,9 4,8±0,8 p < 0,05
«Tapping-test» 17±3 26±4 p<0,05
10m running,seconds 5,4±0,4 4,0±0,4 p<0,05
On the basis of the received indices we state, that standard and generally adopted programs of physical culture walking lessons using the means and methods, recommended for normally developing children, can't be pedagogically effective and demand adaptation taking into account the main diagnosis, accompanying diseases and secondary deviations.
In order to check the hypothesis concerning the effectiveness of the experimental methodology use, directed towards quickness development in 6-7-year-old pre-school children with MR, we held the pedagogical experiment. Before the beginning of the pedagogical experiment there were no valid
differences between the children from the control and the experimental group. After the pedagogical experiment we fulfilled control testing, directed toward the influence revelation of the experimental methodology on the process of quickness development among 6-7-year-old senior pre-school children with MR. Used by us complex approach had a positive influence on the studied quality development. The received results analysis revealed, that in the dynamics of the tested indices there were valid (p <0,05) changes in the experimental group. Children from the control group also had changes, however the dynamics of indices increase wasn't considerable (table 2).
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The indices in "scrambel" test before the directed pedagogical influence in the experimental group were 8,3 sec, at the end of the experiment - 5,6 sec. In the control group indices before the
pedagogical experiment were 7,7 sec, at the end-6,5 sec. The tempo of the studied indices increase during the pedagogical experiment was 38% in the experimental group and 12% in the control group.
Table 2- Dynamics of quickness indices development in 6-7-year-old pre-school children with MR before and after pedagogical experiment
Indices Before the experiment After the experiment Increase % Validity of differences
«Scrambel», seconds EG 8,3±1,9 5,6±0,5 38 p < 0,05
CG 7,7±2,0 6,5±0,4 12 p > 0,05
"2 x5m running", seconds EG 6,8±0,9 5,0±0,6 30 p < 0,05
CG 6,2±0,7 5,9±0,7 5 p > 0,05
"tapping-test", number of dots EG 17±3,0 25±3,0 30 p < 0,05
CG 18±2,0 20±2,0 10 p > 0,05
"10m running", seconds EG 5,4±0,4 3,7±0,6 37 p < 0,05
CG 5,0±0,3 4,5±0,6 10 p > 0,05
In "2x5 meters running" test before the directed pedagogical influence the results in the experimental group were 6,8 seconds, at the end of the experiment - 5,oseconds. In the control group the indices before the experiment were 6,2 seconds, at the end of the experiment - 5,9 seconds. The tempo of the studied indices increase after the pedagogical influence was 3o% in the experimental group and 5% in the control group.
In "Tapping -test" it was revealed that in the experimental group the initial result was 17 dots, after the directed pedagogical influence - 25 dots. In the control group there were insignificant changes: before the research- 18 dots, after the experiment-20 dots. Tempo of increase in the experimental group was 30%, in the control group- 10%.
"10 m running" test revealed high increase of the index in the experimental group - 5,4 sec before the experiment, 3,7 sec -after the experiment. In the control group there were changes, however, the increase wasn't considerable, before the experiment-5,0 sec, after the end the experiment - 4,5 sec. Dynamics of increase in test after experimental pedagogical influence was the following: in the experimental group-37%, in the control group - 10%.
Thus, the received results help to define, that the experimental methodology, created for quickness development among senior pre-school children with MR, is effective. Testing indices increase on the basis of V.I. Usakov scale (2011) of physical qualities increase tempo among senior pre-school children with mental retardation from 30 to 38%, which corresponds with the mark "perfect".
CONCLUSION
As a result of the experimental methodology use concerning quickness development among children from the experimental group the indices of the studied quality increased with the validity
(p< 0,05). In "scrambel" test tempo of increase at the end of the pedagogical experiment was 38%, in "2 x5m running" test - 30%, in "10 m running" - 37%, in tapping-test - 30%.Thus, innovative model of inclusive educational process organization connected with physical culture walking lessons, directed toward the methodology of quickness development among 6-7 year-old children with MR, is effective and has the prospect of being introduced into the system of physical upbringing in terms of pre-school educational establishments.
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Submitted: 24.08.2019
Author's information:
Victor V. Andreev - Candidate of Pedagogics, Associate Professor, N.F. Katanov State University, Khakassiya, 655017, Russia, Abakan, Lenin str., House 90, e - mail: [email protected]
Aleksandr V. Fominykh - Candidate of Pedagogics, Associate Professor, N.F. Katanov State University, Khakassiya, 655017, Russia, Abakan, Lenin str., House 90, e - mail: [email protected] Stanislav V. Put - Undergraduate, N.F. Katanov State University, Khakassiya, 655017, Russia, Abakan, Lenin str., House 90, e - mail: [email protected]
