Informatics Publishing Limited

Youn Tae Suh ¹, Jin Ho Ryu ¹, Jae Goon Jung ¹

Affiliations
1 Department Adapted of Physical Education, Hanshin University, Osan, 18101, Republic of Korea

Abstract

Objectives: To investigate the effect of psychomotricity programs and soccer programs on withdrawn behavior of students with intellectual disabilities in an integrated environment. Methods: Subjects were divided into two groups, the psychomotricity group and the soccer group, each consisting of 12 children. Programs were conducted twice a week for 12 weeks from Mar. 30 to Jun. 30, 2015, and tests on the children’s withdrawn behavior were conducted before and after the programs. Both programs were carried out in the integrated environment. SPSS 18.0 program was used to analyze the data *p<.05. Findings: Analysis on withdrawn behavior of the subjects in peer relations showed a significance difference in the psychomotricity group, while no meaningful difference was found for the soccer group. Analysis on withdrawn behavior of the subjects in communication showed a significance difference in the psychomotricity group, while no meaningful difference was found for the soccer group. Analysis on withdrawn behavior of the subjects in self-esteem showed a significance difference in the psychomotricity group, while no meaningful difference was found for the soccer group. Tests on withdrawn behavior of the subjects showed reduction in withdrawn behavior of the psychomotricity group and no reduction in the soccer group. Improvements: There is urgent need for research on the reduction in withdrawn behavior within integrated classrooms with students with intellectual disabilities

Keywords

Competition, Intellectual Disabilities, Psychomotricity, Soccer Programs, Withdrawn Behavior.

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Youn Tae Suh ¹, Duk Won Seo ¹

Affiliations
1 Adapted Physical Education, Hanshin University, 18101, Osan, KR

Abstract

Objectives: The study focusing on materials experiences is to make out that how to psychological exercises program impact on the KTK of the intellectual disabilities and to develop the psychological exercises program. Methods/Statistical Analysis: The study consisted of 20 students from two primary schools intellectual disability. The study was preceded for 12 weeks, twice per week, totally 24 sessions and 50 minutes in one session. The achievement of the exercise for the before and the after of the psychomotor was applied by the KTK and the data analysis was implemented by the twoway mixed ANOVA in order to compare between the group and the practiced sessions. Findings: The first, the exercises shows no significant meaning between group and time. But the main effect shows significant meaning between group and time. The second, the exercises of the left and right jumping shows significant meaning between group and time. The main effect also shows significant meaning. The third, in case of the index of the complex exercise function for KTK (the physical cooperative stress test for children); interaction effect shows no significant meaning between group and time. But the main effect shows significant meaning between groups in spite of showing no significant meaning between times. Through the above conclusion, we can find out that physical exercise applied by the psychomotor have a significant impact on the physical cooperative stress of the intellectual disabilities. Improvements: For the more, this significant meaning will be helpful to the diversification for the measurement and the method of the psychomotor on the coordination with intellectual disability.

Keywords

Coordination, Intellectual Disability, Material Experience, Psychomotor, Physical Cooperative Stress KTK.

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Youn Tae Suh ¹, Yun Jung Kim ¹

Affiliations
1 Adapted Physical Education, Hanshin University, 18101, Osan, KR

Abstract

Background/Objectives: To investigate the effect of applying the psychomotor program on the anxiety, withdrawal and problem behaviors of children with Asperger disorder, which helps improving their confidence by motion activity. Methods/Statistical Analysis: Psychomotricity program was conducted for 50 minutes per session, three sessions a week during 12 weeks against the subjects, two children with Asperger disorder. BAB design was used to analyze the effect of psychomotricity on problem behaviors of the children with Asperger disorder. Problem behaviors were measured for 10 minutes after every 50 minute class using an interval recording method. To confirm the effect on anxiety were conducted using Child Behavior Check List (CBCL) 6-18. Findings: The average occurrence frequency of target behavior of child A, which was more than 9 times lower than the average and target behavior of child B, which was more than 11 times lower than the average. As a result of this study, frequency of problem behaviors of the children with Asperger disorder was decreased during the arbitration and this decrement was maintained until the follow up observation. Also, anxiety problem in pre-observation of the child A was 80 and that of the child B was 90. In the post-observation T score of anxiety problem of the child A was 60 and that of the child B was 69. The anxiety level on post-observation was lower than that on pre-observation. Application/Improvements: We suggest that psychomotricity is effective in reducing the aggression behavior and withdrawal frequency of children with Asperger disorder and in maintaining the lowered level.

Keywords

Anxiety, Asperger Disorder (Syndrome), Problem Behavior, Psychomotricity, Withdrawal.

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