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The development of coordination abilities in non-integrated students and correction of behavior disorders in integrated students through engaging in movement games

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Chovanova E.

Physical Activity Review

2019

issue 7

209-218

The primary aim of the study was to determine the effect of movement games on the development of motor coordination in prepubertal non-integrated students and the correction of behavior disorders in integrated students. Material and Methods: A randomly selected sample consisted of 7- to 10-year-old non-integrated and integrated students with behavior disorders attending elementary schools. To test motor coordination, Körperkoordinationstest für Kinder (KTK) was administered. Exercise programs that cover relatively the dominant areas of motor behavior can be an effective learning tool to be used with children. As part of our research, we have developed a model of movement games that are attractive to children. To monitor behavior of children, Vanderbilt assessment scale for the assessment of students' behavior was administered. The NICHQ scale is available in two versions - teacher informant and parent informant. To process and evaluate collected data, we applied the following statistical methods were used: descriptive statistical characteristics, normality of data distribution - Shapiro-Wilk test, parametric paired samples t-test, or non-parametric paired samples t-test, and a test of relative frequencies. Results: Non-integrated children development of coordination: groups of girls showed higher levels of the following motor abilities: dynamic balance, ability to connect movements, and kinesthetic-differentiation ability. The group of boys reached higher levels of rhythmic ability. Integrated students with behavior disorders: Strengths and difficulties questionnaire provided information about students in five dimensions. Highest score was recorded for hyperactivity dimension, which is deviant from normal scores. Students did not achieve normal scores in conduct problems dimension. Normal scores were observed in dimensions: peer problems and prosocial behavior. Conclusions: We may conclude that movements games had a positive effect on the behavior exhibited by prepubertal children educated under the conditions of integration.

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The development of coordination abilities in non-integrated students and correction of behavior disorders in integrated students through engaging in movement games