1. INTRODUCTION:

Education of movement discovers its own body, explores communication and environment, and expands its infinite potential. This leads to healthy mind and body, so education of movement is very important as childhood education.¹

In order for the child's developmental program to be effectively applied to children, it is necessary to clarify how the basic body coordination is proceeded and developed in terms of child development.² In order to improve the overall development of childhood, it is necessary to think the ability of physical education coordination. In order to provide the specific goal, the athletic ability structure should approach from various viewpoints.³ Attention Deficit Hyperactivity Disorder is a neurological disorder related in child psychiatric clinics and is characterized by difficulty in controlling attention, impulse and behavior. ADHD is account for approximately 3 to 7% of children in school age.⁴

According to data published by the National Health Insurance Corporation in 2014, ADHD patients increased by 12% during the five years from 2008 to 2012, and the number of patients with ADHD symptoms by 2013 was 58,121. And 69.5% of them (38,307 persons) were found to teenager, which shows the highest occupation rate among children and adolescents behavioral and emotional disorders. The main symptoms of ADHD are characterized by attention deficit, hyperactivity, and impulsive behavior, which is accompanied by cognitive, behavioral, and emotional deficits. Physical activity during early intervention for the development of social skills in ADHD children is the most natural form of treatment, which can improve strength, endurance, speed, physical strength, body coordination and endurance. A lot of people agree that development of exercise ability is very important and necessary for children with attention deficit and hyperactivity disorder. Therefore, a variety of exercise education programs are developed for physical education for children with attention deficit hyperactivity disorder.⁵

In previous studies, there have been reports that exercise has a significant effect on the development of perceptual motility in children with attention deficit and hyperactivity disorder. For example, children with ADHD can develop perceptual motions through exercise, and the developed motor patterns generally address the social and professional challenges of children with attention deficit and hyperactivity disorder.⁶Attention deficit and hyperactivity disorder children tend to hide their ego with cynical appearance and aggressive tendencies because their ego is weak. Therefore, emotional problems are also accompanied. Psychomotricity can be applied to solve and support these problems. This requires an approach that considers the psychological and the physical dimension at the same time that psychomotricity can do. Psychomotricity is the total of human movement activity by psychological driving force. It is therapy and education which positively influences on the psychological aspect by using main mean, body of human being.⁷ If we understand human movements, body, and mobility in comprehensive viewpoint, education methods and treatment for children with developmental delay should also be approached from a comprehensive and expansive perspective. In other words, a psychological dimension and a physical dimension need to be consider at the same time and psychomotricity is considered to perform this role.⁸

The psychomotricity is divided into three fields: physical experience, material experience, and social experience. Through these three experiences, the child himself or herself is aimed to achieve the overall ability to perform through self-capacity, social ability, and material ability in relation to the surrounding world. Above of them help individual to behave with confidence in relation to the surrounding world.⁹ In motor development aspect, children with ADHD exhibit poor performance at coordination, strength, balance, reaction time and show ability of exercise and developmental coordination disorder.¹⁰

As such, early intervention for children with ADHD is very important, just like any other disorder. And through early intervention, positive adjustment can be expected for them in kindergarten, elementary school and social group. This study therefore aims to verify the effects related to the athletic performance of ADHD children who need early intervention, using material experience psychomotor programs. We hope that this paper can highlight material experience centered treatment as one of the important factors to improve mobility and improve the quality of life. The purpose of this paper, by study the effect of the psychomotricity centered on material experience, is to provide basic data from the existing study to the more specific research.

2. MATERIALS AND METHODS:

2.1 Subjects:

The subject of this study was 8 elementary school ADHD male children aged 8 ~ 9 who attended the D Child Development Center and K Child Development Center located in Seoul. The subjects were consisted of 16 people. There were 8 experimental groups and 8 control groups not having experience of structured exercise program. All of these subjects were children diagnosed with ADHD from psychiatrists.

2.2 Method:

The study was conducted from March 1, 2015 to November 30, 2015. In the experimental group, the psychomotor program was conducted in the psychomotricity room of the D and the K Child Development Center twice a week for 12 weeks, for a total of 24 sessions for 60 minutes. KTK test tool was used to measure the coordination ability. The duration of the material-experience psychomotor program was 12 weeks, and the change of coordination ability was measured using the same KTK test tool as the pre-test.

2.3 Measuring tool:

The following items were used to measure the before and after effects on subjects. For this study, KTK (Körperkoordinationst für Kinder) test tool was used. This test tool was developed by Kiphard and Schilling (1974) in Germany and is a proven test for measuring body coordination and motor function in infants and children. And it is now widely used in Germany. The contents and components of KTK are shown in Table 1.

Table 1: KTK Contents of Component

Contents	Component
rear balancing	Balance
single foot jumping	muscular strength endurance agility
left and right jumping	Agility cross ability
lateral movement	Improvisation agility

2.4 The contents of material-experience psychmotor program:

The educational key of the psychomotricity movement should be a playful and creative movement in a natural and voluntary atmosphere. Therefore, the following principles were considered10. First, it should be a child-centered activity. Second, children should have the right to self-determination. Third, it should be playful. Fourth, children should be autonomous in their behavior rather than in criticism. Fifth, autonomy is important, but clear limits and minimum rules may be needed. The contents of the material-experience psychomotor program are shown in <Table 2>.

Table 2: The contents of material-experience psychomotor program

Week	Session	Area	Topic	Detailed contents	Preparation materials
1st week	1st session 2nd session	Relationship formation/Material experience	Playground	List the tools that match the material-experience to induce positive relationships among the subjects.	Gym ball Tennis ball Soccer ball
2nd week	3rd session 4th session	Material-experience	Ball	Team up with friends and discuss each other to create rules.	Soccer ball Soccer goals
3rd week	5th session 6th session		Hula hoop	Use hula hoops to make various obstacles. Try to pass, skip, pass, and pass between through the obstacles.	Hula hoop Support
4th week	7th session 8th session		Balance disk	Using a variety of tools such as chairs, balance beam, mats, and balance plates, make stepping legs and play across the steps of stepping stones.	chair Balancing disk mat balance plates ladder
5th week	9th session 10th session	Material-experience	Balance beam	Using a variety of balance beam, walk straight, walk a curve, cross a narrow bridge, move back, sideways, and crawl.	Different kinds of balance beam
6th week	11th session 12th session		Balloon	Blow a balloon. After putting several balloons in a certain space, one team blows balloons with fan, and the other team moves avoiding balloons.	Balloon Rubber ball Sponge ball fan
7th week	13th session 14th session		Bicycle	Freely ride a regular bicycle and a strider bike without a pedal. Try to avoid obstacles, and catch and play using bicycles,.	Bicycle Strider
8th week	15th session 16th session		Pedalo	Divide into a pair of two people and ride a pedalro go forward and backward. Try to catch and throw the ball riding a pedalro.	Pedalo Rubber ball Tennis ball
9th week	17th session 18th session	Material- experience	Rollbrett	Divide into a pair of two people and ride a sled, canoe, and so on.	Rollbrett Long rope, Wooden stick
10th week	19th session 20th session		Trampoline	Jump in a variety of ways using jumpers such as trampoline, air bounce, cushion mats, and more.	Trampoline air bounce cushion mats
11th week	21st session 22nd session		swing	Play freely using various types of swings such as hammocks, roll swings, T-bars, and mat swings.	Hammock Roll swing T-bar
12th week	23rd session 24th session		Amusement Park	Use tools such as rollbretts, air bounces, hammocks, ladders, gym ball and slides to decorate amusement parks and use amusement parks.	Rollbrett Air bounce ladder gym ball Slide slider

2.5 Statistical Analysis:

The SPSS 22.0 program was used to analyze the effect of the program, performed in this study. Data were analyzed by frequency analysis and Descriptive Statistics. In addition, the constituent factor of body coordination was examined by implementing the two-way ANOVA between groups and periods using the KTK test tool. And the level of significance in the data was at p <.05 level.

3. RESULTS AND DISCUSSION:

3.1. Results:

In this study, we applied the material-experience psychomotor program to the ADHD children. The results of the coordination test were compared with timing and group, and the interaction of time × group. And the following results were obtained.

3.1.1. Rear Balancing MQ1:

Table 3 shows that the experimental group showed pre-M = 74.50 and post-M = 87.13, and the mean difference increased by M = 12.63. In the control group, pre-M was 73.13 and post-M was 73.12, respectively, and the mean difference was decreased by M = 0.01. In the pre- and post- test, the experimental group showed a higher average value than the control group.

Table 3: rear balancing MQ1

T	G	M	SD	N
pre	experiment group	74.50	4.567	8
pre	control group	73.13	5.055	8
post	experiment group	87.13	11.969	8
post	control group	73.12	4.549	8
all	experiment group	80.81	10.913	16
all	control group	73.13	4.646	16

3.1.2. Single foot jumping MQ2:

According to Table 4, as a result of one leg jump test, the test group showed pre-M = 84.63 and post-M = 101.75, and the mean difference was increased by M = 17.12. The control group showed pre-M = 84.38 and post-M = 82.63, and the difference of mean value decreased by M = 1.75. In the pre- and post- test, the experimental group showed a higher average value than the control group.

Table 4: single foot jumping

T	G	M	SD	N
pre	experiment group	84.63	9.606	8
pre	control group	84.38	10.542	8
post	experiment group	101.75	5.849	8
post	control group	82.63	9.620	8
all	experiment group	93.19	11.714	16
all	control group	83.50	9.791	16

3.1.3. Left and Right Jumping MQ3:

Table 5 shows that, as a result of right and left jump test, the experimental group showed a pre-M = 81.00 and post-M = 109.00, and that the mean difference increased by M = 28.00. The control group showed pre-M = 79.38 and post-M = 80.88, and the difference of mean value increased by M = 1.50. In the pre- and post- test, the experimental group showed a higher average value than the control group.

Table 5: left and right jumping

T	G	M	SD	N
pre	experiment group	81.00	18.601	8
pre	control group	79.38	19.161	8
post	experiment group	109.00	6.047	8
post	control group	80.88	18.689	8
all	experiment group	95.00	19.688	16
all	control group	80.13	18.301	16

3.1.4. Lateral Movement MQ4:

According to Table 6, the sideways movement test results showed that the experimental group showed pre-M = 86.25, post-M = 124.64, and the mean difference was increased by M = 38.39. The control group showed pre-M = 83.88 and post-M = 82.88, and the difference in mean value decreased with M = 1.00. In the pre- and post- test, the experimental group showed a higher average value than the control group.

Table 6: lateral movement

T	G	M	SD	N
pre	experiment group	86.25	17.417	8
pre	control group	83.88	16.822	8
post	experiment group	124.63	12.738	8
post	control group	82.88	17.241	8
all	experiment group	105.44	24.698	16
all	control group	83.38	16.464	16

3.1.5. KTK MQT:

According to Table 7, the total MQT results showed that the experimental group had a pre-M = 100.50 and a post-M = 125.38, and that the mean difference increased by M = 24.88. The control group showed a pre-M = 99.25 and post-M = 99.37, and the mean difference increased by M = 0.12. In the pre- and post- test, the experimental group showed a higher average value than the control group.

Table 7: KTK MQT

T	G	M	SD	N
pre	experiment group	100.50	11.613	8
pre	control group	99.25	12.068	8
post	experiment group	125.38	8.467	8
post	control group	99.37	11.513	8
all	experiment group	112.94	16.168	16
all	control group	99.31	11.394	16

3.2. DISCUSSION:

The results of this study are as follows. The pre- and post- mean values of MQ1, MQ2, MQ3, MQ4, and MQT were found to be increased in the ADHD children before and after the material-experience psychomotor program. Considering that ADHD children's attention, adjust of impulsivity, and behavioral control are related to their motor performance, the exercise capacity of children with ADHD and the composition of various exercise programs is very important. And improvement of body coordination which is the basis of exercise ability is more important.

4. CONCLUSION:

The first, rear balancing MQ1 shows significant meaning not only in the interaction effect between time and group, but also in the main effect of time and group. The second, single foot jumping MQ2 shows significant meaning not only in the interaction effect between time and group, but also in the main effect of time and group. The third, left and right jumping MQ3 shows significant meaning not only in the interaction effect between time and group, but also in the main effect of time and group. The fourth, lateral movement MQ4 shows significant meaning not only in the interaction effect between time and group, but also in the main effect of time and group. The fifth, KTK MQT shows significant meaning not only in the interaction effect between time and group, but also in the main effect of time and group. In conclusion, the material experience psychomotor program has shown positive effect on the coordination of children with ADHD, according to the KTK MQT.

5. REFERENCES:

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2. American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders.

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Received on 22.06.2017 Modified on 28.06.2017

Research J. Pharm. and Tech. 2017; 10(7): 2395-2399.

DOI: 10.5958/0974-360X.2017.00424.3