Effect of Psychomotor Program on the Athletic Abilities of Children with Developmental Delays

 

Jin Ho Ryu¹, Yoo Seok Kang^2*

¹Dept. Adapted of Physical Education, Hanshin University, Osan, 18101, Rep. of Korea

²Dept. Adapted of Physical Education, Beakseok University, Cheonan, 31065, Rep. of Korea

 

ABSTRACT:

Objectives: The purpose of this study is to analyze the effects of psychomotor physical activity program on the athletic abilities of children with developmental delays, aged 5 to 7. Methods: The study used the mot 4-6 tests developed by Zimmer of Germany and confirmed the statistical validation procedure using the SPSS 21.0 version. *p<.05. In detail, we measured the athletic ability, agility, coordination, balance, jumping power, and adjustment ability among the elements of the motor development, and performed the measurement together with three research assistants. Findings: The results of the experimental group and the control group showed significant differences in the results of the exercise development of the retarded children through the psychomotor exercise program. First, the group applying the psychomotor exercise program had statistical changes in overall exercise development ability such as coordination, balance ability, and jumping ability. However, in the control group, there was no statistical change in overall motor development ability and detailed motor development. Also, it is noteworthy that the ability to adjust the movement was not statistically changed in both groups. Therefore, psychological athletic activities will need to follow up on the ability to adjust movement and discuss various methods. Improvements: The scope of various studies for psychological exercise should not be delayed but should be expanded to focus on the movement and sociality of the socially vulnerable.

 

 

1. INTRODUCTION:

According to the Korean Special Education Law, children with development delay is defined as ‘infants and children under 9 years old who needs special educational measures from conspicuous development delay on physical, intellectual, communicational, social, emotional, and adaptive behavior¹.

 

As discussed in the definition, necessity of early education on children with developmental delay has been suggested and has been applied in all behaviors which are against “normal” as therapy program. These educational therapy have been produced many contrary effects and problems on educating children with developmental delay toward the whole person.

 

Characteristics of children with development delay considered as having lower physical development and lower self-conception from deterioration of sensory-motor, immature movement and posture². In general, children with developmental delay suffer lower performance ability and balance ability compare to others. Improving performance ability and movement skill are very important tasks to children with developmental delay because movement skill is a positive recognition of their body and a process to learn how to use their body effectively³.

 

As we can find on research results, education focused on development task invites contraction of psychological and emotional area on children with developmental delay, psycho-motor activity which have the goal of educating the whole person has great effect on developing their movement ability, sociality, and reducing problem behavior ^4-6.

It has been emphasized that lack of movement at the early age contains lack of a very important factor of child development. Limitation of desire of movement at age could connect to problems of behavior disability and emotional disturbance. Therefore, to modern society children who suffer from serious lack of movement activities and peer interactions, providing educational activities such as suitable movement activities and various plays which they can have positive mutual interactions with the same age group is urgent ⁷ .

 

Psychomotricity which is constructed with body experience, physical experience, and social experience and scheming development of the whole person would receive positive environment for movement achievement of students with disability⁸. Psychomotricity is a suitable activity for children with developmental delay and intellectual disability because it has purposes that children’s self directed participation of activities and improving their self-confidence^9-11.

 

It has been reported that psycho motor has been applied to various education and special education fields¹². It was selected as a part of development rehabilitation service for children with disability by the Ministry of Social Welfare. With the fact, psycho motor also is pioneering a new paradigm in the field of therapy for children with disability. There was a report that explained positive effectiveness on attention and emotional behavior to children with emotional disturbance and attention deficit disorder^13,14.

 

2. MATERIALS AND METHODS:

2.1 Study subjects

Participants of this research was children who diagnosed with developmental delay and/or received medical opinion with similar condition. Consent forms were received from the guardian.

 

Duration of the research was between March 2016 to June 2016. Total of 24 times of programs were processed and it applied 2 times per week. Location of experiment were D movement development center and H psycho motor institute. Participants were preschoolers ages between 5-7 years old who joined programs of D & H institute. Eighteen students were started the experiment four student stopped their participation. The 14 participants were dived as 7 experimental group and 7 controlled group. Both groups had not had any psycho motor experience. Both group were measured every 4^th program, total of 6 times measurement were occurred. The measurement proceeded by this researcher with three other licensed psycho motor professionals.

 

 

 

2.2 Measuring tools and programs   

The test of MOT 4-6 (Motoriktest fur vier - bis sechsjahrige Kinder) was developed by Zimmer and Volkamer from Germany in 1973. After the invention, the MOT 4-6 test was modified and supplemented through standardized procedure with 10 time of experiments in 1984.

 

Psychomotor program provided guided suggestions based on participants-centered such as experience-centered, play activities, creative activities, and self-selection with reinforcing physical,, material, and social experience.

 

2.3 Data analysis method

To identify homogeneity between groups, independent t-test was proceeded, and repeated measure ANOVA was applied to verify reciprocal action effect between groups and durations. Statistical significance level (α) was set as . *p<.05

 

3. RESULTS:

Results of effectiveness of athletic ability, coordination, balance, jumping power, ability of controlling movement for children with developmental delay who were participating psychomotor physical activity program were as follows.

 

Result of the independent t-test between two groups to identify homogeneity of movement development, pre test result was .730 which was not statistically significant. This means there was no difference between groups

 

3.1 The two groups' athletic ability descriptive statistics

In this research, descriptive statistics of athletic ability test during the program period was the same as shown at [table 1].

 

Table 1.     The two groups' motor development ability descriptive statistics

Time	Group	N	M±SD
Session 1	Experimental	6	10.66±1.86
	Controll	6	10.66±1.50
Session 2	Experimental	6	11.33±1.75
	Controll	6	10.66±1.75
Session 3	Experimental	6	12.00±1.54
	Controll	6	10.50±1.87
Session 4	Experimental	6	12.66±1.03
	Controll	6	10.66±1.36
Session 5	Experimental	6	13.50±.547
	Controll	6	10.66±1.03
Session 6	Experimental	6	14.16±.408
	Controll	6	10.50±1.04

p < .05

 

 

 

3.2  Mauchly's Sphere Formation Test

Repeated classification two-way ANOVA was applied to identify changes between groups and measurement durations of movement development following psycho motor physical activity programs. According to the [table 2], with significance probability, the Sphere Formation did not get rejected and did not satisfy sphericity.

 

 

Table 2. Mauchly's Sphere Formation Test

Source	Ch$i-square	df	p
time	34.253	14	.003

p < .05

 

 

According to [table 3], interpretation of multivariate test results indicated that statistically significant results were shown depending on measurement period. Results of interaction between measurement period and disability groups also indicated statistical significance.

 

Table 3. Multivariate test

Effects	F	p
T	3.198	.001
G*T	6.724	.000
G	.672	.423

G: group, T: time, G*T: group*time:  p < .05

 

3.3 Results of athletic ability measurement.

Results of athletic ability measurement indicated that there were statistically significant changes in experiment group. The control group did not show any statistical significant changes. In this research, results of athletic ability depend on measurement period during the program process was the same as [figure 1].

 

Figure 1. Results: Change of athletic ability according to time 

 

Results of coordination measurement indicated that there were statistically significant changes in experiment group. The control group did not show any statistical significant changes. In this research, results of coordination depend on measurement period during the program process was the same as [figure 2].

 

 

Figure 2. Results: Change of coordination according to time

 

Results of balance ability measurement indicated that there were statistically significant changes in experiment group. The control group did not show any statistical significant changes. In this research, results of balance ability depend on measurement period during the program process was the same as [figure 3].

 

Figure 3. Change of balance ability according to time

 

Results of jumping power measurement indicated that there were statistical significance in experiment group .control groups did not show any statistical significance. In this research, results of jumping power depend on measurement period during the program process was the same as [figure 4].

 

Figure 4. Change of jumping power according to time

 

Results of mediation ability indicated that both experiment and control group did not show any statistical significance. In this research, the results of the measurement of the movement adjustment ability are shown in  [figure 5].

 

Figure 5. Change of movement adjustment ability according to time

 

 

4. CONCLUSION:

Results of this research indicated that participation of children with developmental delay of psycho motor program showed statistically significant changes on athletic ability, coordination, balance ability, and jumping power. However, movement adjustment ability did not show any changes on both groups.

 

In addition, results showed that psycho motor programs which playful and self-directed activities have positive effects on general movement development. Researches through various movement ability tests on the field of psycho motor which can have positive effects on physical area of exercise need to be activated more. Further, follow-up researches on various areas such as self-confidence and sociality of children with developmental delay need to be expanded. Furthermore, more researches are needed on all children and youth with disability not only children and youths with development delay but also children and youths with the first disability who have potential secondary disability.

This study compared and analyzed the effects or psychomotricity and soccer programs in an integrated environment by measuring the frequency of withdrawn behavior of the subjects.

 

5. REFERENCES:

1.       National Institute of Special Education, Special Education Annual Report. 2009.

2.       Kwon, Hyun-sil. A Study on Effects of Sensory Integration Intervention on Body-Self Concept and Body Image of Preschoolers with Developmental Delay. Graduate School of Special Education Dankook University. 2016.

3.       Choi, Dae-Kun. The Effect of  Proprioception-oriented Sensory Integration Training on Gross Motor Function and Balance in children with Developmental Delay. Graduate School of Special Education Dankook University.

4.       Ko, Dong Goon. Effect Analysis of Psychomotricity and Aquatic Psychomotricity on the Motor Ability of Children with Developmental Disorder. Graduate School of  Hanshin University, 2016.

5.       Jung, Jae-Kun. The Effect of Proprioception-oriented Sensory Integration Training on Gross Motor Function and Balance in children with Developmental Delay. Graduate School of  Hanshin University, 2016.

6.       Seo, Young-Seon. Effect of Psychomotor Program on the Problematic Behavior of Children with Developmental Delays. Graduate School of  Hanshin University, 2016.

7.       Zimmer, R. A point of view child-centered on psychomotorik. In Psychomotorik on Koera, 2005, 5-35.

8.       Suh, Youn-Tae, Jeong, Ki-Cheon, Effect of a Psychomotor Program on the Motor Performance Abilities of Students with Autism. Korean Journal of Exercise Rehabilitation, 2011,Vol.7, No.1, pp. 69-78.

9.       Kim, Sung-Woon. Effect of Psychomotor Program on the Social Skill and Withdrawal Behavior of Children with Intellectual Disabilities . Graduate School of  Hanshin University, 2017.

10.     Seo, Duck Won. Effect of Psychomotor Program on the Coordination of Students with Intellectual Disability. Indian Journal of Science and Technology. 2016;9(46),pp 92 .

11.     Bae, Sung-On Analysis of the Effect of Application of Psychomotricity and Physical Activity Program for Children with Intellectual Disabilit. Graduate School of  Hanshin University, 2012.

12.     Ahn, Jong-Su. A Study on Analysis of Job Stress Factors of Psychomotricians by using AHP Method. Graduate School of Hanshin University, 2016.

13.     Kim, Haemi, Effect of Psychomotricity by ADHD Children on the Ego-Resilience and Social Relation Skill of Convergence. Indian Journal of Science and Technology. 2016; 9(26),pp 92.

14.     Moon, Dae Heon. Effect of Psychomotor Program on Inattetion and Impulsivity of Children with Attention Deficit Hyperactivity Disorder ADHD. Indian Journal of Science and Technology. 2016; 9(25), pp 174.

 

 

 

 

 

Accepted on 20.06.2018        © RJPT All right reserved

Research J. Pharm. and Tech 2018; 11(10): 4597-4600.