THE EFFECT OF CLASSICAL AND COMPUTER ASSISTED INSTRUCTION ON THE FUNDAMENTAL MOVEMENT SKILLS OF MILDLY INTELLECTUALLY DISABLED MALE CHILDREN
DOI:
https://doi.org/10.18316/rcd.v17i45.12342Palabras clave:
Intellectually disabled children, locomotor and object control skills, classic and computer aided instructionResumen
The lifelong participation of individuals with disabilities in physical and sporting activities requires the development of fundamental movement skills from an early age. Thus this study aims to investigate the effects of classical and computer-assisted instruction on the physical characteristics, locomotor skills, and object control skills of mildly intellectually disabled (MID) boys. A total of 60 mildly intellectually disabled children participated in this study. Participants were divided into three groups: classical instruction (CI), classical instruction plus computer-assisted instruction (CI + CAI), and control (C) groups. The CI and CI + CAI groups received training for 10 weeks, three hours per week, and one hour per day. Ulrich's gross motor skills tests were administered during the pre-test and post-test. Due to the lack of normal distribution of data, the Kruskal-Wallis test was used for comparisons between the three groups, while the Wilcoxon test was used to determine the differences between pre- and post-test measurements within each group. This study showed no significant difference among three gropus during the pre-test. However, significant differences were found in favor of the CI and CI+CAI groups in locomotor and object control skills during the post-test. The CI+CAI group demonstrated the highest improvement in all locomotor and object control skills. It can be concluded that fundamental movement education is effective in improving the physical characteristics, locomotor skills, and object control skills of MID boys, and that CI + CAI is more effective than CI alone.
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