O EFEITO DA INSTRUÇÃO CLÁSSICA E ASSISTIDA POR COMPUTADOR NAS COMPETÊNCIAS MOTORAS FUNDAMENTAIS DE CRIANÇAS DO SEXO MASCULINO COM DEFICIÊNCIA INTELECTUAL LEVE
DOI:
https://doi.org/10.18316/rcd.v17i45.12342Palavras-chave:
Crianças com deficiência intelectual, capacidades locomotoras e de controlo de objetos, instrução clássica e assistida por computadorResumo
A participação ao longo da vida de indivíduos com deficiência em atividades físicas e desportivas requer o desenvolvimento de competências motoras fundamentais desde cedo. de objetos. Um total de 60 crianças com deficiência intelectual ligeira participaram neste estudo. Os participantes foram divididos em três grupos: instrução clássica (IC), instrução clássica mais instrução assistida por computador (IC + CAI) e grupos de controlo (C). Os grupos CI e CI + CAI receberam formação durante 10 semanas, três horas por semana e uma hora por dia. Os testes de capacidades motoras brutas de Ulrich foram administrados durante o pré-teste e o pós-teste. Devido à falta de distribuição normal dos dados, foi utilizado o teste de Kruskal-Wallis para as comparações entre os três grupos, enquanto o teste de Wilcoxon foi utilizado para determinar as diferenças entre as medidas pré e pós-teste dentro de cada grupo. Este estudo não mostrou diferença significativa entre os três grupos durante o pré-teste. No entanto, foram encontradas diferenças significativas a favor dos grupos IC e IC+CAI nas capacidades locomotoras e de controlo de objetos durante o pós-teste. O grupo CI+CAI demonstrou a maior melhoria em todas as capacidades locomotoras e de controlo de objetos. Pode concluir-se que a educação motora fundamental é eficaz na melhoria das características físicas, das capacidades locomotoras e das capacidades de controlo de objetos dos rapazes MID, e que a IC + CAI é mais eficaz do que a IC isolada.
Referências
Balyi, I. (2001). Sport system building and long-term athlete development in Canada: The situation and solutions. Coaches Report, 8(1), 25-28.
Barnett, L. M., Stodden, D., Cohen, K. E., Smith, J. J., Lubans, D. R., Lenoir, M., ... Dudley, D. (2016). Fundamental movement skills: An important focus. Journal of Teaching in Physical Education, 35(3), 219–225.
Chou, C. (2012). Benefits, challenges, and opportunities of using computer-assisted instruction in education. Springer.
Cunningham, R. A. (2015). Adaptive fitness & gross motor development: A gross motor skills and athletic development guide. Xlibris, S&R Capital Holding LLC.
Darden, G., & Shimon, J. (2000). Revisit an "Old" Technology: Videotape feedback for motor skill learning and performance. Strategies, 13(4), 17-21.
Dewi Septaliza, Achmad Sofyan Hanif, Yusmawati, Firmansyah Dlis, Moch Asmawi, Widiastuti, Hernawan (2022). The Effect of Jumping and Hopping Training Models Using Digital Mattress for Children with Intellectual Disabilities. International Journal of Human Movement and Sports Sciences, 10(3), 604 - 611.
Dobell, A. P., Faghy, M. A., Pringle, A., & Roscoe, C. M. P. (2023). Improving fundamental movement skills during early childhood: An intervention mapping approach. Children, 10(6), 1004. https://doi.org/10.3390/children10061004
Gkotzia, E., Venetsanou, F., & Kambas, A. (2017). Motor proficiency of children with autism spectrum disorders and intellectual disabilities: A review. European Psychomotricity Journal, 9, 46–69.
Goodway, J. D., Ozmun, J. C., & Gallahue, D. L. (2021). Understanding motor development: Infants, children, adolescents, adults (8th ed.). Jones & Bartlett Learning.
Hills, A., King, N., & Armstrong, T. (2007). The contribution of physical activity and sedentary behaviors to the growth and development of children and adolescents: Implications for overweight and obesity. Sports Medicine, 37, 533-545.
Hinckson, E. A., & Curtis, A. (2013). Measuring physical activity in children and youth living with intellectual disabilities: A systematic review. Research in Developmental Disabilities, 34, 72–86.
Imamoglu, M., & Ziyagil, M. A. (2017). Comparison of computer-assisted and traditional education programs on fundamental movement skills in children. New Trends and Issues Proceedings on Humanities and Social Sciences, 5, 76-83. Available from: www.prosoc.eu
Jago, R., & Mcmurray, R. G. (2009). Modifying middle school physical education: Piloting strategies to increase physical activity. Paediatric Exercise Science, 21(2), 171–185.
Jambor, E. A. (1996). Beyond language barriers: Teaching techniques for swimming. Journal of Physical Education, Recreation and Dance, 67(1), 34-36.
Kavanagh, H., Manninen, M., & Issartel, J. (2023). Comparing the fundamental movement skill proficiency of children with intellectual disabilities and typically developing children: a systematic review and meta‐analysis. Journal of Intellectual Disability Research, 67(12), 1336-1353.
Koolwijk, P., Hoeboer, J., Mombarg, R., Savelsbergh, G. J. P., & de Vries, S. (2024). Fundamental movement skill interventions in young children: a systematic review. International Journal of Sport and Exercise Psychology, 22(7), 1661-1683.
Krebs, P. (2005). Mental retardation. In J. P. Winnick (Ed.), Adapted physical education and sport (4th ed.). Human Kinetics.
Lee, J. & Gutierrez, J. (2023) Computer-Assisted Gamification as an Approach to Support Movement Skills Development in Children with Autism Spectrum Disorder, Journal of Physical Education, Recreation & Dance, 94:3, 35-40.
Lehmann, J. D., Freedman, S. W., Massad, V. J., & Dintzis, S. M. (1999). Can computers transform the writing classroom? Computers and Composition, 16(1), 97-115.
Logan, S. W., Ross, S. M., Chee, K., Stodden, D. F., & Robinson, L. E. (2018). Fundamental motor skills: A systematic review of terminology. Journal of Sports Sciences, 36(7), 781-796.
Maïano, C., Hue, O., & April, J. (2019). Effects of motor skill interventions on fundamental movement skills in children and adolescents with intellectual disabilities: A systematic review. Journal of Applied Research in Intellectual Disabilities, 32(9), 1163–1179.
Maïano, C., Hue, O., Morin, A. J. S., & Moullec, G. (2016). Prevalence of overweight and obesity among children and adolescents with intellectual disabilities: A systematic review and meta-analysis. Obesity Reviews, 17, 599–611.
Mezzalira, S., Scandurra, C., Pergola, R. F., Maldonato, N. M., Montero, I., & Bochicchio, V. (2021). The psychological benefits and efficacy of computer-assisted training on competency enhancement in adults with intellectual disability. A systematic review. Mediterranean Journal of Clinical Psychology, 9(3).https://doi.org/10.13129/2282-1619/mjcp-3178
Mohnsen, B. (2008). Using technology in physical education (6th ed.). Reston, VA: AAHPERD.
Rink, J. E. (2014). Teaching physical education for learning (7th ed.). McGraw-Hill Company.
Rintala, P., & Loovis, E. M. (2013). Measuring motor skills in Finnish children with intellectual disabilities. Perceptual and Motor Skills, 116, 294–303.
Rosenthal, R. (1994). Parametric measures of effect size. In H. Cooper & L. V. Hedges (Eds.), The handbook of research synthesis (pp. 231–244). New York, NY: Sage.
Sacks, B., & Buckley, S. (2003). What do we know about the abilities of children with down sydrome? Down Syndrome News and Update, 2(4), 131-141.
Schalock, R. L., Luckasson, R. A., & Shogren, K. A. (2007). The renaming of mental retardation: Understanding the change to the term intellectual disability. Intellectual and Developmental Disabilities, 45, 116–124.
Schmidt, R. A. (1991). Frequent augmented feedback can degrade l.earning: Evidence and interpretations. In Tutorials in motor neuroscience (pp. 59-75). Springer Netherlands.
Silverman, S. (1997). Technology and physical education: Present, possibilities, and potential problems. Quest, 49(3), 306-314.
Simonson, M., & Thompson, A. (1994). The effectiveness of computer-assisted instruction in education. Springer.
Siregar, N. M., Sari, E. F. N., Budiningsih, M., & Zulham. (2021). The basic learning model of traditional motion-based games for early childhood (5-6) years. International Journal of Human Movement and Sports Sciences, 9(1), 81–88.
Stanescu, M., Stoicescu, M., Bejan, R., & Vasiliu, A. M. (2011). Computer use in physical education and sports teaching. eLearning & Software for Education.
Taub, D. E., & Greer, K. R. (2000). Physical activity as a normalizing experience for school-age children with physical disabilities. Journal of Sport and Social Issues, 24(4), 395–414.
Telama, R., Yang, X., Viikari, J., Välimäki, I., Wanne, O., & Raitakari, O. (2005). Physical activity from childhood to adulthood: A 21-year tracking study. American Journal of Preventive Medicine, 28(3), 267–273.
Teng, Z., & Cai, S. (2021). Application of computer-aided instruction (CAI) in the physical education: Survey analysis of Chinese universities. Journal of Healthcare Engineering, 2021, 1-6. https://doi.org/10.1155/2021/1328982
Tepeli, K. (2007). Büyük kas becerilerini ölçme testi (BÜKBÖT)’nin Türkiye standardizasyonu [Standardization of the Test of Gross Motor Development (TGMD-2) in Turkey] [Unpublished doctoral dissertation]. Selçuk University, Social Sciences Institute.
Ulrich, B. D., Angulo-Barroso, R., & Yun, J. K. (2001). Treadmill training of infants with Down syndrome: Evidence-based developmental outcomes. Pediatrics, 108, e84.
Ulrich, D. A. (2000). Test of gross motor development. Examiner’s Manual (2nd ed.). Austin, TX: PRO-ED.
Ulrich, D. A., Burghardt, A., Lloyd, M., Tiernan, C., & Hornyak, J. (2011). Physical activity benefits of learning to ride a two-wheel bicycle in youth with Down syndrome. Physical Therapy, 91(10), 1463–1477.
Walkley, J., Armstrong, D., & Clohesy, P. (1998). FMS - An activities resource for classroom teachers. Melbourne, Physical and Sport Education Section - Department of Education.
Wang, T., Qian, Y., Zhong, T., & Qi, J. (2022). Associations between fundamental movement skills and moderate-to-vigorous intensity physical activity among Chinese children and adolescents with intellectual disability. International Journal of Environmental Research and Public Health, 19(20), 13057.
Westendorp, M., Houwen, S., Hartman, E., & Visscher, C. (2011). Are gross motor skills and sports participation related in children with intellectual disabilities? Research in Developmental Disabilities, 32(3), 1147–1153.
Zikl, P., Holoubková, N., Karásková, H., & Veselíková, T. (2013). Gross motor skills of children with mild intellectual disabilities. International Journal of Social, Human Science and Engineering, 7, 2789–2795.
Downloads
Publicado
Edição
Seção
Licença
Copyright (c) 2025 Erkan Gülgösteren, Mehmet Akif Ziyagil
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Conforme recomendado pelo o Public Knowledge Project, a RCD adota para seus artigos uma licença CREATIVE COMMONS: Atribuição CC BY 4.0.
Esta licença permite que outros distribuam, remixem, adaptem e construam sobre o seu trabalho, mesmo comercialmente, desde que lhe dêem crédito pela criação original.
Esta é a licença mais adequada oferecida.
Recomendado para a máxima divulgação e uso de materiais licenciados.
