پژوهشگاه تربیت بدنی و علوم ورزشی

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دانا, امیر, رفیعی, صالح, سلطان احمدی, تینا, سبزی, امیر حمزه. (1397). تأثیرآموزش براساس تربیت‌بدنی رشدی بر اختلال کمبود توجه/بیش‌فعالی دانش‌آموزان. , 10(32), 17-34. doi: 10.22089/mbj.2018.3682.1446
امیر دانا; صالح رفیعی; تینا سلطان احمدی; امیر حمزه سبزی. "تأثیرآموزش براساس تربیت‌بدنی رشدی بر اختلال کمبود توجه/بیش‌فعالی دانش‌آموزان". , 10, 32, 1397, 17-34. doi: 10.22089/mbj.2018.3682.1446
دانا, امیر, رفیعی, صالح, سلطان احمدی, تینا, سبزی, امیر حمزه. (1397). 'تأثیرآموزش براساس تربیت‌بدنی رشدی بر اختلال کمبود توجه/بیش‌فعالی دانش‌آموزان', , 10(32), pp. 17-34. doi: 10.22089/mbj.2018.3682.1446
دانا, امیر, رفیعی, صالح, سلطان احمدی, تینا, سبزی, امیر حمزه. تأثیرآموزش براساس تربیت‌بدنی رشدی بر اختلال کمبود توجه/بیش‌فعالی دانش‌آموزان. , 1397; 10(32): 17-34. doi: 10.22089/mbj.2018.3682.1446

تأثیرآموزش براساس تربیت‌بدنی رشدی بر اختلال کمبود توجه/بیش‌فعالی دانش‌آموزان

رفتار حرکتی
مقاله 1، دوره 10، شماره 32، مرداد 1397، صفحه 17-34    اصل مقاله (1.39 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22089/mbj.2018.3682.1446
نویسندگان
امیر دانا* 1؛ صالح رفیعی2؛ تینا سلطان احمدی3؛ امیر حمزه سبزی4
1استادیار رفتار حرکتی، گروه تربیت‌بدنی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
2استادیار رفتار حرکتی، پژوهشگاه تربیت‌بدنی و علوم ورزشی
3کارشناسی‌ارشد تربیت بدنی، دانشگاه آزاد اسلامی واحد تبریز
4استادیار رفتار حرکتی، دانشگاه پیام‌نور، تهران
چکیده
هدف این پژوهش، تعیین تأثیر آموزش براساس تربیت‌بدنی رشدی بر سطوح اختلال کمبود توجه/ بیش‌فعالی دانش‌آموزان بود. تعداد 40 دانش‌آموز پسر (هفت تا 10 سال) مبتلا به اختلال کمبود توجه/ بیش‌فعالی، درقالب یک مطالعة نیمه‌تجربی با طرح پیش‌آزمون – پس‌آزمون، از مدارس ابتدایی شهر گرگان در سال تحصیلی 95-1394 انتخاب شدند، به‌صورت تصادفی در دو گروه (تجربی و کنترل) جای گرفتند و در یک دورة سه ماهة آموزش براساس تربیت بدنی رشدی (دو جلسة یک‌ساعتی در هفته) شرکت کردند. مداخله شامل آموزش و تمرین مهارت‌های حرکتی بنیادی و مؤلفه‌های آمادگی جسمانی مطابق با استانداردهای تربیت‌بدنی رشدی برای رده سنی مربوط بود که درقالب بازی برای تأمین نیازهای جسمانی، شناختی و حرکتی گنجانده شد. سطوح اختلال با استفاده از فرم کوتاه مقیاس درجه‌بندی والدین کانرز و مصاحبه‌های تشخیصی اندازه‌گیری شدند و داده‌ها با استفاده از تحلیل کوواریانس در سطح اطمینان 95 درصد تجزیه‌وتحلیل شدند. نتایج نشان داد که پس از کنترل سطوح پیش‌آزمون، مشکلات سلوک، مشکلات اجتماعی، اضطراب- خجالتی، روان‌تنی و نمرة کلی اختلال کمبود توجه/ بیش‌فعالی گروه تجربی، در پس‌آزمون به‌طور معناداری پایین‌تر از گروه کنترل قرار دارند. براساس یافته‌های پژوهش حاضر، یک دورة سه ماهة آموزش براساس تربیت‌بدنی رشدی در کاهش نشانگان اختلال کمبود توجه/ بیش‌فعالی در دانش‌آموزان پسر اثربخش است و می‌تواند به‌عنوان یک مداخلة مناسب به‌‌کار گرفته شود.
کلیدواژه‌ها
کمبود توجه؛ بیش‌فعالی؛ تربیت‌بدنی رشدی؛ دانش‌آموزان پسر
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