پژوهشگاه تربیت بدنی و علوم ورزشی

 آمار

تعداد نشریات8
تعداد شماره‌ها308
تعداد مقالات3,860
تعداد مشاهده مقاله7,506,347
تعداد دریافت فایل اصل مقاله2,730,205
قاهری, بنفشه, طهماسبی بروجنی, شهزاد, شهبازی, مهدی, عرشی, احمدرضا. (1402). رابطه عملکرد مهارت‌های هماهنگی حرکتی با توانایی همدلی شناختی و عاطفی کودکان. , 12(45), 1-18. doi: 10.22089/spsyj.2021.9543.2055
بنفشه قاهری; شهزاد طهماسبی بروجنی; مهدی شهبازی; احمدرضا عرشی. "رابطه عملکرد مهارت‌های هماهنگی حرکتی با توانایی همدلی شناختی و عاطفی کودکان". , 12, 45, 1402, 1-18. doi: 10.22089/spsyj.2021.9543.2055
قاهری, بنفشه, طهماسبی بروجنی, شهزاد, شهبازی, مهدی, عرشی, احمدرضا. (1402). 'رابطه عملکرد مهارت‌های هماهنگی حرکتی با توانایی همدلی شناختی و عاطفی کودکان', , 12(45), pp. 1-18. doi: 10.22089/spsyj.2021.9543.2055
قاهری, بنفشه, طهماسبی بروجنی, شهزاد, شهبازی, مهدی, عرشی, احمدرضا. رابطه عملکرد مهارت‌های هماهنگی حرکتی با توانایی همدلی شناختی و عاطفی کودکان. , 1402; 12(45): 1-18. doi: 10.22089/spsyj.2021.9543.2055

رابطه عملکرد مهارت‌های هماهنگی حرکتی با توانایی همدلی شناختی و عاطفی کودکان

مطالعات روان‌شناسی ورزشی
دوره 12، شماره 45، مهر 1402، صفحه 1-18    اصل مقاله (858.41 K)
نوع مقاله: مطالعه پژوهشی اصیل
شناسه دیجیتال (DOI): 10.22089/spsyj.2021.9543.2055
نویسندگان
بنفشه قاهری1؛ شهزاد طهماسبی بروجنی* 2؛ مهدی شهبازی3؛ احمدرضا عرشی4
1گروه یادگیری و کنترل حرکتی، دانشکده تربیت‌بدنی و علوم ورزشی، دانشگاه تهران
2دانشیار دانشکده تربیت بدنی و علوم ورزشی، دانشگاه تهران
3استاد رفتار حرکتی، گروه رفتار حرکتی، دانشکدة تربیت بدنی و علوم ورزشی دانشگاه تهران، تهران، ایران
4گروه آموزشی بیومکانیک دانشکده مهندسی پزشکی، دانشگاه صنعتی امیرکبیر
چکیده
پژوهش حاضر با هدف بررسی رابطه بین عملکرد کودکان در مهارت‌های هماهنگی حرکتی با توانایی آن‌ها در همدلی شناختی و عاطفی صورت گرفت. شرکت‌کنندگان را 45 نفر از دانش‌آموزان 7 تا 9 ساله مدارس ابتدایی شهر تهران تشکیل دادند. مهارت‌های هماهنگی حرکتی با استفاده از مجموعه آزمون ارزیابی حرکت کودکان، ویرایش دوم و در سه حیطه چالاکی دست‌ها، هدف‌گیری و دریافت و نیز مهارت‌های تعادلی اندازه‌گیری شدند. همچنین از مقیاس همدلی گریفیت برای ارزیابی توانایی همدلی آزمودنی‌ها استفاده شد. نتایج رگرسیون تک‌متغیره و چندگانه نشان داد که چالاکی دست‌ها و تعادل به ترتیب با همدلی عاطفی و شناختی رابطه مستقیم و معنادار دارند و به ترتیب 7 و 11 درصد از واریانس آن‌ها را تبیین می‌نمایند. به علاوه، بدون کنترل متغیرهای دیگر، بین مهارت چالاکی دست‌ها و نمره کل همدلی رابطه مستقیم و معناداری مشاهده شد. ارزیابی و توجه به مهارت‌های هماهنگی حرکتی به ویژه مهارت‌های حرکتی ظریف در سنین کودکی برای پیشگیری از بروز اختلال در رشد مهارت‌های اجتماعی نظیر همدلی ضروری به نظر می‌رسند.
کلیدواژه‌ها
هماهنگی حرکتی؛ رشد اجتماعی؛ همدلی؛ کودکان
مراجع
  1. Abedi Darioni, Z., & Bashash, L. (2013). Comparing aspects of empathy in students with and without mental disability. Quarterly Psychology of Exceptional Individuals, 3(10), 112-93. (In Persian).
  2. Akbaripour, R., Daneshfar, A., & Shojaei, M. (2019). Reliability of the Movement Assessment Battery for Children-(MABC-2) in children aged 7-10 years in Tehran. Scientific Journal of Rehabilitation Medicine, 7(4), 90-96.
  3. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5). American Psychiatric Pub.
  4. Baghernia, R., & Asle Mohammadizadeh, M. (2014). Prevalence of developmental coordination disorder in Iranian 3-to-11-year-old children. Journal of Research in Rehabilitation Sciences, 9(6), 1077-1099. (In Persian).
  5. Bar‐Haim, Y., & Bart, O. (2006). Motor function and social participation in kindergarten children. Social Development, 15(2), 296-310.
  6. Baron-Cohen, S., & Wheelwright, S. (2004). The empathy quotient: An investigation of adults with Asperger syndrome or high functioning autism, and normal sex differences. Journal of Autism and Developmental Disorders, 34(2), 163-175.
  7. Barsalou, L. W., Niedenthal, P. M., Barbey, A. K., & Ruppert, J. A. (2003). Social embodiment. In B. H. Ross (Ed.), The psychology of learning and motivation: Advances in research and theory (Vol. 43, pp. 43–92). Elsevier Science.
  8. Bart, O., Hajami, D., & Bar‐Haim, Y. (2007). Predicting school adjustment from motor abilities in kindergarten. Infant and Child Development: An International Journal of Research and Practice, 16(6), 597-615.
  9. Bernhardt, B. C., & Singer, T. (2012). The neural basis of empathy. Annual Review of Neuroscience, 35, 1-23.
  10. Bock, A. M., Gallaway, K. C., & Hund, A. M. (2015). Specifying links between executive functioning and theory of mind during middle childhood: Cognitive flexibility predicts social understanding. Journal of Cognition and Development, 16(3), 509-521.
  11. Bons, D., van den Broek, E., Scheepers, F., Herpers, P., Rommelse, N., & Buitelaaar, J. K. (2013). Motor, emotional, and cognitive empathy in children and adolescents with autism spectrum disorder and conduct disorder. Journal of Abnormal Child Psychology, 41(3), 425-443.
  12. Broussard, D. M. (2014). The cerebellum: Language, movement, and attention. New York, NY: John Wiley & Son, Inc.
  13. Browner, W. S., Newman, T. B., & Hulley, S. B. (2013). Estimating sample size and power: Applications and examples. In Hulley SB., Cummings SR., Browner WS., Grady D., Newman TB (Ed.), Philadelphia, PA: Lippincott Williams & Wilkins; 2013. Appendix 6C, page 79.
  14. Cairney, J., Veldhuizen, S., & Szatmari, P. (2010). Motor coordination and emotional–behavioral problems in children. Current Opinion in Psychiatry, 23(4), 324-329.
  15. Adolph, K. E., & Hoch, J. E. (2019). Motor development: Embodied, embedded, enculturated, and enabling. Annual Review of Psychology, 70, 141-164.
  16. Cartmill, E. A., Beilock, S., & Goldin-Meadow, S. (2012). A word in the hand: Action, gesture and mental representation in humans and non-human primates. Philosophical Transactions of the Royal Society B: Biological Science, 367(1585), 129-143.
  17. Chen, F. R., Fung, A. L. C., & Raine, A. (2019). The cognitive, affective, and somatic empathy scales (CASES): Cross-cultural replication and specificity to different forms of aggression and victimization. Journal of Personality Assessment, 1, 1-12.
  18. Cole, E. J., Barraclough, N. E., & Andrews, T. J. (2019). Reduced connectivity between mentalizing and mirror systems in autism spectrum condition. Neuropsychologia, 122, 88-97.
  19. Cummins, A., Piek, J. P., & Dyck, M. J. (2005). Motor coordination, empathy, and social behaviour in school-aged children. Developmental Medicine and Child Neurology, 47(7), 437-442.
  20. Cheung, W. C., Meadan, H., & Shen, S. (2020). Motor, cognitive, and socioemotional skills among children with disabilities over time. The Journal of Special Education, 0022466920940800.
  21. Czajka, K., Kołodziej, M., Kochan, K., & Sławińska, T. (2018). Development of manual dexterity in preschool children. Human Movement, 19(4), 79-86.
  22. Dadds, M. R., Hunter, K., Hawes, D. J., Frost, A. D., Vassallo, S., Bunn, P., & El Masry, Y. (2008). A measure of cognitive and affective empathy in children using parent ratings. Child Psychiatry and Human Development, 39(2), 111-122.
  23. Decety, J., & Lamm, C. (2007). The role of the right temporoparietal junction in social interaction: How low-level computational processes contribute to meta-cognition. The Neuroscientist, 13(6), 580-593.
  24. Dehghan, L., Mirzakhani, N., Rezaee, M., & Tabatabaee, M. (2017). The relationship between fine motor skills and social development and maturation. Iranian Rehabilitation Journal, 15(4), 407-414.
  25. Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168.
  26. Ensrud-Skraastad, O. K., & Haga, M. (2020). Associations between motor competence, physical self-perception and autonomous motivation for physical activity in children. Sports, 8(9), 120.
 

  1. Floyer-Lea, A., & Matthews, P. M. (2004). Changing brain networks for visuomotor control with increased movement automaticity. Journal of Neurophysiology, 92(4), 2405-2412.
  2. Fournier, K. A., Hass, C. J., Naik, S. K., Lodha, N., & Cauraugh, J. H. (2010). Motor coordination in autism spectrum disorders: A synthesis and meta-analysis. Journal of Autism and Developmental Disorders, 40(10), 1227-1240.
  3. Gagnon-Roy, M., Jasmin, E., & Camden, C. (2016). Social participation of teenagers and young adults with developmental co-ordination disorder and strategies that could help them: results from a scoping review. Child: Care, Health and Development, 42(6), 840-851.
  4. Ghelichpoor, B., Farsi, A., & Jorjani, R. (2018). The effect of implicit and explicit learning of bimanual coordination on debilitating behaviours in autism. Journal of Research in Rehabilitation Sciences, 14(6), 358-365. (In Persian).
  5. Ghorbanzadeh, B., Mohammadi Orangi, B., & Aghdasi, M. T. (2020). The mediator role of emotional intelligence on the relationship between gross and fine motor skill with academic achievement in children. Sport Psychology Studies, 8(30), 239-56. (In Persian).
  6. Gillberg, C. L. (1992). The Emanuel Miller Memorial Lecture 1991: Autism and autistic‐like conditions: Subclasses among disorders of empathy. Journal of Child Psychology and Psychiatry, 33(5):813-42.
  7. Green, D., Baird, G., & Sugden, D. (2006). A pilot study of psychopathology in developmental coordination disorder. Child Care Health Development, 32(6), 741-750.
  8. Hellendoorn, A., Wijnroks, L., Van Daalen, E., Dietz, C., Buitelaar, J. K., & Leseman, P. (2015). Motor functioning, exploration, visuospatial cognition and language development in preschool children with autism. Research in Developmental Disabilities, 39, 32-42.
 

  1. Henderson, S., Sugden, D., & Barnett, A. (2007). Movement assessment battery for children-2 second edition [Movement ABC-2]. London, UK: The Psychological Corporation.
  2. Ilchizadeh, N., Aghdasi, M. T., & Zamani, H. (2020). The effect of native-local games on the social development and mental health of female students aged 12- 14 years. Sport Psychology Studies, 10.22089/SPSYJ.2020.7455.1796
  3. Katartzi, E. S., & Vlachopoulos, S. P. (2011). Motivating children with developmental coordination disorder in school physical education: The self-determination theory approach. Research in Developmental Disabilities, 32(6), 2674-2682.
  4. Khanjani Z., & Shariati A. (2014). Comparing empathy in 5-11 years old children with internalizing disorders. Journal of Instruction and Evaluation, 7(27), 39-54. (In Persian).
  5. Kim, H., Carlson, A. G., Curby, T. W., & Winsler, A. (2016). Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities. Research in Developmental Disabilities, 53, 43-60.
  6. Lackey, E. P., Heck, D. H., & Sillitoe, R. V. (2018). Recent advances in understanding the mechanisms of cerebellar granule cell development and function and their contribution to behavior. F1000Research, 7, 114.
  7. Leonard, H. C. (2016). The impact of poor motor skills on perceptual, social and cognitive development: the case of developmental coordination disorder. Frontiers in Psychology, 7, 311.
  8. Liberman, L., Ratzon, N., & Bart, O. (2013). The profile of performance skills and emotional factors in the context of participation among young children with Developmental Coordination Disorder. Research in Developmental Disabilities, 34(1), 87-94.
  9. Longobardi, E., Spataro P., & Rossi-Arnaud, C. (2019). Direct and indirect associations of empathy, theory of mind, and language with prosocial behavior: Gender differences in primary school children. The Journal of Genetic Psychology, 180(6), 266-279.
  10. Morelli, S. A., & Lieberman, M. D. (2013). The role of automaticity and attention in neural processes underlying empathy for happiness, sadness, and anxiety. Frontiers in Human Neuroscience, 7, 160.
  11. Ohara R., Kanejima Y., Kitamura M., & P Izawa, K. (2020). Association between social skills and motor skills in individuals with autism spectrum disorder: a systematic review. European Journal of Investigation in Health, Psychology and Education, 10(1), 276-296.
  12. Omer, S., Jijon, A. M., & Leonard, H. C. (2019). Research Review: Internalising symptoms in developmental coordination disorder: A systematic review and meta‐ Journal of Child Psychology and Psychiatry, 60(6), 606-621.
  13. Pagani, L. S., & Messier, S. (2012). Links between motor skills and indicators of school readiness at kindergarten entry in urban disadvantaged children. Journal of Educational and Developmental Psychology, 2(1), 95.
  14. Pangelinan, M. M., Zhang, G., VanMeter, J. W., Clark, J. E., Hatfield, B. D., Haufler, A. J. (2011). Beyond age and gender: Relationships between cortical and subcortical brain volume and cognitive-motor abilities in school-age children. Neuroimage, 54(4), 3093-3100.
  15. Peyre, H., Albaret, J. M., Bernard, J. Y., Hoertel, N., Melchior, M., Forhan, A., …, & Ramus, F. (2019). Developmental trajectories of motor skills during the preschool period. European Child & Adolescent Psychiatry, 28(11), 1461-1474.
  16. Roldan Gerschcovich, E., Cerquetti, D., Tenca, E., & Leiguarda R. (2011). The impact of bilateral cerebellar damage on theory of mind, empathy and decision making. Neurocase, 17(3), 270-275.
  17. Rueda, P., Fernández-Berrocal, P., & Baron-Cohen, S. (2015). Dissociation between cognitive and affective empathy in youth with Asperger syndrome. European Journal of Developmental Psychology, 12(1), 85–98.
  18. Saban, M. T., & Kirby, A. (2019). Empathy, social relationship and co-occurrence in young adults with DCD. Human Movement Science, 63, 62-72.
  19. Shamay-Tsoory, S. G., Aharon-Peretz, J., & Perry, D. (2009). Two systems for empathy: a double dissociation between emotional and cognitive empathy in inferior frontal gyrus versus ventromedial prefrontal lesions. Brain, 132(3), 617-627.
  20. Silva-Santos, S., Santos, A., Duncan, M., Vale, S., & Mota J. (2019). Association between moderate and vigorous physical activity and gross motor coordination in preschool children. Journal of Motor Learning and Development, 7(2), 273-285.
  21. Singer, T., & Lamm, C. (2009). The social neuroscience of empathy. Annals of the New York Academy of Sciences, 1156(1), 81-96.
  22. Smith, L. B. (2005). Cognition as a dynamic system: Principles from embodiment. Developmental Review, 25(3-4), 278-298.
  23. Smits‐Engelsman, B., Polatajko, H., & Wilson, P. (2012). European Academy for Childhood Disability (EACD): Recommendations on the definition, diagnosis and intervention of developmental coordination disorder (long version). Developmental Medicine & Child Neurology, 54(1), 54-93.
  24. Smyth, M. M., & Anderson, H. I. (2000). Coping with clumsiness in the school playground: Social and physical play in children with coordination impairments. British Journal of Developmental Psychology, 18(3), 389-413.
  25. Speed, N. L. M. (2003). Motor skills and social skills in elementary school children (PhD dissertation). The University of Southern Mississippi.
  26. Sumner, E., Leonard, H. C., & Hill, E. L. (2016). Overlapping phenotypes in autism spectrum disorder and developmental coordination disorder: A cross-syndrome comparison of motor and social skills. Journal of Autism and Developmental Disorders, 46(8), 2609-2620.
  27. Sumner, E., Leonard, H. C., & Hill, E. L. (2018). Comparing attention to socially-relevant stimuli in autism spectrum disorder and developmental coordination disorder. Journal of Abnormal Child Psychology, 46(8), 1717-1729.
  28. Tenenbaum, H. R., & Leonard, H. C. (2020). Motor skills predict faux pas understanding in middle childhood. Infant and Child Development, e2172.
  29. Thelen, E. (2000). Grounded in the world: Developmental origins of the embodied mind. Infancy, 1(1), 3-28.
  30. Thelen, E. (1992). Development as a dynamic system. Current Directions in Psychological Science, 1(6), 189-193.
  31. Thompson, R. A. (1987). Empathy and emotional understanding: The early development of empathy. Empathy and its Development, 1, 119-45.
  32. Van der Zee E., & Derksen J. J. (2020). Reconsidering empathy deficits in children and adolescents with autism. Journal of Developmental and Physical Disabilities, 32(1), 23-39.
  33. Wagner, M. O., Bös, K., Jascenoka, J., Jekauc, D., & Petermann, F. (2012). Peer problems mediate the relationship between developmental coordination disorder and behavioral problems in school-aged children. Research in Developmental Disabilities, 33(6), 2072-2079.
  34. Walsh, N. D. (2020). From general factors to response generalization: the importance of the cerebellum for mental health and social effectiveness (PhD dissertation). School of Psychology, University of East Anglia.
  35. Xavier, J., Magnat, J., Sherman, A., Gauthier, S., Cohen, D., & Chaby, L. (2016). A developmental and clinical perspective of rhythmic interpersonal coordination: From mimicry toward the interconnection of minds. Journal of Physiology-Paris, 110(4), 420-426.
  36. Yang, J. (2015). The influence of motor expertise on the brain activity of motor task performance: A meta-analysis of functional magnetic resonance imaging studies. Cognitive, Affective, & Behavioral Neuroscience, 15(2), 381-394.
  37. Zonneveld, L., Platje, E., Sonneville L., Goozen, S., & Swaab, H. (2017). Affective empathy, cognitive empathy and social attention in children at high risk of criminal behaviour. Journal of Child Psychology and Psychiatry, 58(8), 913–921.
 

 

آمار
تعداد مشاهده مقاله: 233
تعداد دریافت فایل اصل مقاله: 316


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب