功能性练习对轻中度智力障碍儿童基本动作技能的影响研究

The Effect of Functional Exercises on Fundamental Movement Skills in Children with Mild to Moderate Intellectual Disabilities

目的:探讨16周功能性练习对轻中度智力障碍儿童基本动作技能的影响。方法:选取33名特殊教育学校轻中度智力障碍儿童参与,年龄范围为7~10岁,平均年龄为(8.52±1.09)岁,其中男生21人,女生12人。被试者接受了为期16周的功能性练习,训练频率为3次/周,每次持续45~60 min。使用大肌肉运动发展量表(TGMD-3)评估被试者基本运动技能的发展情况。结果:1)干预前男女生位移技能和控制技能各项目完成率均较低,男生完成率高于女生;经过16周的功能性练习,男女生的位移技能与控制技能各项目的完成率明显升高,女生的各项目完成率明显高于男生;2)采用重复测量方差分析,16周干预后轻中度智力障碍男生、女生的基本动作技能总分、位移技能总分、控制技能总分明显高于干预前,具有显著性差异(P<0.01);女生位移技能与控制技能各项目得分明显高于男生。结论:1)轻中度智力障碍儿童基本动作技能各分项动作完成率较低,男生各分项动作完成率高于女生;功能性练习可提升轻中度智力障碍儿童的基本动作技能的各分项动作完成率,除踢固定球外,女生干预效果优于男生。2)功能性练习可以提高轻中度智力障碍儿童的位移技能和控制技能,男女生位移技能动作分项的侧滑步和前滑步改善效果最为明显;控制技能分项中下手投球改善效果最明显。3)不同干预时长对7~10岁轻中度智力障碍儿童基本动作技能均有提升效果,且存在一定的时间累积效应。

Objective:To explore the effect of 16 weeks of functional exercise on fundamental movement skills in children with mild to moderate intellectual disabilities.Method:A total of 33 children with mild to moderate intellectual disabilities from special education schools were selected to participate in the study,with an age range of 7-10 years old and an average age of 8.52±1.09 years old.Among them,there were 21 boys and 12 girls.The subjects underwent functional exercises for 16 weeks,with a training frequency of 3 times per week,and a duration of 45-60 minutes each time.The Test of Gross Motor Development-3,(TGMD-3)was used in the study to assess the development of their fundamental movement skills.Results:1)Before the intervention,the completion rates of various items in locomotor skills and object control skills among male and female students were relatively low,with male students having a higher completion rate than female students.After 16 weeks of functional training,the completion rate of various items in locomotor skills and object control skills of male and female students increased significantly,and the completion rate of various items in female students was significantly higher than that in male students;2)Using repeated measures analysis of variance,after 16 weeks of intervention,the total scores of fundamental movement skills,locomotor skills and object control skills in boys and girls with mild to moderate intellectual disabilities were significantly higher than before intervention,with significant differences(P<0.01);Female students scored significantly higher in locomotor skills and object control skills compared to male students.Conclusion:1)The completion rate of fundamental movement skills in children with mild to moderate intellectual disabilities is relatively low,with boys having a higher completion rate than girls;Functional exercises can improve the completion rate of various sub movements of fundamental movement skills in children with mild to moderate intellectual disabilities.Except for kicking a fixed ball,the intervention effect of female students is better than that of male students.2)Functional exercises can improve the locomotor and object control skills of children with mild to moderate intellectual disabilities,and the improvement effect of lateral and forward sliding steps in the movement sub items of displacement skills is most significant for male and female students.The improvement effect of underhand pitching is most significant in object control skill sub items.3)Different intervention durations have a positive effect on improving fundamental movement skills of children with mild to moderate intellectual disabilities aged 7-10,and there is a certain time accumulation effect.