| COMPARISON THE EFFECT OF LOCOMOTOR AND OBJECT CONTROL MOVEMENT SKILLS TRANING ON READING AND MATHEMATICS FUNCTION IN CHILDREN WITH LEARNING DISABILITIES |
| Paper ID : 1702-SPORTCONGRESS |
| Authors |
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Hojat Rezaeenasab1, Mahshid Zarezadeh *2, Mahshid Tajrobehkar1, Hamideh Iranmanesh1 1. Department of Sports Management and Motor Behavior, Faculty of Physical Education and Sports Sciences, Shahid Bahonar University of Kerman 2. Department of Sports Management and Motor Behavior, Faculty of Physical Education and Sports Sciences, Shahid Bahonar , University of Kerman, Iran |
| Abstract |
| Introduction: In learning disabilities (LD) a relationship was observed between fundamental movement skills (FMS) and academic achievement, it means the larger learning lag, the poorer locomotor and ball skill scores. While there are evidences about the effectiveness of motor intervention on academic achievements, the role of locomotor and ball skills exercises has not been studied. This study compared the effect of Locomotor and ball Skills trainings on reading and mathematics function of in LD. Methods: The research design was pre-test, post-test without control group. 40 boys (aged 10–11 years), attending in learning disability centers of Kerman city, were selected by convenience sampling method. They diagnosed with LD, both mathematic and learning disorders, by Dyslexia and Reading Test (NEMA) and Iran Key-Math Test of Mathematics. They were randomly allocated into locomotor (n = 20) and ball skills exercises (n = 20).The groups participated in fifteen 90-min sessions (three sessions per week) in the game based exercises. Ball skills (throwing, catching, kicking, rolling) and locomotor exercises (hopping, jumping, sliding, skipping, galloping) were designed according to constrained-led approach: activities were developmentally appropriated and complicated through sessions based on individual abilities, task demands and environmental properties. Results: ANCOVA showed both groups improved significantly in reading and math test scores (p<0/05), but in comparison, reading test score increased significantly in locomotor group (p<0/05; ƞ=0/71), and math test score increased significantly in ball group (p<0/05; ƞ=0/88). It seems ball skills require involvement of complex cognitive processes like problem solving in mathematics. But Locomotor skills depend less on cognitive processes and more rely on automatization, the process by which skills become so fluent that they no longer need conscious control, like in locomotor skills such as skipping and galloping. Conclusion: FMS and academic skills may share some underlying processes that should be considered in intervention for LD |
| Keywords |
| Fundamental Movement Skills, Mathematics, Reading, Learning Disabilities |
| Status: Abstract Accepted (Poster Presentation) |
