低中年級智力障礙學(xué)生基本動作能力訓(xùn)練方案的研究
發(fā)布時間：2018-08-04 17:41
【摘要】：目的:智力障礙學(xué)生在身體發(fā)育和基本動作能力方面相對落后,研究證明適應(yīng)性體育活動訓(xùn)練是有效改善智力障礙學(xué)生基本動作能力落后的方法。故本研究以低中年級智力障礙學(xué)生為受試對象,根據(jù)適應(yīng)體育活動服務(wù)傳遞模型,動作發(fā)展理論,依據(jù)人體發(fā)育學(xué)原理以及適應(yīng)體育教學(xué)實踐,創(chuàng)編低中年級智力障礙學(xué)生基本動作能力訓(xùn)練方案,并檢驗其效果。同時比較訓(xùn)練方案實施對不同年級和不同智力障礙類型學(xué)生產(chǎn)生的效果,為低中年級智力障礙學(xué)生進(jìn)行基本動作能力訓(xùn)練,提供科學(xué)的訓(xùn)練方案和實踐支持。方法:采用自主移動技能和物體控制技能兩大類基本動作循環(huán)訓(xùn)練,訓(xùn)練周期16周,訓(xùn)練時間45分鐘,每周2次,每次訓(xùn)練2組,每組3-4個動作,訓(xùn)練強(qiáng)度為中小強(qiáng)度。干預(yù)對象30名。測試特殊體適能、動作熟練度、動作完成度三項指標(biāo),驗證基本動作能力訓(xùn)練方案的效果。結(jié)果:(1)測試對象干預(yù)后特殊體適能總體上有提高,其中心肺耐力、肌肉力量柔韌、反應(yīng)時4項指標(biāo)訓(xùn)練前后存在顯著差異性(p0.01)。(2)測試對象干預(yù)后動作熟練度各項指標(biāo)有改善,其中其中身體對稱協(xié)調(diào),上下肢協(xié)調(diào)和靈敏性三項指標(biāo)訓(xùn)練前后存在顯著差異性(P0.01)。(3)測試對象干預(yù)后四項基本技能有明顯進(jìn)步,其中上手投球、腳踢球兩個物體控制了技能進(jìn)步效果存在顯著性(p0.01),跑、立定跳遠(yuǎn)兩個自主移動類技能也不同程度的進(jìn)步,但不存在顯著性。(4)不同智力障礙類型的測試對象訓(xùn)練干預(yù)后,在特殊體適能、動作熟練度、四個基本動作完成度的改善差異。其中在體適能方面唐氏綜合癥和自閉癥類型的學(xué)生提高最大,腦癱和智力障礙學(xué)生進(jìn)步比較小。在動作熟練度方面,腦癱的學(xué)生與自閉癥和智力障礙發(fā)育遲緩與唐氏綜合癥的學(xué)生相比在體能進(jìn)步上寸在顯著性差異。四個基本動作技能學(xué)習(xí)方面,不同年級學(xué)生進(jìn)步差異較大。(5)不同年級測試對象訓(xùn)練干預(yù)后,特殊體適能、動作熟練度、四個基本動作完成度,中年級學(xué)生要高于低年級學(xué)生(6)低中年級智力障礙學(xué)生在訓(xùn)練實施干預(yù)后,在課堂ACE評級都有提高,說明學(xué)生在課堂上注意力,理解力,努力程度都有很大的改善。同時學(xué)生在認(rèn)知、語言、溝通等方面都有進(jìn)步。結(jié)論:(1)適合低中年級智力障礙學(xué)生動作技能訓(xùn)練的要點是,訓(xùn)練強(qiáng)度為中小強(qiáng)度,融合自主移動動作技能、物體控制動作技能、游戲等練習(xí),練習(xí)動作要安全簡單,練習(xí)場地和器材要有針對性的設(shè)置。(2)動作技能訓(xùn)練方案可有效促進(jìn)低中年紀(jì)智力障礙學(xué)生動作發(fā)展以及課堂投入、認(rèn)知、社會適應(yīng)等能力(3)基本動作技能訓(xùn)練方案的制定要充分考慮不同智力障礙類型和不同年級對訓(xùn)練方案的適應(yīng)程度和訓(xùn)練方案實施的效果。
[Abstract]:Objective: the students with mental retardation are relatively backward in their physical development and basic movement ability. The study proves that adaptive physical activity training is an effective method to improve the backward basic movement ability of students with mental retardation. Therefore, this study takes the students with mental retardation in the middle and low grades as the subjects, according to the model of service delivery of adapted sports activities, the theory of movement development, the principle of human development and the teaching practice of physical education. To develop the basic motor ability training program for students with mental retardation in middle and low grade, and to test its effect. At the same time, the effect of the implementation of the training program on students with different grades and different types of mental retardation is compared, which provides scientific training scheme and practical support for the students with low and middle grade mental retardation in basic movement ability training. Methods: two kinds of basic movement cycle training, autonomous movement skill and object control skill, were used. The training period was 16 weeks, the training time was 45 minutes, twice a week, two groups were trained, each group had 3-4 movements, the training intensity was medium and small intensity. There were 30 intervention subjects. Three indexes, namely, special physical fitness, movement proficiency and action completion, were tested to verify the effect of the basic motor ability training program. Results: (1) after intervention, the specific physical fitness of the subjects was improved, including cardiopulmonary endurance, muscle strength flexibility, and response time. (p0.01). (2) after intervention, the indexes of exercise proficiency were improved. There were significant differences before and after training (P0.01). (3) among the three indexes of body symmetry coordination, coordination of upper and lower limbs and sensitivity (P0.01). (3). The two objects controlled the improvement of skill (p0.01), and the two independent moving skills of running and standing long jump improved in different degrees, but there was no significant difference. (4) after the training intervention of different types of mental disorders, Differences in improvement in special physical fitness, movement proficiency, and four basic motion completion degrees. Students with Down's syndrome and autism had the greatest improvement in physical fitness, while those with cerebral palsy and mental retardation improved less. In terms of motor proficiency, there were significant differences in physical progress between students with cerebral palsy and those with autism, mental retardation and Down's syndrome. In terms of learning four basic motor skills, the students of different grades improved greatly. (5) after the training intervention of different grade subjects, the special physical fitness, movement proficiency, four basic movement completion degree, The middle grade students were higher than the lower grade students (6) the low middle grade students with mental retardation improved their ACE rating in the classroom after the intervention, which indicated that the students' attention, comprehension and effort had been greatly improved in the classroom. At the same time, students in cognitive, language, communication and other aspects of progress. Conclusion: (1) the main points of the training for the students with mental retardation in the middle and low grades are that the training intensity is medium and small, the training intensity is the combination of the autonomous movement skill, the object control action skill, the game and so on, and the exercise movement should be safe and simple. (2) the training program of motor skills can effectively promote the movement development, classroom input and cognition of students with low, middle and old mental retardation. Ability of Social adaptation (3) the formulation of basic motor skills training programs should take into account the adaptability of different types of mental retardation and different grades to the training program and the effect of the implementation of the training program.
【學(xué)位授予單位】：北京體育大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G764;G623.8
本文編號：2164620
[Abstract]:Objective: the students with mental retardation are relatively backward in their physical development and basic movement ability. The study proves that adaptive physical activity training is an effective method to improve the backward basic movement ability of students with mental retardation. Therefore, this study takes the students with mental retardation in the middle and low grades as the subjects, according to the model of service delivery of adapted sports activities, the theory of movement development, the principle of human development and the teaching practice of physical education. To develop the basic motor ability training program for students with mental retardation in middle and low grade, and to test its effect. At the same time, the effect of the implementation of the training program on students with different grades and different types of mental retardation is compared, which provides scientific training scheme and practical support for the students with low and middle grade mental retardation in basic movement ability training. Methods: two kinds of basic movement cycle training, autonomous movement skill and object control skill, were used. The training period was 16 weeks, the training time was 45 minutes, twice a week, two groups were trained, each group had 3-4 movements, the training intensity was medium and small intensity. There were 30 intervention subjects. Three indexes, namely, special physical fitness, movement proficiency and action completion, were tested to verify the effect of the basic motor ability training program. Results: (1) after intervention, the specific physical fitness of the subjects was improved, including cardiopulmonary endurance, muscle strength flexibility, and response time. (p0.01). (2) after intervention, the indexes of exercise proficiency were improved. There were significant differences before and after training (P0.01). (3) among the three indexes of body symmetry coordination, coordination of upper and lower limbs and sensitivity (P0.01). (3). The two objects controlled the improvement of skill (p0.01), and the two independent moving skills of running and standing long jump improved in different degrees, but there was no significant difference. (4) after the training intervention of different types of mental disorders, Differences in improvement in special physical fitness, movement proficiency, and four basic motion completion degrees. Students with Down's syndrome and autism had the greatest improvement in physical fitness, while those with cerebral palsy and mental retardation improved less. In terms of motor proficiency, there were significant differences in physical progress between students with cerebral palsy and those with autism, mental retardation and Down's syndrome. In terms of learning four basic motor skills, the students of different grades improved greatly. (5) after the training intervention of different grade subjects, the special physical fitness, movement proficiency, four basic movement completion degree, The middle grade students were higher than the lower grade students (6) the low middle grade students with mental retardation improved their ACE rating in the classroom after the intervention, which indicated that the students' attention, comprehension and effort had been greatly improved in the classroom. At the same time, students in cognitive, language, communication and other aspects of progress. Conclusion: (1) the main points of the training for the students with mental retardation in the middle and low grades are that the training intensity is medium and small, the training intensity is the combination of the autonomous movement skill, the object control action skill, the game and so on, and the exercise movement should be safe and simple. (2) the training program of motor skills can effectively promote the movement development, classroom input and cognition of students with low, middle and old mental retardation. Ability of Social adaptation (3) the formulation of basic motor skills training programs should take into account the adaptability of different types of mental retardation and different grades to the training program and the effect of the implementation of the training program.
【學(xué)位授予單位】：北京體育大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G764;G623.8
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