The Effect Of Play Approach On Gross Motor Skills Of Disability Children In SLB Jombang Regency
DOI:
https://doi.org/10.51601/ijersc.v4i5.719Keywords:
Play approach, gross motor skills, children with learning disabilities.Abstract
Based on the purpose of this study to get an overview of the play approach to gross motor skills of children
with disabilities, using a method for this study with Pre-Experimental Design, this research design with pretest and post-test. Retrieval using tests related to motor movement skills. The number of subjects used in the
study were 27 students of tunagrahita children. Data analysis techniques using descriptive statistics are used
to interpret and analyse data and t-test to see significant differences in the two variables before and after the
play approach. The results of the calculation of the pre-test score description minimum score 7, maximum 12
average 8.74, standard deviation 1.28, for the post test score minimum 7, maximum 15, average 12.22,
standard deviation 1.82. For the calculation of the difference test between the post test and the pre test using
the paired sample test, the value based on the sig value is 0.00 <0.05, so it can be concluded that there is an
effect of the play approach on the motor skills of children with disabilities in SLB Jombang Regency
Downloads
References
Pinazo, E. P., & Reina, M. C. (2017). A model to Enhance Interaction for People with Severe Intellectual Disability in Healthcare, Education and Interpreting. Procedia - Social and Behavioral Sciences, 237(June 2016), 1189–1195. http://doi.org/10.1016/j.sbspro.2017.02.188
Teodorescu, S., & Popescu, O. (2014). Options to Educate the Intersegmental Coordination and Balance of Children with Intellectual Disabilities by Multi-sensory Stimulation Programmes. Procedia - Social and Behavioral Sciences, 117, 581–587. http://doi.org/10.1016/j.sbspro.2014.02.266
Lam, H. M. Y. (2011). Assessment of preschoolers’ gross motor proficiency: Revisiting bruininks-oseretsky test of motor proficiency. Early Child Development and Care, 181(2), 189–201. http://doi.org/10.1080/03004430.2011.536640
kirby ananda, S. david A. (2020). Developmental coordination disorder. Handbook of Clinical Neurology, 174(10), 3–20. http://doi.org/10.1016/B978-0-444-64148-9.00001-6
Giagazoglou, P., Arabatzi, F., Dipla, K., Liga, M., & Kellis, E. (2012). Effect of a hippotherapy intervention program on static balance and strength in adolescents with intellectual disabilities. Research in Developmental Disabilities, 33(6), 2265–2270. http://doi.org/10.1016/j.ridd.2012.07.004
Top, E. (2015). The Effect of Swimming Exercise on Motor Development Level in Adolescents with Intellectual Disabilities. American Journal of Sports Science and Medicine, Vol. 3, 2015, Pages 85-89, 3(5), 85–89. http://doi.org/10.12691/ajssm-3-5-1
Tomaz, R. V. V., Santos, V. de A., da Silva De Avó, L. R., Germano, C. M. R., & Melo, D. G. (2017). Impacto da deficiência intelectual moderada na dinâmica e na qualidade de vida familiar: Um estudo clínico-qualitativo. Cadernos de Saude Publica, 33(11). http://doi.org/10.1590/0102-311X00096016
Memisevic, H., & Djordjevic, M. (2018). Visual-Motor Integration in Children With Mild Intellectual Disability: A Meta-Analysis. Perceptual and Motor Skills, 125(4), 696–717. http://doi.org/10.1177/0031512518774137
Kang, O. D. (2021). Effects of therapeutic horse-riding program on the walking ability of students with intellectual disabilities. Journal of Animal Science and Technology, 63(2), 440–452. http://doi.org/10.5187/JAST.2021.E22
Skinner, R. A., & Piek, J. P. (2001). Psychosocial implications of poor motor coordination in children and adolescents. Human Movement Science, 20(1–2), 73–94. http://doi.org/10.1016/S0167-9457(01)00029-X
Cools, W, Martelaer Kristine De , Samaey Christiane, and A. C. (2009). Movement skill assessment of typically developing preschool children: A review of seven movement skill assessment tools. Adapted Physical Activity Quarterly, 16(2), 192–195. http://doi.org/10.1123/apaq.16.2.192
Okuda, P. M. M., & Pinheiro, F. H. (2015). Motor Performance of Students with Learning Difficulties. Procedia - Social and Behavioral Sciences, 174, 1330–1338. http://doi.org/10.1016/j.sbspro.2015.01.755
Hakala, K., Björnsdóttir, K., Lappalainen, S., Jóhannesson, I. Á., & Teittinen, A. (2018). Nordic perspectives on disability studies in education: a review of research in Finland and Iceland. Education Inquiry, 9(1), 78–96. http://doi.org/10.1080/20004508.2017.1421390
Abdullah, B., Jaafar, W. M. W., & Ayub, A. F. M. (2012). The Development of Gross Motor Analysis System Software: A Preliminary Concept. Procedia - Social and Behavioral Sciences, 64, 501–506. http://doi.org/10.1016/j.sbspro.2012.11.059
Top, E. (2021). Fine motor skills and attention level of individuals with mild intellectual disability getting education in inclusive classrooms and special education schools. International Journal of Developmental Disabilities, 69(2), 248–255. http://doi.org/10.1080/20473869.2021.1953940
Chang, N. J., Tsai, I. H., Lee, C. L., & Liang, C. H. (2020). Effect of a six-week core conditioning as a warm-up exercise in physical education classes on physical fitness, movement capability, and balance in school-aged children. International Journal of Environmental Research and Public Health, 17(15), 1–11. http://doi.org/10.3390/ijerph17155517
Angelka, K., & Goran, A. (2018). Learning problems in children with mild intellectual disability. International Journal of Cognitive Research in Science, Engineering and Education, 6(1), 31–38. http://doi.org/10.5937/ijcrsee1801031K
Ma, Y., Wang, L., Li, M., & Wang, T. (2020). Meta-analysis of the effects of exercise programs in improving the balance ability of children with intellectual disabilities. Journal of Intellectual and Developmental Disability, 45(2), 144–154. http://doi.org/10.3109/13668250.2019.1632040
Kennedy-Behr, A., Rodger, S., & Mickan, S. (2013). A comparison of the play skills of preschool children with and without developmental coordination disorder. OTJR Occupation, Participation and Health, 33(4), 198–208. http://doi.org/10.3928/15394492-20130912-03
Ray, D. C. (2019). Culturally and linguistically responsive play therapy: Adapting child-centered play therapy for deaf children. International Journal of Play Therapy, 28(2), 79.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 International Journal of Educational Research and Social Sciences (IJERSC)
This work is licensed under a Creative Commons Attribution 4.0 International License.
