Effect of a Physical Education program with motor activities to develop the motor area in children with intellectual disabilities

Article Sidebar

pdf (Spanish) HTML (Spanish)

Main Article Content

Carlos Ernesto Ogarrio Perkinson
Universidad de Sonora
http://orcid.org/0000-0001-6158-6525
Alejandrina Bautista Jacobo
Universidad de Sonora
http://orcid.org/0000-0001-8018-7546
Nidia Carolina Barahona Herrejon
Universidad de Sonora
https://orcid.org/0000-0002-9276-6278
María Elena Chávez Valenzuela
Universidad de Sonora
http://orcid.org/0000-0001-9418-1321
Graciela Hoyos Ruiz
Universidad de Sonora
http://orcid.org/0000-0001-6134-3179

Abstract

The main objective of this research was to evaluate the effect of a physical education program with motor activities in children with intellectual disabilities enrolled in the Multiple Attention Center of Hermosillo city, Sonora. A quantitative study of quasi-experimental design with repeated means pretest-posttest non-randomized, with each participant being his/her own control was carried out. The convenience sample consisted of 12 children in an age range of 7 to 10 years (9 ±1.04). The evaluation was carried out by means of the Battelle Development Inventory, which was applied at the beginning and at the end of the three-month program. Recycled didactic material was used to stimulate the desired motor aspects. The results show significant changes in body coordination and locomotion (p=0.006). It is concluded that applying a physical education program with motor activities on a regular basis to children with disabilities can contribute to better develop motor skills beyond their age equivalent.

Item information
Published: Oct 27, 2021
Issue: Vol. 22 No. 2 (2021): Revista Ciencias de la Actividad Física UCM
Section: Research
DOI: https://doi.org/10.29035/rcaf.22.2.3
Keywords: Physical education, Motor activities, Intellectual disability, Body coordination

Article Details

How to Cite
Ogarrio Perkinson, C. E., Bautista Jacobo, A., Barahona Herrejon, N. C., Chávez Valenzuela, M. E., & Hoyos Ruiz, G. (2021). Effect of a Physical Education program with motor activities to develop the motor area in children with intellectual disabilities. Revista Ciencias De La Actividad Física UCM, 22(2), 1-12. https://doi.org/10.29035/rcaf.22.2.3
References

Barroso, G., Sánchez, B., & Calero, S. (2016). Metodología para el desarrollo de programas de actividad física adaptada. Parte I: Estudio de la discapacidad en Ecuador. Lecturas: Educación Física y Deportes (EFDeportes.com), 20(212). https://www.efdeportes.com/efd212/estudio-de-la-discapacidad-en-ecuador.htm

Cerda, C. (1990). Niños con necesidades educativas especiales. Promolibro.



Chasey, W., & Wyrick W. (1971) Effects of a physical developmental program on psychomotor ability of retarded children. American Journal of Mental Deficiency, 75(5), 566-570. https://europepmc.org/article/med/5551501

Dickinson, K. & Place, M. (2014). A randomised control trial of the impact of a computer-based activity programme upon the fitness of children with autism. Autism Reseach and Treatement, 2014, 1-9. https://doi.org/10.1155/2014/419653

Durivage, J. (1999). Educación y Psicomotricidad. Manual para el Nivel Preescolar. Trillas.

Engel, A., Broderick, C., Van Doorn, N., Hardy, L., & Parmenter, B. (2018). Exploring the relationship between fundamental motor skill interventions and physical activity levels in children: A systematic review and meta-analysis. Sports Medicine, 48(8),1845–1857. https://doi.org/10.1007/s40279-018-0923-3

Fragala-Pinkham, M., Haley, S., & O’Neil, M. (2008). Group aquatic aerobic exercise for children with disabilities. Developmental Medicine and Child Neurology, 50(11), 822–827. https://doi.org/10.1111/j.1469-8749.2008.03086.x

Instituto Nacional de Estadística y Geografía (INEGI). (2017). La discapacidad en México, datos al 2014: versión 2017. INEGI. https://www.inegi.org.mx/contenidos/productos/prod_serv/contenidos/espanol/bvinegi/productos/
nueva_estruc/702825094409.pdf

Logan, S., Ross, S., Chee, K., Stodden, D. & Robinson, L. (2018). Fundamental motor skills: A systematic review of terminology. Journal of Sports Sciences, 36(7), 781–796. https://doi.org/10.1080/02640414.2017.1340660

Morgan, P., Barnett, L., Cliff, D., Okely, A., Scott, H., Cohen, K., & Lubans, D. (2013). Fundamental movement skill interventions in youth: A systematic review and meta-analysis. Pediatrics, 132(5), e1361-e1383. https://doi.org/10.1542/peds.2013-1167

Newborg, J., Stock, J., Wnek, L., De la Cruz, M., & González, M. (2004). Battelle: Inventario de desarrollo. TEA.

Organización Mundial de la Salud. (2011). Informe Mundial sobre la Discapacidad: Resumen. https://www.who.int/disabilities/world_report/2011/summary_es.pdf

Schalock, R. (2009). La nueva definición de discapacidad intelectual, apoyos individuales y resultados personales. Siglo Cero, 40(229), 22-39. https://dialnet.unirioja.es/servlet/articulo?codigo=2985250

Sowa, M., & Meulenbroek, R. (2012) Effects of physical exercise on autism spectrum disorders: A meta-analysis. Research in Autism Spectrum Disorders, 6(1), 46-57. https://doi.org/10.1016/j.rasd.2011.09.001

Vallbona, C. (2003). La actividad física como elemento de salud para personas discapacitadas. En J. Martínez (Ed.), Conferencia Internacional sobre Deporte Adaptado. Libro de Actas (pp.283-296). Instituto Andaluz del Deporte.

Downloads statistics
Download data is not yet available.
License information
Licencia de Creative Commons
Esta obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional