低中年级智力障碍学生基本动作能力训练方案的研究

发布时间：2018-08-04 17:41

【摘要】：目的:智力障碍学生在身体发育和基本动作能力方面相对落后,研究证明适应性体育活动训练是有效改善智力障碍学生基本动作能力落后的方法。故本研究以低中年级智力障碍学生为受试对象,根据适应体育活动服务传递模型,动作发展理论,依据人体发育学原理以及适应体育教学实践,创编低中年级智力障碍学生基本动作能力训练方案,并检验其效果。同时比较训练方案实施对不同年级和不同智力障碍类型学生产生的效果,为低中年级智力障碍学生进行基本动作能力训练,提供科学的训练方案和实践支持。方法:采用自主移动技能和物体控制技能两大类基本动作循环训练,训练周期16周,训练时间45分钟,每周2次,每次训练2组,每组3-4个动作,训练强度为中小强度。干预对象30名。测试特殊体适能、动作熟练度、动作完成度三项指标,验证基本动作能力训练方案的效果。结果:(1)测试对象干预后特殊体适能总体上有提高,其中心肺耐力、肌肉力量柔韧、反应时4项指标训练前后存在显著差异性(p0.01)。(2)测试对象干预后动作熟练度各项指标有改善,其中其中身体对称协调,上下肢协调和灵敏性三项指标训练前后存在显著差异性(P0.01)。(3)测试对象干预后四项基本技能有明显进步,其中上手投球、脚踢球两个物体控制了技能进步效果存在显著性(p0.01),跑、立定跳远两个自主移动类技能也不同程度的进步,但不存在显著性。(4)不同智力障碍类型的测试对象训练干预后,在特殊体适能、动作熟练度、四个基本动作完成度的改善差异。其中在体适能方面唐氏综合症和自闭症类型的学生提高最大,脑瘫和智力障碍学生进步比较小。在动作熟练度方面,脑瘫的学生与自闭症和智力障碍发育迟缓与唐氏综合症的学生相比在体能进步上寸在显著性差异。四个基本动作技能学习方面,不同年级学生进步差异较大。(5)不同年级测试对象训练干预后,特殊体适能、动作熟练度、四个基本动作完成度,中年级学生要高于低年级学生(6)低中年级智力障碍学生在训练实施干预后,在课堂ACE评级都有提高,说明学生在课堂上注意力,理解力,努力程度都有很大的改善。同时学生在认知、语言、沟通等方面都有进步。结论:(1)适合低中年级智力障碍学生动作技能训练的要点是,训练强度为中小强度,融合自主移动动作技能、物体控制动作技能、游戏等练习,练习动作要安全简单,练习场地和器材要有针对性的设置。(2)动作技能训练方案可有效促进低中年纪智力障碍学生动作发展以及课堂投入、认知、社会适应等能力(3)基本动作技能训练方案的制定要充分考虑不同智力障碍类型和不同年级对训练方案的适应程度和训练方案实施的效果。
[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.
【学位授予单位】：北京体育大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G764;G623.8

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