Efecto de un programa adaptado de educación física en niños con discapacidad auditiva sobre la coordinación motora

  1. Ochoa-Martínez, Paulina Yesica 1
  2. Hall-López, Javier Arturo 1
  3. Carmona López, Abel Alberto 1
  4. Morales Ramírez, Mara Michell 1
  5. Alarcón Meza, Edgar Ismael 1
  6. Sáenz-Lopez Buñuel, Pedro 2
  1. 1 ´Universidad Autónoma de Baja California, Facultad de Deportes
  2. 2 Universidad de Huelva, Facultad de Educación, Psicología y Ciencias del Deporte
Aldizkaria:
MHSalud: Movimiento Humano y Salud

ISSN: 1659-097X

Argitalpen urtea: 2019

Alea: 16

Zenbakia: 2

Mota: Artikulua

DOI: 10.15359/MHS.16-2.2 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Beste argitalpen batzuk: MHSalud: Movimiento Humano y Salud

Laburpena

To evaluate the effect of an adapted physical education program on students with hearing impairment on the motor quotient. Method: The design of the study was quasi-experimental, with convenience sampling, involving thirty-eight children with an average age of 7.4 ± 0.9 years, diagnosed with weakness or hearing loss, from two schools of the city of Mexicali, Baja California. Mexico. The participants were randomly divided into an experimental group (n = 23) and a control group (n = 15). The motor quotient was evaluated using the KTK children's body coordination test (Kiphard Körperkoordinationstest für Kindergarten and Schiling, as per the German acronym), through the tests, balancing movements of backs, jumps on one foot, lateral jumps and transposition on a platform. The program was carried out for four months, five times a week, with a duration of 50 minutes per session. The communication with the students was through the Mexican sign language, and the tasks performed emphasized motor coordination. Results: When comparing the results between groups of the motor quotient variable, with the mixed analysis of variance (ANOVA) 2 x 2, a doubly significant interaction between the groups and the measurements was observed (p = 0.01); the percentages of change (Δ %) were 26% for the experimental group, and 6.5% for the control group (Δ%). Conclusion: It is established that the application of a physical education program adapted for four months improves the motor coordination in children with hearing disabilities.

Erreferentzia bibliografikoak

  • Barreto, A. C., y Ribeiro, L. G. (2004). Determinação do tamanho amostral. Fitness & performance journal, 3(3)124.
  • Bustamante, V. A., Cartagena, L. C., Sarria, N. E., Távara, I. S., Seabra, A. F. T., Silva, R. M. G., y Maia, J. A. R. (2008). Coordinación motora: influencia de la edad, sexo, estatus socio-económico y niveles de adiposidad en niños peruanos. Revista Brasileira Cineantropometria e Desempenho Humano, 10(1): 25-34. http://dx.doi.org/10.5007/1980-0037.2008v10n1p25.
  • Cawthon, S. (2009). Professional development for teachers of students who are deaf or hard of hearing: facing the assessment challenge. American Annals of the Deaf, 154(1):50-61.
  • Ebrahimi, A., A., Movallali, G., Jamshidi, A., A., Rahgozar, M., y Haghgoo, H., A. (2017). Postural Control in Deaf Children. Acta Medica Iranica, 55(2):115-122.
  • Fellinger, M. J., Holzinger, D., Aigner, M., Beitel, C., y Fellinger, J. (2015). Motor performance and correlates of mental health in children who are deaf or hard of hearing. Developmental Medicine & Child Neurology, 57(10):942-7. Doi: 10.1111/dmcn.12814.
  • Fernandes, S., P., Moura, S., S., y Silva, S., A. (2017). Coordenação motora de escolares do ensino fundamental: influência de um programa de intervenção. Journal of Physical Education, 28, e2842., 2017. Doi: 10.4025/jphyseduc.v28i1.2842
  • Franco, E., S., y Panhoca, I. (2008). Vestibular function in children underperforming at school. Brazilian Journal of Otorhinolaryngology,74(6):815-25.
  • Hintermair, M. (2011). Health-related quality of life and classroom participation of deaf and hard-of-hearing students in general schools. Journal of Deaf Studies and Deaf Education, 16(2):254-71. Doi: 10.1093/deafed/enq045.
  • Kiphard, B. J., & Schilling, F. (1974). Korperkoordinationstest für Kinder. Beltz Test GmbH: Weinheim.
  • Kurkova, P., Scheetz, N., & Stelzer, J. (2010). Health and physical education as an important part of school curricula: a comparison of schools for the deaf in the Czech Republic and the United States. American Annals of the Deaf, 155 (1):78-95.
  • Puri, K. S., Suresh, K. R., Gogtay, N. J., & Thatte, U. M. (2009). Declaration of Helsinki, 2008: implications for stakeholders in research. Journal of Postgraduate Medicine, 55(2), 131-134. Doi: 10.4103/0022-3859.52846.
  • Rajendran, V., & Roy, F. G. (2011). An overview of motor skill performance and balance in hearing impaired children. Journal of the Italian Society of Pediatrics, 37:33. Doi: 10.1186/1824-7288-37-33.
  • Suarez, H., Angeli, S., Suárez, A., Rosales, B., Carrera, X., y Alonso, R. (2007). Balance sensory organization in children with profound hearing loss and cochlear implants. International Journal of Pediatric Otorhinolaryngology, 71(4):629-37.
  • Thomas, J. R., Nelson, J. K., Silverman, S., & Silverman, S. J. (2001). Research Methods in Physical Activity (6th. Ed.). Champaign, Ilinois: Human Kinetics.
  • Torralba, M. A., Vieira, M. B., Lleixà, T. y Gorla, J. I. (2016). Evaluación de la coordinación motora en educación primaria de Barcelona y provincia. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte, 16 (62):355-371. http://cdeporte.rediris.es/revista/revista62/artevaluacion696.htm.
  • Vásquez, D. y Sepúlveda, V. (2017). Uso del Test KTK como instrumento de evaluación de la coordinación motora gruesa entre los 6 y 11 años de edad en hombres y mujeres. Revista Ciencias de la Actividad Física UCM, 18(1):43-52.
  • Walicka-Cupryś, K., Przygoda, Ł., Czenczek, E., Truszczyńska, A., Drzał-Grabiec, J., Zbigniew, T., y Tarnowski, A. (2014). Balance assessment in hearing-impaired children. Research In Developmental Disabilities, 35(11):2728-34. doi: 10.1016/j.ridd.2014.07.008.
Datuen iturria: Dialnet