اثر بازی‌های منتخب بومی ـ محلی بر کاهش نشانه‌های کمبود توجه/ بیش‌فعالی دانش‌آموزان مقطع ابتدایی
محورهای موضوعی : تربیتیبنت الهدی زال بیکی 1 , مجید پاکدامن 2 , حسن کردی 3 , محسن قطبی 4
1 - دانشجوی کارشناسی ارشد مشاوره و راهنمایی دانشگاه آزاد اسلامی واحد قاینات، ایران
2 - عضو هیات علمی دانشگاه آزاد اسلامی واحد قاینات، ایران
3 - دکترای تخصصی رفتار حرکتی، دانشگاه فردوسی مشهد، ایران
4 - دانشجوی دکترای تخصصی رفتار حرکتی، دانشگاه فردوسی مشهد، ایران
کلید واژه: بازی‌های بومی ـ محلی, مقطع ابتدایی, بیش‌فعالی, تکانشگری, نقص توجه,
چکیده مقاله :
هدف این پژوهش بررسی اثر بازی‌های بومی محلی بر کاهش نشانگان کمبود توجه/ تکانشگری در دانش آموزان مقطع ابتدایی بود. پژوهش از نوع نیمه تجربی با استفاده از طرح پیش‌آزمون پس‌آزمون با گروه کنترل بود. جامعه موردمطالعه دانش آموزان مقطع ابتدایی (7 تا 12 ساله) شهر مشهد که در نیمسال اول 1395-1394 مشغول به تحصیل بودند. نمونه آماری شامل 40 دانش‌آموز در 4 مدرسه دخترانه و پسرانه که دارای نشانگان اختلال کمبود توجه/ تکانشگری بر اساس طبقه‌بندی DSM-V بودند که به شکل غیر تصادفی انتخاب و به شکل تصادفی به دو گروه آزمایش و کنترل در زیرگروه‌های نقص توجه و تکانشگری تقسیم شدند. آزمودنی‌ها در دو مرحله قبل و بعد از مداخله بازی‌های بومی و محلی، به کمک نسخه معلمان سیاهه علائم مرضی کودکان-4 مورد ارزیابی قرار گرفتند. داده ها از طریق آزمون تحلیل کوواریانس و همبستگی پیرسون تجزیه شدند. نتایج نشان داد اثر بازی‌های بومی محلی منتخب بر کاهش نشانگان نقص توجه کودکان دارای اختلال نقص توجه و تکانشگری معنی‌دار است (001/0> P ). لذا بازی‌های بومی محلی می‌تواند به‌عنوان یکی از روش های مؤثر در کاهش نشانگان کودکان دچار اختلال کمبود توجه/ بیش‌فعالی مورد توجه قرار گیرد.
The purpose of this study was to elicit the effect of selected traditional games on reducing symptoms of attention deficit/hyperactivity disorder of primary school students. This was a quasi-experimental research using a pre-test and post-test with control group design. The population was primary school students (7 to 12 years old) in Mashhad who was enrolled in the first semester 2015-2016. Then, 40 students with symptoms of attention deficit/impulsivity disorder according to DSM-V from 4 male and female schools were selected and randomly divided into two groups. Subjects were evaluated before and after local games intervention with teacher’s edition children symptom inventory-4. The data were analyzed with Pearson coefficient correlation and ANCOVA. Results showed that the effect of selected traditional games on reducing attention deficit and hyperactivity symptoms in children was significant (p<0.001). Therefore, traditional games could be exploited as an effective method of reducing the symptoms of children with attention deficit/hyperactivity disorders.
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