نوع مقاله : مطالعه پژوهشی اصیل
نویسندگان
1 کارشناسی ارشد روان شناسی ورزشی، دانشکده تربیت بدنی و علوم ورزشی، دانشگاه علامه طباطبائی، تهران، ایران
2 گروه روان شناسی ورزشی، دانشکده تربیت بدنی و علوم ورزشی، دانشگاه علامه طباطبائی، تهران، ایران
3 گروه رفتار حرکتی، دانشکده تربیت بدنی و علوم ورزشی، دانشگاه علامه طباطبائی، تهران، ایران
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Background and Purpose
Attention to the students in a society during elementary school is considered one of the most important issues and best investment methods for that society. Education plays a crucial role in providing knowledge of our surrounding world, and inclusive education that caters to students with special needs is essential (Mathikasari et al., 2019). In most countries, the education system is designed in a way that students with learning disabilities are placed alongside their typically developing peers. Failure of these children to develop interpersonal cognitive abilities may lead to poor adjustment in school and the occurrence of excitable and aggressive behaviors (Shkohi Yekta, et al., 2013).
Research indicates that students with borderline intelligence often face challenges in academic achievement, mental health, and social adjustment. Specifically, these students tend to struggle in math and reading courses (Giji et al., 2014; Weiland et al., 2017). Therefore, the aim of this research is to investigate the effect of game-based sports exercises on the high-level cognitive processes of late learners.
Material and Methods
The research method is quasi-experimental, utilizing a pre-test and post-test design with test and control groups. This project involves two subject groups, both of which are measured twice. The initial measurement is conducted with a pre-test, followed by a post-test. To create the groups, the random purposive sampling method is used to assign subjects to either the test or control group. These groups are similar, and the dependent variable is measured for both groups under the same conditions simultaneously. Of the two groups, the first is exposed to an intervention involving game-based sports exercises, while the second continues without intervention. The statistical population for this research includes all late-learners in the third grade of Foladshahr with an IQ between 70 and 85, enrolled in the academic year 2020-2021. Twelve students aged 9-10, identified as late-learners, are selected and randomly divided into two groups after the pre-test: the test group (n=6) and the control group (n=6). Both groups participate in three sessions per week, totaling 12 sessions of 60 minutes each according to the established protocol. The measurement tool used is the Wisconsin Card Classification Software, and data analysis is conducted using SPSS version 21 software.
Result
The results showed that, the game-based sports exercises are effective on the planning ability, attention, working memory and cognitive flexibility variables amang late learners (P<0.05).
Conclusion
The results of the study show that game-based sports exercises are not effective in improving the attention and concentration of late learners. This finding is not consistent with the research of Ghasemi (2020) and Nejati (2020). Ghasemi (2020), in his research entitled "The effectiveness of play therapy in increasing attention and social adjustment of elementary school students with behavioral disorders," concluded that play therapy training is effective in increasing attention, social adjustment, and reducing behavioral disorders in students with behavioral disorders. Nejati (2020), in research entitled "Exercise for cognitive improvement, rehabilitation, and improvement of attention and executive function in children with hyperactivity," concluded that the test group performed better than the control group in selective attention, sustained attention, inhibition skills, and cognitive flexibility.
Additionally, game-based sports exercises are effective in improving the working memory of late learners. This finding is consistent with the results of Kirk et al. (2015). In the latest research, it was found that sports exercises are effective in improving the executive functions of planning and working memory in children with dyslexia (Mousavi et al., 2022). Many performed research studies consider working memory as one of the most essential human cognitive faculties for many life affairs. Engagement in game-based sports exercises provides a unique approach to promote cognitive development in late learners. Therefore, it is recommended to have a positive effect on strengthening the high-level cognitive processes of late learners and the quality of their education and future life by including game-based sports exercises in the physical education program of schools as a complementary program.
Authors' contributions
First and Second author: Data collection, conceptualization, data analysis, authorship of the introduction; Second and Third author: Presentation of the idea, authorship of the introduction, discussion and methodology, writing and revision of the article.
Conflicts of Interest
The authors declared no conflict of interest.
Acknowledgments
We sincerely thank and appreciate all the older adults who participated in this research.
کلیدواژه‌ها [English]
https://doi.org/10.32598/ijpcp.27.3.3342.1
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