共查询到17条相似文献，搜索用时 140 毫秒
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自闭症儿童体育游戏干预个案研究 总被引：3，自引：0，他引：3
自闭症是一种广泛性发育障碍,包含三种基本特征:人际关系隔离、语言交流困难、行为障碍.目前对自闭症的干预主要方法有药物治疗、行为纠正和训练、早期教育和训练等,体育运动干预方面研究较少.本研究拟探讨体育游戏干预对自闭症儿童的影响,采用了文献资料调研、观察法、访谈法、实验法对2名自闭症儿童进行体育游戏干预研究,干预措施为在原属班集体中开展促进沟通、交流、合作的体育游戏教学,研究结果表明,经过3个月的大量密集干预,2名自闭症儿童在人际交往、语言交流方面均出现较明显的进步,大部分基本沟通行为有所促进,问题行为中不服从不合作行为和退缩行为减少,但其他方面没有明显改善. 相似文献
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自闭症幼儿沟通行为及体育干预策略 总被引：2，自引：0，他引：2
通过对自闭症幼儿沟通行为特点的分析,认为:自闭症幼儿沟通行为的教育训练应以其语言运用为核心,以创建沟通环境为前提来培养自闭症幼儿沟通观念,引导自闭症幼儿沟通意向,使其掌握一种以上的可接受的沟通方式.体育作为一种适合幼儿心理特点的活动,为自闭症幼儿的沟通训练提供了广阔的空间. 相似文献
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号称“百慕大三角”、“特殊儿童之王”的自闭症是一种由大脑、神经以及基因的病变所引起的综合症,集人际关系隔离、语言困难及行为障碍等于一身。对有关自闭症干预文献进行了系统的整理与分析,发现存在很多不足,试图通过实验对体育干预的效果进行检验。实验研究的设计:采用单因素组间多基线设计,将筛选好的8名被试随机分配到实验组和对照组;自变量:体育干预(体育游戏主要指动作模仿、感觉统合训练、按摩、远足旅行与一定量专项练习等);因变量:幼儿自闭症发展程度。结果表明,体育干预可以作为现行自闭症幼儿早期干预的辅助方法。 相似文献
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问题行为是自闭症儿童的主要障碍之一。研究采用A-B-A实验设计,对1名自闭症儿童的3种问题行为进行体育游戏干预研究,体育游戏的设计立足于适应个体的特点,在强身健体的同时促进其心理的发展。在体育游戏教学中发展个体适当的行为来替代问题行为,并通过对教学内容、方法的调整和课堂教学氛围的创建来重设环境,从而促进个体的积极参与。研究结果表明,经过3个月的大量密集干预,该儿童的问题行为得到了显著消弱。 相似文献
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旨在探讨体育游戏对孤独症儿童沟通行为的影响。采用A-B-A实验设计对3名孤独症儿童沟通行为进行体育游戏干预,以社交沟通为主线创设体育游戏,运用示范、辅助、强化等多种策略促进沟通。结果表明：经过12周体育游戏的密集干预,3名孤独症儿童主动沟通行为次数显著增加,沟通技能有所提高。由此得出体育游戏对部分孤独症儿童沟通行为的改善有积极的促进作用。 相似文献
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通过团体体育游戏对不安全依恋幼儿进行干预实验,被试为来自大连市 HYL婴幼园的3名托班幼儿。从依恋理论出发,通过个案研究的方法,探讨团体体育游戏干预方法在早期不安全依恋儿童中的应用情况。研究结果显示,团体体育游戏对幼儿在语言认知、情绪情感、社会交往和人格发展等方面存在的不安全依恋行为均具有积极的干预作用。 相似文献
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文章采用文献资料研究法、比较研究法、逻辑分析法等科研方法,深刻反思了自闭症儿童体育干预的实施效果与存在问题。结果发现,体育干预效果的差异直接受到所采用整合体系优劣的影响,体育干预实施指导模式的构建意义深远。为了后续推广研究的不断深入与优化,文章建立了自闭症儿童体育干预的PRECEDE-PROCEED模式指导研究实践与教育实践。 相似文献
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自闭症儿童通常经过体育教育能获得形成各种活动所需的感觉,并也能籍着运动技能的习得与身体的意识,增进各种心理机能及情绪,增进其沟通能力的发展,进而达成自我意识的感情。文章运用文献资料研究方法、专家访谈法、实地考察法等科研方法,对山西省自闭症儿童的体育教育现状(包括体育课程安排、体育教师师资、场地器械的情况)进行调查分析,并提出对策与建议,以促进自闭症儿童体育教育的不断发展,进而使自闭症儿童更好地融入社会。 相似文献
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我国自闭症家庭接近一千万。其中,0-14岁的自闭症儿童超过200万。但医学界尚未形成明确的病因诊断和治疗措施,自闭症的诊断、评估大多依赖于对其行为的描述。虑到自闭症患者发病率的增高及运动干预的可能性及便捷性。分别对国内和国外的自闭症儿童的运动干预进行了综述,以便为后续的研究提供参考。 相似文献
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文章通过走访多家自闭症儿童干预机构,查阅中外多种相关文献,采用合并同类的方法较详细地归纳目前主要干预手段与方法,发现并提出一些问题:如受干预自闭症儿童体质状况显著下降;对运动干预方法使用不当;干预方法跨学科整合不足;体育干预杂糅于其他干预方法,缺乏独立性。基于此,提出建议,即相关机构及家长应适度改变干预理念并调整干预方法。 相似文献
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为探讨体育干预对孤独症儿童的影响,对1名孤独症儿童进行体育干预研究.在个案评估的基础上,结合该患儿的生理结构特点,为其制定相应的体育活动训练计划,同时采用适当的教学方法进行教学.经过1年的体育干预,该患儿DSM-IV、CBS、CARS、ATEC量表测量结果均有好转.研究表明,体育活动在多个层面对孤独症患儿有着显著的影响,对患儿的心理矫正有着积极的作用,建议加强对该疗法的进一步深入研究,以期将其作为一种科学有效的孤独症儿童的行为治疗手段广泛采用. 相似文献
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Maria Chiara Gallotta Gian Pietro Emerenziani Sara Iazzoni Luigi Iasevoli Laura Guidetti 《Journal of sports sciences》2017,35(15):1547-1555
Aim of this study was to evaluate the effectiveness of two different 5-month physical education (PE) interventions conducted by a specialist PE teacher on primary school children’s skill- and health-related outcomes. About 230 children were randomly assigned to one of three intervention groups: experimental_1 group, experimental_2 group or control group (school curriculum given by the generalist teacher). Pre- and post-intervention tests assessed pupils’ fitness (pacer, curl-up, push-up, trunk lift, sit and reach tests) and gross motor coordination (shifting platforms, balance beam, jumping laterally, hopping on one leg over an obstacle tests). Both experimental groups significantly improved some fitness and coordinative tests after the intervention period when compared with control group. However, no differential changes on coordinative development were observed between the 2 experimental groups. Results of this study demonstrated that children benefitted from a well-structured PE intervention conducted and supervised by a specialist PE teacher improving their motor skills and fitness. 相似文献
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J. Jarani A. Grøntved F. Muca A. Spahi D. Qefalia K. Ushtelenca 《Journal of sports sciences》2016,34(1):35-46
This study aims to evaluate the effectiveness of two school-based physical education (PE) programmes (exercise-based and games-based) compared with traditional PE, on health- and skill-related physical fitness components in children in Tirana, Albania.Participants were 378 first-grade (6.8 years) and 389 fourth-grade (9.8 years) children attending four randomly selected schools in Tirana. Twenty-four school classes within these schools were randomly selected (stratified by school and school grade) to participate as exercise group (EG), games group (GG) and control group (CG). Both EG and GG intervention programmes were taught by professional PE teachers using station/circuit teaching framework while CG referred to traditional PE school lessons by a general teacher. All programmes ran in parallel and lasted 5 months, having the same frequency (twice weekly) and duration (45 min). Heart rate (HR) monitoring showed that intensity during PE lessons was significantly higher in the intervention groups compared with control (P < 0.001). Both PE exercise- and games programmes significantly improved several health- and skill-related fitness indicators compared with traditional PE lessons (e.g. gross motor skill summary score: 9.4 (95% CI 7.9; 10.9) for exercise vs. control and 6.5 (95% CI 5.1; 8.1) for games vs. control, cardiorespiratory fitness: 2.0 ml O2 · min?1 · kg?1 (95% CI 1.5; 2.4) for exercise vs. control and 1.4 ml O2 · min?1 · kg?1 (95% CI 1.0; 1.8) for games vs. control). Furthermore, compared to games-based PE, exercise-based PE showed more positive changes in some gross motor coordination skills outcomes, coordination skills outcomes and cardiorespiratory fitness. The results from this study show that exercise- and games-based PE represents a useful strategy for improving health- and skill-related physical fitness in Albanian elementary school children. In addition, the study shows that exercise-based PE was more effective than games-based PE in improving gross motor function and cardiorespiratory fitness. 相似文献
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Xiangli Gu Yu-Lin Chen Allen W. Jackson Tao Zhang 《Physical Education & Sport Pedagogy》2018,23(1):54-65
Background: School physical education (PE) programs provide a prime environment for interventions that attempt to develop school-aged children’s motor competence and overall physical fitness, while also stimulating competence motivation to engage in physical activity during childhood. It is generally recognized that a pedometer-based intervention strategy combined with a goal-setting strategy may be effective in increasing physical activity participation among school-aged children. The purpose of this study was to evaluate the impact of an 8-week pedometer-based goal-setting intervention on children’s motivation in PE, motor competence, and physical activity.Methods: A pretest–posttest comparison group design was used with the 8-week intervention (3 days/week for 24 sessions). Participants were 273 (boys?=?136, girls?=?137) students recruited from 3 elementary schools in the US. Classes in each school were randomly allocated to three experimental conditions: (1) an intervention group with a personalized pedometer weekly target to reach in their PE class (N?=?110), (2) an intervention group with the fixed pedometer target range to reach in each PE class based on the recommended criteria (N?=?90), or (3) a control group without intervention (N?=?73).Analysis/results: The factorial repeated measures MANOVA indicated significant multivariate effects for the group [F(6, 528)?=?12.954, p?Post hoc analyzes showed that both experimental groups had significantly higher expectancy-value beliefs, motor competence, and physical activity compared to the control group (p?Conclusions: Health practitioners should be aware that goal-directed action can contribute to school students’ PE-related achievement motivation, motor competence, and achieving the recommended 60?min of moderate-to-vigorous physical activity. 相似文献
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R. Glenn Weaver Collin A. Webster Heather Erwin Aaron Beighle Michael W. Beets Hadrien Choukroun 《Measurement in physical education and exercise science》2016,20(2):121-130
The System for Observing Fitness Instruction Time (SOFIT) is commonly used to measure variables related to physical activity during physical education (PE). However, SOFIT does not yield detailed information about teacher practices related to children’s moderate-to-vigorous physical activity (MVPA). This study describes the modification of SOFIT (referred to as SOFIT+) to measure teacher practices related to students’ MVPA during PE lessons. Teacher practices that (a) promote and (b) limit children’s MVPA were identified and operationally defined via a literature review and Delphi Method. Reliability and validity data for SOFIT+ were obtained from 20 video recorded elementary PE lessons. Validity of teacher behaviors included in SOFIT+ was established using students’ accelerometer-derived MVPA. Twenty-seven teacher practices were identified. Inter-rater agreement ranged from 75.8% to 99.1% across 724 reliability scans. Six and seven practices were independently related to girls’ and boys’ MVPA, respectively. For example, during elimination activities, boys and girls were less likely to engage in MVPA. Boys were up to 1.51 times more likely to engage in MVPA while girls were up to 2.86 times more likely to engage in MVPA when a greater number of teacher practices were observed concurrently. Findings provide preliminary reliability and validity for SOFIT+, an instrument to comprehensively measure teacher practices related to children’s MVPA during PE. 相似文献
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普通高校大学生课外体育行为现状调查与分析 总被引：6，自引：0，他引：6
对普通高校大学生课外体育行为开展的现状进行调查和研究,发现存在诸如女大学生习惯被动参与、场地严重不足等问题。提出加强课外体育行为的引导与组织,形成良好的体育行为氛围,加大对体育设施建设的投入力度等建议。 相似文献