Nur Azis Rohmansyah¹, , ,

¹Universitas PGRI Semarang, Department of Physical Education, Semarang, Indonesia
²

Challenge-based games’ impact on manipulative motor skills, direction-following, and body awareness in children with mental disabilities

J. Anthr. Sport Phys. Educ. 2022, 6(4), Ahead of Print7-9 | DOI: 10.26773/jaspe.221002

Abstract

Children with mental disorders have a variety of barriers to social behavior and physical function, which causes many disruptions in motor activities. The purpose of the current study is to show how manipulative basic movement, directions, and body awareness in mentally challenged people are affected by the application of development games. Children with mild mental disabilities will receive treatment using the five basic games. The major conclusions of this study point to the effectiveness of the game model developed for strengthening the manipulative fundamental movement abilities, directions, and body awareness of mildly mentally impaired individuals.

Keywords

Manipulative movement, Directions and body awareness, Mental disabled

View full article
(PDF – 81KB)

References

Fedewa, A. (2011). The effects of physical activity and physical fitness on children’s achievement and cognitive outcomes: A meta-analysis. Research Quarterly for Exercise and Sport, 82(3), 521-535. https://doi.org/10.5641/027013611x13275191444107.

Frantz, J., Phillips, J. S., Matheri, J. M., & Kibet, J. J. (2011). Physical activity and sport as a tool to include disabled children in Kenyan schools. Sport in Society, 14(9), 1227-1236. https://doi.org/10.1080/17430437.2011.614780.

Griffiths, L. J., Dowda, M., Dezateux, C., & Pate, R. (2010). Associations between sport and screen-entertainment with mental health problems in 5-year-old children. International Journal of Behavioral Nutrition and Physical Activity, 7(1), 30. https://doi.org/10.1186/1479-5868-7-30.

Hands, B., & Martin, M. (2003). Fundamental Movement Skills: Children’s Perspectives. Australasian Journal of Early Childhood, 28(4), 47-52. https://doi.org/10.1177/183693910302800409.

Hardy, L. L., King, L., Farrell, L., Macniven, R., & Howlett, S. (2010). Fundamental movement skills among Australian preschool children. Journal of Science and Medicine in Sport, 13(5), 503-508. https://doi.org/10.1016/j.jsams.2009.05.010.

Kennedy-Behr, A., Rodger, S., & Mickan, S. (2013). A comparison of the play skills of preschool children with and without developmental coordination disorder. OTJR Occupation, Participation and Health, 33(4), 198-208. https://doi.org/10.3928/15394492-20130912-03.

Kirk, D., & MacPhail, A. (2002). Teaching Games for Understanding and situated learning: Rethinking the Bunker-Thorpe model. Journal of Teaching in Physical Education, 21(2), 177-192. https://doi.org/10.1123/jtpe.21.2.177.

Lai, N. K., Ang, T. F., Por, L. Y., & Liew, C. S. (2018). The impact of play on child development - a literature review. European Early Childhood Education Research Journal, 26(5), 625-643. https://doi.org/10.1080/1350293X.2018.1522479.

Linden, M. (2017). Definition and Assessment of Disability in Mental Disorders under the Perspective of the International Classification of Functioning Disability and Health (ICF). Behavioral Sciences and the Law, 35(2), 124-134. https://doi.org/10.1002/bsl.2283.

Liu, M., Karp, G. G., & Davis, D. (2010). Teaching Learning–Related Social Skills in Kindergarten Physical Education. Journal of Physical Education, Recreation & Dance, 81(6), 38-44. https://doi.org/10.1080/07303084.2010.10598490.

Mesa, F., Le, T. A., & Beidel, D. C. (2015). Social skill-based treatment for social anxiety disorder in adolescents. In Social Anxiety and Phobia in Adolescents: Development, Manifestation and Intervention Strategies, 289-299. https://doi.org/10.1007/978-3-319-16703-9_13.

Nacher, V., Jurdi, S., Jaen, J., & Garcia-Sanjuan, F. (2019). Exploring visual prompts for communicating directional awareness to kindergarten children. International Journal of Human Computer Studies, 126, 14-25. https://doi.org/10.1016/j.ijhcs.2019.01.003.

Nijhof, S. L., Vinkers, C. H., van Geelen, S. M., Duijff, S. N., Achterberg, E. J. M., van der Net, J., … Lesscher, H. M. B. (2018). Healthy play, better coping: The importance of play for the development of children in health and disease. Neuroscience and Biobehavioral Reviews, 95, 421-429. https://doi.org/10.1016/j.neubiorev.2018.09.024.

Ogden, C. L., Carroll, M. D., Kit, B. K., & Flegal, K. M. (2014). Prevalence of childhood and adult obesity in the United States, 2011-2012. JAMA - Journal of the American Medical Association, 311(8), 806-814. https://doi.org/10.1001/jama.2014.732.

Stylianou, M., Kloeppel, T., Kulinna, P., & Mars, H. van der. (2016). Teacher fidelity to a physical education curricular model and physical activity outcomes. Journal of Teaching in Physical Education, 35(4), 337-348. https://doi.org/10.1123/jtpe.2016-0112.

Suherman, W. S., Dapan, Guntur, & Muktiani, N. R. (2019). Development of traditional children play based instructional model to optimize development of kindergarteners’ fundamental motor skill. Cakrawala Pendidikan, 38(2), 356-365. https://doi.org/10.21831/cp.v38i2.25289.

Yang, Q. F., Hwang, G. J., & Sung, H. Y. (2020). Trends and research issues of mobile learning studies in physical education: a review of academic journal publications. Interactive Learning Environments, 28(4), 419-437. https://doi.org/10.1080/10494820.2018.1533478.

Zhang, M., Yu, J., Shen, W., Zhang, Y., Xiang, Y., Zhang, X., … Yan, T. (2020). A mobile app implementing the international classification of functioning, disability and health rehabilitation set. BMC Medical Informatics and Decision Making, 20(1), 12. https://doi.org/10.1186/s12911-020-1019-1.