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The comparison of the effectiveness of linear and non-linear pedagogy on locomotor motor skills Performance and movement motivation in children with developmental coordination disorder
Maryam Nasery 1, Marziye Ballali2 , Zahra Entezari2
1- Azad University of Tehran , maryam.nasery.5960@gmail.com
2- Azad University of Tehran
Abstract:   (29 Views)
The aim of this study was to comparison of the effectiveness of linear and non-linear pedagogy on locomotor motor skills Performance and movement motivation in children with developmental coordination disorder. The statistical population was all children with developmental coordination disorder in Urmia. The statistical sample consisted of 30 boys (age = 9.35 ± 1.37) who were selected from Urmia schools using the available method. MABC-2 test was used to diagnose developmental coordination disorder, TGMD- test was used to evaluate locomotor skills, and motor motivation test was used to evaluate movement motivation. To carry out this study, the participants practiced two 50-minute sessions of motor skills interventions in two linear methods (15 people) and task manipulation (15 people) for eight weeks. Variables were measured before and after the interventions. The results of covariance analysis showed that non-linear training compared to linear training significantly improved both in movement skills (p=0.04) and motor motivation (p=0.000) than the linear group. According to these results, non-linear methods considering the individual characteristics of each child are helpful for helping children with movement disorders. Considering the unique characteristics of each child helps to improve motor skills and to have enough motivation to continue the activity. Therefore, the use of non-linear methods is suggested for children with developmental coordination disorder.
 
Keywords: Locomotor skills, movement motivation, developmental coordination disorder, Assignment manipulation, linear pedagogy
     
Type of Study: Research | Subject: motor behavior
Received: 2023/08/29 | Accepted: 2024/07/2 | ePublished ahead of print: 2024/07/2
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