본 연구의 목적은 뉴 스포츠를 적용한 특수체육활동이 지적장애 청소년의 대근운동기술에 미치는 영향을 알아보는데 있다. 본 연구의 대상자는 경기도에 소재한 특수학급(중, 고등학교) 에 재학 중인 지적장애 중학생 40명으로, 연구에 들어가기 전 각 학교 특수학급 교사와의 면담을 통하여 대상자의 기초 자료를 얻었다. 본 연구의 실험은 12주간 진행되었으며, 실험군 20명을 대상으로 주1회씩, 일일 120분간 실시하였으며, 나머지 20명의 통제군은 특수체육활동을 하지 않게 통제 하였다. 또한 실험에 들어가기 전과 12주간의 뉴 스포츠를 적용한 특수체육활동 후 대근운동기술에 해당하는 이동운동기술(달리기, 갤롭, 홉, 립, 제자리멀리뛰기, 슬라이드)과 물체조작기술(차기, 제자리튀기기, 받기, 차기, 오버핸드던지기, 공굴리기)의 운동검사를 실시하였다. 검사결과를 토대로 지적장애 청소년의 대근운동기술의 향상 정도를 알아보았다. ...
본 연구의 목적은 뉴 스포츠를 적용한 특수체육활동이 지적장애 청소년의 대근운동기술에 미치는 영향을 알아보는데 있다. 본 연구의 대상자는 경기도에 소재한 특수학급(중, 고등학교) 에 재학 중인 지적장애 중학생 40명으로, 연구에 들어가기 전 각 학교 특수학급 교사와의 면담을 통하여 대상자의 기초 자료를 얻었다. 본 연구의 실험은 12주간 진행되었으며, 실험군 20명을 대상으로 주1회씩, 일일 120분간 실시하였으며, 나머지 20명의 통제군은 특수체육활동을 하지 않게 통제 하였다. 또한 실험에 들어가기 전과 12주간의 뉴 스포츠를 적용한 특수체육활동 후 대근운동기술에 해당하는 이동운동기술(달리기, 갤롭, 홉, 립, 제자리멀리뛰기, 슬라이드)과 물체조작기술(차기, 제자리튀기기, 받기, 차기, 오버핸드던지기, 공굴리기)의 운동검사를 실시하였다. 검사결과를 토대로 지적장애 청소년의 대근운동기술의 향상 정도를 알아보았다. 자료 분석은 집단(실험집단, 통제집단)과 검사 시기(사전측정, 사후측정)에 따른 효과를 알아보기 위하여 대근운동기술의 변화를 알아보기 위해 이원반복측정분산분석(two-way repeated measure ANOVA)를 사용하였다. 두 집단 간 정규성 혹은 동질성을 만족하지 못할 경우 집단 간 차이를 검증하기 위해 Mann-Whitney U test를 사용하며, 검사 시기에 따른 차이를 검증하기 위해 Wilcoxon signed rank test를 사용 하였다. 모든 통계적 유의수준은 =.05로 설정 하였다. 본 연구의 과정을 통해 얻은 결과를 분석하여 다음과 같은 결론을 얻었다. 첫째, 12주간 실시된 뉴 스포츠를 적용한 특수체육활동은 지적장애 청소년의 이동기술의 하위 영역들인 달리기, 갤롭, 홉, 립, 제자리멀리뛰기, 슬라이드 영역을 발달시키는데 매우 긍정적인 영향을 미쳤다. 둘째, 12주간 실시된 뉴 스포츠를 적용한 특수체육활동은 지적장애 청소년의 물체조작기술의 하위영역들인 치기, 제자리튀기기, 받기, 차기, 오버핸드던지기, 공굴리기 영역을 발달시키는데 매우 긍정적인 영향을 미쳤다.
이상의 결과를 종합해 볼 때, 12주간의 뉴 스포츠를 적용한 특수체육활동이 지적장애 청소년의 대근운동기술 발달에 통계적으로 매우 유의한 향상을 보이는 것으로 나타났다.
본 연구의 목적은 뉴 스포츠를 적용한 특수체육활동이 지적장애 청소년의 대근운동기술에 미치는 영향을 알아보는데 있다. 본 연구의 대상자는 경기도에 소재한 특수학급(중, 고등학교) 에 재학 중인 지적장애 중학생 40명으로, 연구에 들어가기 전 각 학교 특수학급 교사와의 면담을 통하여 대상자의 기초 자료를 얻었다. 본 연구의 실험은 12주간 진행되었으며, 실험군 20명을 대상으로 주1회씩, 일일 120분간 실시하였으며, 나머지 20명의 통제군은 특수체육활동을 하지 않게 통제 하였다. 또한 실험에 들어가기 전과 12주간의 뉴 스포츠를 적용한 특수체육활동 후 대근운동기술에 해당하는 이동운동기술(달리기, 갤롭, 홉, 립, 제자리멀리뛰기, 슬라이드)과 물체조작기술(차기, 제자리튀기기, 받기, 차기, 오버핸드던지기, 공굴리기)의 운동검사를 실시하였다. 검사결과를 토대로 지적장애 청소년의 대근운동기술의 향상 정도를 알아보았다. 자료 분석은 집단(실험집단, 통제집단)과 검사 시기(사전측정, 사후측정)에 따른 효과를 알아보기 위하여 대근운동기술의 변화를 알아보기 위해 이원반복측정분산분석(two-way repeated measure ANOVA)를 사용하였다. 두 집단 간 정규성 혹은 동질성을 만족하지 못할 경우 집단 간 차이를 검증하기 위해 Mann-Whitney U test를 사용하며, 검사 시기에 따른 차이를 검증하기 위해 Wilcoxon signed rank test를 사용 하였다. 모든 통계적 유의수준은 =.05로 설정 하였다. 본 연구의 과정을 통해 얻은 결과를 분석하여 다음과 같은 결론을 얻었다. 첫째, 12주간 실시된 뉴 스포츠를 적용한 특수체육활동은 지적장애 청소년의 이동기술의 하위 영역들인 달리기, 갤롭, 홉, 립, 제자리멀리뛰기, 슬라이드 영역을 발달시키는데 매우 긍정적인 영향을 미쳤다. 둘째, 12주간 실시된 뉴 스포츠를 적용한 특수체육활동은 지적장애 청소년의 물체조작기술의 하위영역들인 치기, 제자리튀기기, 받기, 차기, 오버핸드던지기, 공굴리기 영역을 발달시키는데 매우 긍정적인 영향을 미쳤다.
이상의 결과를 종합해 볼 때, 12주간의 뉴 스포츠를 적용한 특수체육활동이 지적장애 청소년의 대근운동기술 발달에 통계적으로 매우 유의한 향상을 보이는 것으로 나타났다.
The purpose of this study was to investigate the effects of new sports-applied adapted physical activities on the gross motor skills of adolescents with intellectual disabilities. The subjects include 40 middle school students with intellectual disabilities in special classes(middle and high school)...
The purpose of this study was to investigate the effects of new sports-applied adapted physical activities on the gross motor skills of adolescents with intellectual disabilities. The subjects include 40 middle school students with intellectual disabilities in special classes(middle and high school) in Gyeonggi Province. The special class teachers in each school were interviewed before the study to obtain the basic data of the subjects. An experiment was conducted for 12 weeks, during which the experiment group of 20 students participated in adapted physical activities for 120 minutes once a week, and the control group of the remaining 20 students participated in no adapted physical activities. The subjects were put to the exercise tests including the movement motor skills(running, galloping, hopping, leaping, standing long jump, and sliding) and object control skills(striking, dribbling, receiving, kicking, overhand throwing, and rolling a ball), which cover gross motor skills, before the experiment and after the 12-week new sports-applied adapted physical activities. The test results were used to examine the degree of improvement in the gross motor skills of the adolescents with intellectual disabilities. As for data analysis, two-way repeated-measure ANOVA was carried out to examine changes to gross motor skills according to the groups(experiment and control group) and testing points(before and after the experiment). The Mann-Whitney U test was conducted to test differences between the groups when they did not meet the normality or homogeneity requirements. In addition, the Wilcoxon signed-rank test was performed to test differences according to the testing points. The statistical significance level was set at =.05 across all the cases. The findings obtained through the research process were analyzed and led to the following conclusions: First, the 12-week new sports-applied adapted physical activities had very positive effects on the development of running among the movement motor skills of adolescents with intellectual disabilities. Second, the 12-week new sports-applied adapted physical activities had very positive effects on the development of galloping among the movement motor skills of adolescents with intellectual disabilities. Third, the 12-week new sports-applied adapted physical activities had very positive effects on the development of hopping among the movement motor skills of adolescents with intellectual disabilities. Fourth, the 12-week new sports-applied adapted physical activities had very positive effects on the development of leaping among the movement motor skills of adolescents with intellectual disabilities. Fifth, the 12-week new sports-applied adapted physical activities had very positive effects on the development of standing long jump among the movement motor skills of adolescents with intellectual disabilities. Sixth, the 12-week new sports-applied adapted physical activities had very positive effects on the development of sliding among the movement motor skills of adolescents with intellectual disabilities. Seventh, the 12-week new sports-applied adapted physical activities had very positive effects on the development of striking among the object control skills of adolescents with intellectual disabilities. Eighth, the 12-week new sports-applied adapted physical activities had very positive effects on the development of dribbling among the object control skills of adolescents with intellectual disabilities. Ninth, the 12-week new sports-applied adapted physical activities had very positive effects on the development of receiving among the object control skills of adolescents with intellectual disabilities. Tenth, the 12-week new sports-applied adapted physical activities had very positive effects on the development of kicking among the object control skills of adolescents with intellectual disabilities. Eleventh, the 12-week new sports-applied adapted physical activities had very positive effects on the development of overhand throwing among the object control skills of adolescents with intellectual disabilities. Finally, the 12-week new sports-applied adapted physical activities had very positive effects on the development of rolling a ball among the object control skills of adolescents with intellectual disabilities.
In short, the 12-week new sports-applied adapted physical activities had statistically very significant influences on the development of gross motor skills of adolescents with intellectual disabilities.
The purpose of this study was to investigate the effects of new sports-applied adapted physical activities on the gross motor skills of adolescents with intellectual disabilities. The subjects include 40 middle school students with intellectual disabilities in special classes(middle and high school) in Gyeonggi Province. The special class teachers in each school were interviewed before the study to obtain the basic data of the subjects. An experiment was conducted for 12 weeks, during which the experiment group of 20 students participated in adapted physical activities for 120 minutes once a week, and the control group of the remaining 20 students participated in no adapted physical activities. The subjects were put to the exercise tests including the movement motor skills(running, galloping, hopping, leaping, standing long jump, and sliding) and object control skills(striking, dribbling, receiving, kicking, overhand throwing, and rolling a ball), which cover gross motor skills, before the experiment and after the 12-week new sports-applied adapted physical activities. The test results were used to examine the degree of improvement in the gross motor skills of the adolescents with intellectual disabilities. As for data analysis, two-way repeated-measure ANOVA was carried out to examine changes to gross motor skills according to the groups(experiment and control group) and testing points(before and after the experiment). The Mann-Whitney U test was conducted to test differences between the groups when they did not meet the normality or homogeneity requirements. In addition, the Wilcoxon signed-rank test was performed to test differences according to the testing points. The statistical significance level was set at =.05 across all the cases. The findings obtained through the research process were analyzed and led to the following conclusions: First, the 12-week new sports-applied adapted physical activities had very positive effects on the development of running among the movement motor skills of adolescents with intellectual disabilities. Second, the 12-week new sports-applied adapted physical activities had very positive effects on the development of galloping among the movement motor skills of adolescents with intellectual disabilities. Third, the 12-week new sports-applied adapted physical activities had very positive effects on the development of hopping among the movement motor skills of adolescents with intellectual disabilities. Fourth, the 12-week new sports-applied adapted physical activities had very positive effects on the development of leaping among the movement motor skills of adolescents with intellectual disabilities. Fifth, the 12-week new sports-applied adapted physical activities had very positive effects on the development of standing long jump among the movement motor skills of adolescents with intellectual disabilities. Sixth, the 12-week new sports-applied adapted physical activities had very positive effects on the development of sliding among the movement motor skills of adolescents with intellectual disabilities. Seventh, the 12-week new sports-applied adapted physical activities had very positive effects on the development of striking among the object control skills of adolescents with intellectual disabilities. Eighth, the 12-week new sports-applied adapted physical activities had very positive effects on the development of dribbling among the object control skills of adolescents with intellectual disabilities. Ninth, the 12-week new sports-applied adapted physical activities had very positive effects on the development of receiving among the object control skills of adolescents with intellectual disabilities. Tenth, the 12-week new sports-applied adapted physical activities had very positive effects on the development of kicking among the object control skills of adolescents with intellectual disabilities. Eleventh, the 12-week new sports-applied adapted physical activities had very positive effects on the development of overhand throwing among the object control skills of adolescents with intellectual disabilities. Finally, the 12-week new sports-applied adapted physical activities had very positive effects on the development of rolling a ball among the object control skills of adolescents with intellectual disabilities.
In short, the 12-week new sports-applied adapted physical activities had statistically very significant influences on the development of gross motor skills of adolescents with intellectual disabilities.
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