Volume 15, Issue 30 (12-2025)
JRSM 2025, 15(30): 148-168 |
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Nasery M, Ballali M, Entezari Z. The Comparison Of The Effectiveness Of Iinear And Non-Linear Pedagogy On locomotor Motor Skills Performance And Movement Motivation In Children With Developmental Coordination Disorder. JRSM 2025; 15 (30) :148-168
URL: http://jrsm.khu.ac.ir/article-1-3313-en.html
URL: http://jrsm.khu.ac.ir/article-1-3313-en.html
1- PHD student of motor behavior, Department Physical Education, Islamic Azad University Central Tehran, Tehran, Iran email.
2- Assistant Professor of Motor Behavior, Department Physical Education, Islamic Azad University Central Tehran, Tehran, Iran. ,marzieh.balali.d@gimail.com
3- Assistant Professor of Motor Behavior, Department Physical Education, Islamic Azad University Central Tehran, Tehran, Iran.
2- Assistant Professor of Motor Behavior, Department Physical Education, Islamic Azad University Central Tehran, Tehran, Iran. ,
3- Assistant Professor of Motor Behavior, Department Physical Education, Islamic Azad University Central Tehran, Tehran, Iran.
Abstract: (6651 Views)
Aim: 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.
Method: 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.
Result: 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.
Conclusion: 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.
Method: 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.
Result: 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.
Conclusion: 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: 2024/10/28 | Accepted: 2025/07/3 | ePublished ahead of print: 2025/07/3 | Published: 2025/12/31
Received: 2024/10/28 | Accepted: 2025/07/3 | ePublished ahead of print: 2025/07/3 | Published: 2025/12/31
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