The Development of a Physical Activity Model to Enhance Learning of Children with Intellectual Disabilities
Main Article Content
Abstract
The purpose of this research was to develop a physical activity (PA) model to enhance learning of children with intellectual disabilities, (ID). The subjects for this study were eight children with moderate intellectual disabilities (IQ levels 35-49, medical screening form) aged between 6-12 year old, they were selected by purposive sampling. The research instruments consisted of 1) the questionnaire and interview form, 2) observation and note-taking form of learning, 3) The PA model, and 4) Learning tests for children with ID. The PA model was applied to the experimental group for 8 weeks, 3 session per week, and 45 minutes per each. Inferential statistics were One-way ANOVA repeated measures used to compare learning outcome among pre-test, after 4 weeks test and post-test results in 95% confident interval.
The research results were as follows:
- The PA model consisted of 3 stages: preparation, physical activity and cool down. There were 8 activities including jumping through colored hoop, T-agility, V-shaped stepping, 9-square, ball-dribbling, throw a ball into a box, throwing and catching a ball and shuttle runs, indicated that an index of item objective congruence was 0.94 (IOC=0.94).
- The PA model was effective in increasing learning of children with ID. in counting, numbers comparison and matching numbers when comparing after the 4-week test and the post-test with the results of the pre-test. Learning outcomes were statistically significantly different at .05. On the other hand, in terms of matching numbers when comparing between pre-test and 4 week test was not statistically different.
Conclusion: These findings suggest that participation in PA model can improve learning outcomes of children with ID. PA model involving mild complexity and moderate intensity appear to have the greatests benefits for children with ID.