Games Training’s Influence on Balance Ability of Developmentally Delayed Children

• Main Authors: Yu-Wen Chen, 陳渝雯
• Other Authors: Tai-Yen Hsu
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/02481770676732291784

碩士 === 國立臺中教育大學 === 體育學系碩士班 === 103 === Objective:This study examines the influence of games training on dynamic and static balance ability of children with delayed or retarded development. The test subjects include two kindergarten children with delayed development or retardation and another normal child as the control group, both aged four to five. Methodology:The study adopted a single-subject research of A-B-A-B format, with the variable of the games training from “timed up and go” to movement speed of “center of pressure.” Eight weeks in duration, the study included one measurement daily at the baseline period to total 20 repetitions, with 18 training activities weekly of 30 minutes each. The study tools include “timed up and go,” “two-legged stand with eyes open” and classroom observation videos. Quantification data include visual analysis, C statistic in the analysis, the Kruskal–Wallis one-way analysis of variance by ranks (H certification) and Mann-Whitney U test that compared the variations among the trial stages. The qualitative data was then processed, observed and documented for social validity. Results : 1. The games training did not markedly improve the Subject A’s dynamic balance ability, but did markedly improve the Subject B’s dynamic balance ability. The normal child displayed stable behaviors. 2. The games training effectively improved the Subject A’s and Subject B’s static balance ability, with the control group subject displaying stable behaviors. 3. The children with delayed or retarded development have vast potential differences in both their intra-individual and inter-individual environments, hence similar results may not be found even with similar training.