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حسنی, استیره, حیرانی, علی, صباغی, ایوب. (1401). ادراک ویژۀ عمل در شرایط متفاوت کانون توجه در کودکان اوتیسمی. , 14(4), 55-68. doi: 10.22059/jsmdl.2023.337990.1639
استیره حسنی; علی حیرانی; ایوب صباغی. "ادراک ویژۀ عمل در شرایط متفاوت کانون توجه در کودکان اوتیسمی". , 14, 4, 1401, 55-68. doi: 10.22059/jsmdl.2023.337990.1639
حسنی, استیره, حیرانی, علی, صباغی, ایوب. (1401). 'ادراک ویژۀ عمل در شرایط متفاوت کانون توجه در کودکان اوتیسمی', , 14(4), pp. 55-68. doi: 10.22059/jsmdl.2023.337990.1639
حسنی, استیره, حیرانی, علی, صباغی, ایوب. ادراک ویژۀ عمل در شرایط متفاوت کانون توجه در کودکان اوتیسمی. , 1401; 14(4): 55-68. doi: 10.22059/jsmdl.2023.337990.1639

ادراک ویژۀ عمل در شرایط متفاوت کانون توجه در کودکان اوتیسمی

رشد و یادگیری حرکتی ورزشی
مقاله 4، دوره 14، شماره 4 - شماره پیاپی 89، 1401، صفحه 55-68    اصل مقاله (377.51 K)
نوع مقاله: مقاله پژوهشی Released under CC BY-NC 4.0 license I Open Access I
شناسه دیجیتال (DOI): 10.22059/jsmdl.2023.337990.1639
نویسندگان
استیره حسنی1؛ علی حیرانی* 2؛ ایوب صباغی3
1گروه علوم ورزشی، دانشکده علوم ورزشی، دانشگاه رازی، کرمانشاه،ایران.
2گروه علوم ورزشی ، دانشکدۀ علوم ورزشی، دانشگاه رازی، کرمانشاه، ایران .
3گروه علوم ورزشی ، دانشکدۀ علوم ورزشی، دانشگاه رازی، کرمانشاه، ایران.
چکیده
مقدمه: تغییر سبک زندگی و روند روزافزون اختلالات رشدی کودکان به‌ویژه در حیطۀ تعاملات اجتماعی، نیاز به انجام پژوهش در این حوزه را ضروری ساخته است. ازاین‌رو هدف پژوهش حاضر بررسی ادراک ویژة عمل در شرایط متفاوت کانون توجه در کودکان مبتلا به اوتیسم بود.
روش پژوهش: بدین‌منظور 45 فرد مبتلا به اختلالات طیف اوتیسم با عملکرد بالا به‌صورت تصادفی در سه گروه 15 نفرة توجه درونی، بیرونی و کنترل تقسیم شدند. تکلیف آزمودنی‌ها پرتاب دارت و تخمین اندازۀ هدف بود. پس از اجرای پیش‌آزمون، گروه‌ها در پنج بلوک ده‌کوششی تکلیف پرتاب دارت را انجام دادند. دستورالعمل‌های تمرکز توجه، پیش از هر کوشش مختص گروه‌های تجربی ارائه شده و از آزمودنی‌ها درخواست می‌شد پیش از اجرای تکالیف در هر بلوک، اندازة هدف را تخمین بزنند. برای این منظور، شرکت‌کنندگان برای کشیدن دایره‌ای هم‌اندازۀ هدف دارت، از شکل دوایر موجود در مایکروسافت پاورپوینت استفاده کردند. روز بعد آزمون‌های یادداری و انتقال اجرا شد.
یافته‌ها: نتایج نشان داد که گروه توجه درونی در هر دوی مراحل اکتساب و یادداری و انتقال عملکرد پرتاب دارت و ادراکِ ویژة عمل بهتری نسبت به گروه توجه بیرونی و کنترل داشت (0/50≥P).
نتیجه‌گیری: به‌طور کلی یافته‌ها نشان داد در کودکان مبتلا به اختلال طیف اوتیسم، توجه درونی به عملکرد و یادگیری بهتری نسبت به توجه بیرونی منجر می‌شود. بنابراین مربیان و معلمان تربیت‌ بدنی که با این افراد کار می‌کنند، هنگام طراحی جلسات تمرین باید بر منافع توجه درونی تأکید کنند.
کلیدواژه‌ها
توجه درونی؛ توجه بیرونی؛ اوتیسم؛ ادراک ویژه عمل؛ اختلالات رشدی
عنوان مقاله [English]
Action -Specific Perception in Different Focus of Attention Conditions in Autistic Children
نویسندگان [English]
Astireh Hasani1؛ Ali Heirani2؛ Ayoob Sabaghi3
1Department of Sports Sciences, Faculty of Sports Sciences, Razi University, Kermanshah, Iran .
2Department of Sports Sciences, Faculty of Sports Sciences , Razi University, Kermanshah, Iran.
3Department of Sports Sciences, Faculty of Sports Sciences, Razi University, Kermanshah , Iran.
چکیده [English]
Introduction: Lifestyle changes and the increasing trend of children's developmental disorders, especially in the field of social interactions have made it necessary to conduct research in this field of study. So the present study aimed to investigate the action-specific perception in the different focus of attention conditions in autistic children.
Methods: In a quasi-experimental study, 45 people with high-functioning autism spectrum disorder were identified and randomly divided into three Internal Attention, External Attention, and Control groups (15 people in each group). The participant's task was to throw darts and estimate the target size. After the pre-test, the groups performed the dart-throwing task in 5 blocks of 10 trials. The focus of attention instructions - specific to the experimental groups- were given before each trial, and subjects were asked to estimate the target size before performing the tasks in each block. For this, participants used a circle shape in Microsoft PowerPoint to draw a circle the same size as the darts' target. The next day, retention and transfer tests were performed.
Results: The results showed that the Internal Attention group was better than the External Attention and Control groups both in dart-throwing performance in acquisition, retention, and transfer stages and in action-specific perception (P≤0.05).
Conclusion: In general, the findings showed that in children with autism spectrum disorder, internal attention leads to better performance and learning than external attention. Therefore coaches and physical education teachers who work with these children should emphasize on benefits of internal focus of attention when designing training sessions.
کلیدواژه‌ها [English]
Internal Attention, External Attention, Autism, Special Perception of Action, Developmental Disorders
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