Jump Movement Skills Pattern Among Indonesia Mentally Retarded Children Using D-Mat

Keywords: children, D-Mat, jump, mentally retarded

Abstract

The study purpose. Currently, the study was to get the pattern of jumping movement skills for mentally retarded children using D-Mat. It is as part of technology advanced to support physical activity and sport. While mentally retarded children have different ways to jump with normal children.

Materials and methods. The method used qualitative research using observational design. Participants are mentally retarded children aged 6-11 years who are divided into two groups, namely ages 6-8 years and ages 9-11 years. The data were collected through a process of observation and video recording. While the validation of the jumping movement test used observational and test-rater from 2 experts for the needs of mentally retarded children. Data analysis techniques used the Kruskal-Wallis test with a significant level of p <0.05 and descriptive statistics.

Results. The findings concluded that the jumping movement pattern of mentally retarded children aged 6-11 years is forward jumping movement. They are easy to do it using D-Mat. This movement model is quite stable and easy to master.

Conclusions. Each component of the movement also shows fairly good stability according to the characteristics and needs of each child.

Downloads

Download data is not yet available.

Author Biographies

Dewi Septaliza, University of Bina Darma

Sport Science Faculty,
Jenderal Ahmad Yani No 3 Seberang Ulu I, 30111, Palembang, Indonesia 
dewi.septaliza@binadarma.ac.id

Achmad Sofyan Hanif, Jakarta State University

Sport Science Faculty,
Rawamangun, 13220, Jakarta, Indonesia
sofyan.hanif@unj.ac.id

Yusmawati Yusmawati, Jakarta State University

Sport Science Faculty,
Rawamangun, 13220, Jakarta, Indonesia 
yusmawati@unj.ac.id

References

Tajalli, P., Hooman, H. A., A.Afrooz, G. H., & Ghobaribonab, B. (2013). Examine the Presence of ADHD in Families of Students with/without ADHD. Procedia – Social and Behavioral Sciences, 84, 346-350. https://doi.org/10.1016/j.sbspro.2013.06.564

Maïano, C., Hue, O., & April, J. (2019). Effects of motor skill interventions on fundamental movement skills in children and adolescents with intellectual disabilities: a systematic review. Journal of Intellectual Disability Research, 63(9), jir.12618. https://doi.org/10.1111/jir.12618

Shams, A., Hardy, L. L., Vameghi, R., Loovis, E. M., & Shamsipour Dehkordi, P. (2021). Prevalence of fundamental movement skill proficiency among Iranian children aged 2.5–14 years. Journal of Science and Medicine in Sport, 24(1), 74-79. https://doi.org/10.1016/j.jsams.2020.09.014

Anderson, M. K., Grier, T., Canham-Chervak, M., Bushman, T. T., Nindl, B. C., & Jones, B. H. (2017). Effect of Mandatory Unit and Individual Physical Training on Fitness in Military Men and Women. American Journal of Health Promotion, 31(5), 378-387. https://doi.org/10.1177/0890117116666977

Wouters, M., Evenhuis, H. M., & Hilgenkamp, T. I. M. (2019). Physical activity levels of children and adolescents with moderate-to-severe intellectual disability. Journal of Applied Research in Intellectual Disabilities, 32(1), 131-142. https://doi.org/10.1111/jar.12515

Broadhead, G. D., & Church, G. E. (2016). Influence of Test Selection on Physical Education Placement of Mentally Retarded Children. Adapted Physical Activity Quarterly, 1(2), 112-117. https://doi.org/10.1123/apaq.1.2.112

Addriana, B. B., Tandiyo, R., Soegiyanto, S., & Sulaiman, S. (2019). Evaluation of Physical Fitness for Students with Mentally impaired Aged 10-12 years in Poso Regency, Sulawesi Tengah Province, Indonesia. International Journal of Multicultural and Multireligious Understanding, 6(4), 581. https://doi.org/10.18415/ijmmu.v6i4.1135

Jaakkola, T., Hakonen, H., Kankaanpää, A., Joensuu, L., Kulmala, J., Kallio, J., Watt, A., & Tammelin, T. H. (2019). Longitudinal associations of fundamental movement skills with objectively measured physical activity and sedentariness during school transition from primary to lower secondary school. Journal of Science and Medicine in Sport, 22(1), 85-90. https://doi.org/10.1016/j.jsams.2018.07.012

Rahmati Aran, M., & Dehghanizade, J. (2020). Effect of Training on the Balance and Coordination of the Mentally Retarded Children. International Journal of Motor Control and Learning, 2(2), 15-23. https://doi.org/10.29252/ijmcl.2.2.15

Caldin, R. (2014). Inclusive social networks and inclusive schools for disabled children of migrant families. Alter, 8(2), 105-117. https://doi.org/10.1016/j.alter.2014.02.001

Demirok, M. S., & Besgul, M. (2015). Examination of Preschool Teacher and Teacher of Mentally Retarded Candidates’ Opinions about Mainstreaming. Procedia – Social and Behavioral Sciences, 190, 169-179. https://doi.org/10.1016/j.sbspro.2015.04.932

Dandashi, A., Karkar, A. G., Saad, S., Barhoumi, Z., Al-Jaam, J., & El Saddik, A. (2015). Enhancing the Cognitive and Learning Skills of Children with Intellectual Disability through Physical Activity and Edutainment Games. International Journal of Distributed Sensor Networks, 11(6), 165165. https://doi.org/10.1155/2015/165165

Kucera, V. (2015). Comparative Analysis of Teaching Methods of Making Web Pages. Procedia – Social and Behavioral Sciences, 171, 945-949. https://doi.org/10.1016/j.sbspro.2015.01.213

Růžičková, K., & Hordějčuková, T. (2015). Modern Devices to Support Early Development of Children with Visual Impairment. Procedia – Social and Behavioral Sciences, 171, 950-960. https://doi.org/10.1016/j.sbspro.2015.01.214

Chen, J., Wang, G., Zhang, K., Wang, G., & Liu, L. (2019). A pilot study on evaluating children with autism spectrum disorder using computer games. Computers in Human Behavior, 90, 204-214. https://doi.org/10.1016/j.chb.2018.08.057

Kos, A., Wei, Y., Tomažič, S., & Umek, A. (2018). The role of science and technology in sport. Procedia Computer Science, 129, 489-495. https://doi.org/10.1016/j.procs.2018.03.029

Ratten, V. (2020). Sport technology: A commentary. Journal of High Technology Management Research, 31(1), 100383. https://doi.org/10.1016/j.hitech.2020.100383

Barnett, L. M., Hinkley, T., Okely, A. D., Hesketh, K., & Salmon, J. (2012). Use of electronic games by young children and fundamental movement skills? Perceptual and Motor Skills, 114(3), 1023-1034. https://doi.org/10.2466/10.13.PMS.114.3.1023-1034

Jinding, L. (2018). The computer multimedia technology application in basketball teaching and training in colleges and universities. Journal of Advanced Oxidation Technologies, 21(2). https://doi.org/10.26802/jaots.2018.08200

Sukendro, S., Habibi, A., Khaeruddin, K., Indrayana, B., Syahruddin, S., Makadada, F. A., & Hakim, H. (2020). Using an extended Technology Acceptance Model to understand students’ use of e-learning during Covid-19: Indonesian sport science education context. Heliyon, 6(11), e05410. https://doi.org/10.1016/j.heliyon.2020.e05410

Sun, Q. (2021). Current school sports intelligence system based on artificial intelligence and internet of things technology. Advances in Intelligent Systems and Computing, 1244 AISC, 625-632. https://doi.org/10.1007/978-3-030-53980-1_92

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches fifth edition. SAGE Publications Inc.

Sharples, S. A., & Whelan, P. J. (2020). An interphyletic tool kit to study locomotor function: Past, present, and future directions. In The Neural Control of Movement (pp. xxi–xlv). https://doi.org/10.1016/b978-0-12-816477-8.09997-x

Masci, I., Vannozzi, G., Bergamini, E., Pesce, C., Getchell, N., & Cappozzo, A. (2013). Assessing locomotor skills development in childhood using wearable inertial sensor devices: The running paradigm. Gait and Posture, 37(4), 570–574. https://doi.org/10.1016/j.gaitpost.2012.09.017

Wiksten, D. L., Spanjer, J., & LaMaster, K. (2002). Effective Use of Multimedia Technology in Athletic Training Education. Journal of Athletic Training, 37(4 Suppl), S213-S219. http://www.ncbi.nlm.nih.gov/pubmed/12937547

Zeng, N., Johnson, S. L., Boles, R. E., & Bellows, L. L. (2019). Social-ecological correlates of fundamental movement skills in young children. Journal of Sport and Health Science, 8(2), 122-129. https://doi.org/10.1016/j.jshs.2019.01.001

Gandotra, A., Kotyuk, E., Szekely, A., Kasos, K., Csirmaz, L., & Cserjesi, R. (2020). Fundamental movement skills in children with autism spectrum disorder: A systematic review. In Research in Autism Spectrum Disorders, 78, 101632. https://doi.org/10.1016/j.rasd.2020.101632

Sumantri, M. S. (2015). Learning Model of Fundamental Long Jump Movement Based On Game Approach. Indonesian Journal of Early Childhood Education Studies, 4(1), 35-41. https://doi.org/10.15294/IJECES.V4I1.9451

DiRocco, P. J., Clark, J. E., & Phillips, S. J. (2016). Jumping Coordination Patterns of Mildly Mentally Retarded Children. Adapted Physical Activity Quarterly, 4(3), 178-191. https://doi.org/10.1123/apaq.4.3.178

Matsuzaki, Y., & Hentona, T. (1994). Motor Pattern During the Standing Long Jump in Individuals with Mental Retardation. In Adapted Physical Activity (pp. 131-136). Springer Japan. https://doi.org/10.1007/978-4-431-68272-1_21

Bryant, E. S., Duncan, M. J., & Birch, S. L. (2014). Fundamental movement skills and weight status in British primary school children. European Journal of Sport Science, 14(7), 730-736. https://doi.org/10.1080/17461391.2013.870232

Hardy, L. L., King, L., Farrell, L., Macniven, R., & Howlett, S. (2010). Fundamental movement skills among Australian preschool children. Journal of Science and Medicine in Sport, 13(5), 503-508. https://doi.org/10.1016/j.jsams.2009.05.010
Published
2022-03-25
Cited
0 article
How to Cite
Septaliza, D., Hanif, A., & Yusmawati, Y. (2022). Jump Movement Skills Pattern Among Indonesia Mentally Retarded Children Using D-Mat. Teorìâ Ta Metodika Fìzičnogo Vihovannâ, 22(1), 128-133. https://doi.org/10.17309/tmfv.2022.1.18
Section
Articles