Roșu, D.; Cojanu, F.; Vișan, P.-F.; Samarescu, N.; Ene, M.A.; Muntean, R.-I.; Ursu, V.E. Structured Program for Developing the Psychomotor Skills of Institutionalized Children with Special Educational Needs. Children 2024, 11, 102. https://doi.org/10.3390/children11010102
Roșu, D.; Cojanu, F.; Vișan, P.-F.; Samarescu, N.; Ene, M.A.; Muntean, R.-I.; Ursu, V.E. Structured Program for Developing the Psychomotor Skills of Institutionalized Children with Special Educational Needs. Children 2024, 11, 102. https://doi.org/10.3390/children11010102
Roșu, D.; Cojanu, F.; Vișan, P.-F.; Samarescu, N.; Ene, M.A.; Muntean, R.-I.; Ursu, V.E. Structured Program for Developing the Psychomotor Skills of Institutionalized Children with Special Educational Needs. Children 2024, 11, 102. https://doi.org/10.3390/children11010102
Roșu, D.; Cojanu, F.; Vișan, P.-F.; Samarescu, N.; Ene, M.A.; Muntean, R.-I.; Ursu, V.E. Structured Program for Developing the Psychomotor Skills of Institutionalized Children with Special Educational Needs. Children 2024, 11, 102. https://doi.org/10.3390/children11010102
Abstract
Adapted and personalized motor activities prove to be effective for meeting the specific needs of children with SEN, tailoring to their unique limitations and abilities. Our focus was to craft and apply a structured program for psychomotor abilities development, targeting balance and motor-cognitive skills. The study aims to enhance the behavior and psychomotor manifestations of 28 students with SEN (aged 12-14) from two institutional centers in Romania. The "Sfântul Ștelian" Inclusive Education School Center of Costesti, Arges (CC-12 subjects), and the "Sfânta Filofteia" Inclusive Education School Center of Ștefănești (CS-16 subjects). Across a 36-week training regimen, participants engaged in sessions lasting 30 minutes, twice weekly. Evaluation of their psychomotor skills involved a battery of tests: assessing balance, both with eyes open and closed, brain processing speed, upper limb motor laterality. Initial and final data were gathered to assess their motor development and physical state. Instruments utilized included the Optojump Next optical system for movement analysis, Witty SEM intelligent semaphore, Sensamove balance miniboard. Statistical analysis compared the initial and final assessments using the Kolmogorov-Smirnov test and Wilcoxon Z test. Out of the total comparisons made between the initial and final assessments for the evaluation of the psychomotor component, statistically significant differences were found in only 37.5% of these comparisons.
Keywords
Psychomotor Development; Motor Skills Assessment; Institutionalized Education
Subject
Public Health and Healthcare, Physical Therapy, Sports Therapy and Rehabilitation
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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