The effect of an aquatic or land-based intervention programme on gross motor skills of selected children with Down syndrome

Roodt, Odelia (2017-12)

Thesis (MA)--Stellenbosch University, 2017.

Masters

ENGLISH ABSTRACT: Children with Down Syndrome (DS) follow a unique pattern of motor development than neuro-typical children in their early years of development. They find it hard to acquire the movement skills that is expected of them and this leads to a possibility of leading a sedentary lifestyle during adolescence and later in life. According to researchers, an intervention program that focus on improving gross motor skills (GMS) can benefit children with DS tremendously. The primary aim of the study was to explore the effect of land and aquatic interventions over a 9-week period in children with DS to improve their GMS. The sample of convenience consisted of participants (N=31) between the age range of seven to 16 years, they were selected from four different schools in Somerset-West, Stellenbosch, Bellville and Mitchell’s Plain. The mentioned schools immediately showed interest in the study. Two schools participated in the land-based and the other two schools in the aquatic-based intervention program. The Bruininks-Oseretsky Test of Motor Proficiency (BOT-2) was used to assess the children’s gross motor skills to determine their strength and weaknesses. The BOT-2 assessed four composites, namely: fine manual control; manual coordination; body coordination; and strength and agility. The pre- and post-tests took two weeks to complete, whereas the aquatic- and land-based interventions were seven weeks long, with two, 40 minute sessions per week. The researcher compared the results of the aquatic and land programs. It was concluded that the land group’s GMS level was higher than the aquatic group at the pre- and post-tests. Both groups improved their overall score with the same amount of points and the researcher could, therefore, speculate that both intervention programs had an influence on their improvement. Both interventions could most likely be implemented at schools with learners that have special learning needs (SLN).

AFRIKAANSE OPSOMMING: Kinders met Down Sindroom (DS) volg ’n unieke motoriese ontwikkelingspatroon tydens hulle ontwikkelingsjare in vergelyking met neuro-tipiese kinders. Kinders met DS vind dit baie moeilik om verwagte motoriesevaardighede teen ’n sekere ouderdom te bemeester, wat tot ’n moontlike sedentêre leefstyl gedurende adolessensie en in die latere lewe kan lei. Die implementering van ’n intervensieprogram wat daarop fokus om kinders se groot motoriese vaardighede (GMV) te verbeter kan volgens navorsers baie voordelig wees. Die primêre doel van hierdie studie was om te kyk wat die effek van land en water intervensies oor ’n 9-weke periode in kinders met DS sal wees om hulle GMV te verbeter. Die gerieflikheidsteekproef het uit deelnemers (N=31), tussen die ouderdom van sewe tot 16 bestaan, wat vanuit vier verskillende skole in Somerset-Wes, Stellenbosch, Bellville en Mitchell’s Plain geselekteer was. Genoemde skole het dadelik belangstelling in die studie getoon. Twee skole het deelgeneem aan die land-gebaseerde program en die ander twee aan die water-gebaseerde intervensieprogram. Die “Bruininks-Oseretsky Test of Motor Proficiency” (2005) (BOT-2) is gebruik, om die kinders se GMV tydens die studie te assesseer asook om hulle sterk- en swakpunte te bepaal. Die BOT-2 assesseer vier hoofareas: fyn motoriese beheer; fisiese koördinasie (manual coordination); liggaamskoördinasie; en krag en ratsheid. Voor- en na-toetse het elk twee weke geneem om te voltooi, die water- en land-gebaseerde intervensies was sewe weke lank met twee sessies per week, van 40 minute elk. Die navorser het die land en water programme se resultate vergelyk. Die gevolgtrekking was dat deelnemers in die land groep hoër getoets het met die voor- en na-toetse in hulle groot motoriese ontwikkeling in vergelyking met die water groep. Albei groepe het verbeteringe getoon in hulle algehele telling en daarom kon die navorser spekuleer dat die intervensieprogramme ʼn effek gehad het op hulle verbeteringe. Beide intervensies van hierdie studie kan heel moontlik by skole, met spesiale leer behoeftes geïmplementeer word.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/102567
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