Effects of Jump Rope Program on Motor Coordination of Children with Autistic Spectrum Disorder

 

Ki-Chon Jeong, Jae-Geun Shin^*

Department of Adapted Physical Activity, Korea Nazarene University, Korea

 

ABSTRACT:

Background/Objectives: The purpose of this research was to investigate effects of jump rope education as an psychomotor intervention to motor coordination of children who were diagnosed as autistic spectrum disorder. Methods/Statistical Analysis: To investigate changes of pre and post effects of motor coordination, sums of KTK test of motor quotient were compared. To analyse the data, SPSS 21.0 was used. Mean and SD were showed. To look at differences of pre and post-test within group, the paired t-test was used. All level of significance was set as α=.05. Finding: 1.Results of comparison of pre and post sum of movement index of KTK test indicated that each children showed 19%, 3%, and 16% of improvement rate 2. Results of paired t-test which applied to identify difference of pre and post-test of jump rope skill within groups pretest showed an improvement from 122±6 to 194±17. Application/Improvements: In conclusion, jump rope education through psycho motor intervention had great positive effects on improving motor coordination and jump rope skills. Keywords: psychomotor, autistic spectrum disorder, jump rope, motor coordination, rehabilitation sports, adapted physical education

 

 

 

 

1. INTRODUCTION:

Autistic Spectrum Disorder (ASD) was known to public by Dr. Kanner in 1943. According to the statistics of the Center for Disease Control and Prevention of U.S.A. in 2014, the prevalence of ASD was one in sixty eight1. In 2013, the DSM-V (Diagnostic and Statistical Manual of Mental Disorders) indicates the ASD as two areas. It contains lack of social communication abilities, limited and repetitive behaviors, interests, and activities include unusual sensory response².

 

With this characteristics and lack of movement experience, Children with ASD might have general problem on the motor coordination. To improve this motor coordination, teaching methods with understanding of these children’s movement characteristics such as doing well on closed loop activities like swimming and running need to be applied³.

 

With all the characteristics, activity of children with ASD has important meanings as developmental projects. Because they make participation of physical activity difficult by themselves with problems of unusal sensory ability and physical disability includes mal behaviors, providing suitable activity experience is necessary⁴.

 

 

 

In this point of view, Kipard (1989) from Germany who invented psycho motor explains the psycho motor as supporting development overall through psycho intervention and positive effect with organic relationship between psycho and motor⁵.

 

On the base of these theories, there were many researchers reported. Among those, Seo and Jeong⁶ reported that movement performance ability was improved by applying psycho motor program on students with autistic spectrum disorder. Song and Kim⁷ reported that badminton playing applying principles of central axis response training had positive effects on playing spontaneity and motor coordination. Hong and Chung⁸ reported that movement education had a positive effect on motor coordination for children with ASD. Also jump rope education which is a basic activity in everyday life and easy to approach is suitable for children with ASD. The effects of jump rope can improve instant reaction ability, flexibility, agility, and endurance. Further, it creates interests when continuous and repetitive movement experience provided⁹.

 

Looking at the previous researches of improving motor coordination through jump rope, Song¹⁰ reported that jump rope education through psycho motor intervention on children with intellectual disability and developmental motor coordination disability had positive effects on motor coordination and adaptive behavior. Jeong and Kim¹¹ reported that music jump rope program had positive effect on coordination ability for students with intellectual disability.

 

Cho, Kim and Hyun¹² reported that applying music jump rope program to students with intellectual disability had positive effects on physical composition and coordination. Likewise, there have been many active researches on verifying changes of coordination by applying jump rope education for children with disability. However, there has been limited number of researches on jump rope programs using psycho motor intervention for children with ASD. Therefore, in this research, the effects of jump rope education through psycho motor intervention on children with ASD include these functions and emotions were investigated.

 

2. MATERIAL AND METHODS:

2.1. Participants:

Participants of this research were three children who were diagnosed as   autistic spectrum disorder from an hospital. Participants had not had any jump rope experience. Their ages were between 8-10 years old and have joined the C city gymnasium for the disabled. Table 1 shows the general attributes of the study participants.

 

 

Table 1.general characteristics of children

Class	Child A	Child B	Child C
Gender	M	F	F
Age	8	9	9
Level	2	2	2
Behavior Characteristics	Difficulty to understand verbal explanation need demonstration and/or  acting together	Ability to express only one word. use facial and/or sound expression	Can follow most of directions possible little longer conversation

 

 

2.2 Equipments:

Jump Rope Education constructed with 20 times of meeting and one meeting was 50 minutes. Research activities were rope spinning, jumping, and body combining. Jump rope programs which effects motor coordination and adaptive behavior to children with intellectual disability were used. These children showed developmental disability and the program applied through psycho motor intervention. In addition, jump rope task analyses and teaching methods which was developed as 5 points scale check lists by Kim¹³ who is a researcher of H university was used to analyse differences of pre and post abilities of jump rope. Equipment was the KTK which can find the ability of physical motor coordination of children and pre-schoolers.

 

2.3 Data Analysis:

To analyse the data, SPSS 21.0 was used. Mean and SD were showed. To look at differences of pre and post test within group, the paired t-test was used. All level of significance was set as α=.05.

 

3. RESULTS:

3.1 Results of KTK motor coordination tests:

1) Results of comparison of pre and post sum of movement index of KTK test indicated that each children showed 19%, 3%, and 16% of improvement rate as shown in table 2. This result indicated that when psycho motor jump rope activities were applied, motor coordination of children with ASD was improved.

 

 

Table 2. Sum of KTK test of movement index

Time Child	Pre	Post	Rate
Child A	276	329	19%
Child B	277	285	3%
Child C	219	253	16%

*Rate=(Pre MQ-Post MQ)/Pre MQ×100

 

3.2 Analysis result of 5 points scale on jump rope skill:

Results of paired t-test which applied to identify difference of pre and post test of jump rope skill within groupspre test showed an improvement from 122±6 to 194±17. This indicated that there was a statistical significance (p<0.5) as shown in table 3.

 

Table 3. Changes of pre and post test of jump rope skill    M±SD

Time Group	pre	post	t	p
(N=3)	122±6	194±17	-6.637	.022

*p<0.5

 

4. DISCUSSIONS:

The purpose of this study was to investigate effectiveness of psycho motor jump rope intervention on movement coordination of children with autistic spectrum disorder. First, there was significant effect on motor coordination of children with ASD when psycho motor jump rope intervention applied. These results indicated that psycho motor intervention is suitable program to children with ASD who can perform well on repeating closed loop exercise like swimming and running. Also jump rope which is repeating closed loop exercise could provide help for self-directed participation of children with ASD.

 

It also creates interests of children with ASD through applying various equipments and play styles. These results shares its effectiveness not only on children with ASD but also children with intellectual disorder (Song, 2015; Jeong and Kim 2014; Cho, Kim and Hyun, 2015). Second, jump rope education through psycho motor intervention had positive effects on children with ASD. From characteristics of children with ASD such as short attention span and sensitive behaviors, there is some difficulty on class activities. However, through equipments and environment to increase interests of children with ASD such as using ribbons, pedallos, swings, their mal behavior was reduced and they participated jump rope program freely. These results shares consistency with Park’s research¹⁴ which reported that jump rope exercises had positive effects on basic physical fitness of children with mild ASD. Therefore, jump rope exercise through psycho motor intervention had great effects not only on children with intellectual disability but also children with ASD. This psycho motor intervention is a new and objective approaching method to improve motor coordinations and movement skills.

 

5. CONCLUSION AND SUGGESTIONS:

With experiments following the purpose of this research and data of results, following conclusions were occurred. First, jump rope education through psycho motor intervention had positive effects on improving motor coordinations of children with ASD.

Second, jump rope education through psycho motor intervention had positive effects on improving jump roping skills of children with ASD. As above, jump rope education through psycho motor intervention had great positive effects on improving motor coordination and jump rope skills Suggestions for following research as follows. In the future, researches on various age groups are necessary. and applying this research method to different types of disability such as emotional disturbance. Comparison of those studies would improve objectivity of this types of researches. In addition, adapted jump rope intervention need to be developed to meet the needs of different age levels. Further, various jump rope programs need to be created. Finally, educational teaching plan need to be developed for various events of jump rope and there is a scientific necessity to arrange data of improving rates of motor ability on children with ASD.

 

6. ACKNOWLEDGMENT:

This Research was supported by the Korea Nazarene University Research Grants 2017.

 

7. REFERENCES:

1.     Centers for Disease Control and Prevention (2014). Community Report from the Autism and Developmental Disabilities Montoring (ADDM) Network. Retrieved from http://www.cdc.gov./ncbddd/autism/staces/comm_report_autism_2014.pdf.

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4.     Song, Effects on Coordination and Adapted behavior on Children with ID and development coordination delay through psycho motor intervention. Jounal of SERS,2013,42(4),24-50.http://kiss.kstudy.com/ journal/thesis_name.asp?tname=kiss20 02andkey=3467376.

5.     Zimmer. R. Handduch der Psychomotorik- Theorie und Praxis der Psychomotorischen Forderug von Kindern, 1999, https://www.amazon. de/exec/obdosAS N/3451266210/wissensinstitut.

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7.     Song and Kim. Effect of Intervention of Badminton Play that Applies Pivotal Response Training Principle on Play Spontaneity and Motor Coordination of Child with Autism Spectrum Disorder. Journal of SERS, 2015, 54(1). http://www.dbp Ia.co.kr/Journal/Article Detail/NODE06267646.

8.     Hong amd Jeong. The Effects of Movement Education Program on Coordination Ability in Children with Autism. Journal of KOSAPE, 2002, 10(2). http://ki ss.kstudy. com/journal/thesis_name.asp?tname=kiss2002andkey=1983811.

9.     Kim, Rope Jump 30 Minutes: I learn Rope jump to Kim Soo-Yeol who is the best of korea jump rope. Soeul: NexusBooks, 2004, http: //www.riss.kr/search/detai l/DetailView.do?p_mat_type=d7345961987b50bfandcontrol_no=f5fe7e08d1b974f8.

10.   Song (2015). The effects on motor coordination and adjustment behaviors of the rope-jumping education using psychomotor intervention for children with mental retardation and developmental coordination disorder. Journal of SCE, 2015, 17(1), 83-105. http:// kiss.kstudy.com/journal/thesis_name.asp?tname=kiss2002andkey=33 12658.

11.   Jeong and Kim. The Effects of Musical Rope-Skipping Exercise Program upon Coordination in Students with Intellectual Disabilities. Sport Science, 2014, 31(2), 328-334.http: //kiss.kstudy.com/journal/thesis_name.asp?tname=kiss2002andkey=34 36594.

12.   Cho, Kim, and Hyun. The Effects of Music Rope-Skipping Program on the Body Composition and Physical Coordination of Obese Students with Intellectual Disabilities. Journal of SLS, 2015, 59(2), 711-719. http://www. dbpia.c o.kr/Journal/ArticleDetail/NODE06285229.

13.   Kim. An Action Research on Skipping Rope Class for Students with Intellectual Disability in Special Class. Unpublished Master Thesis. KNSU, 2010, http://li brar y. knsu.ac.kr/#/search/detail/70066.

14.   Park. The Effects Rope-Skipping Training on Basic Physical Fitness of Students with Mild Autistic Disorder. Journal of ID. 10(3), 2008, http://kiss.kstudy.com /journal/thesis_name.asp?tname=kiss2002andkey=2769284.

 

 

 

 

 

Accepted on 28.07.2017          © RJPT All right reserved