Volume 32, Issue 1 (3-2025)
RJMS 2025, 32(1): 1-11 |
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Research code: مستخرج از رساله
Ethics code: IR.SSRC.REC.1404.006
Clinical trials code: مستخرج از رساله
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Johari A, Shojaei M, Kashi A, Rafiee S, Molanorouzi K. The Effect of Rhythmic Exercises on the Social Development and Self-Esteem of Iranian and Turkish Children: Cross-Cultural Comparison. RJMS 2025; 32 (1) :1-11
URL: http://rjms.iums.ac.ir/article-1-8836-en.html
URL: http://rjms.iums.ac.ir/article-1-8836-en.html
1- Student, Department of Motor behavior and sport psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran
2- Associate Professor, Department of Motor Behavior, Faculty of Sport Sciences, Alzahra University, Tehran, Iran ,m.shojaei@alzahra.ac.ir
3- Associate Professor, Department of Behavioral Sciences in Sports, Sport Science Research Institute, Tehran, Iran
4- : Associate Professor, Associate Professor of Motor Behavior, Physical Education and Sports Sciences Research Institute, Tehran, Iran
5- Assistant Professor, Department of Motor Behavior and Sport Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran
2- Associate Professor, Department of Motor Behavior, Faculty of Sport Sciences, Alzahra University, Tehran, Iran ,
3- Associate Professor, Department of Behavioral Sciences in Sports, Sport Science Research Institute, Tehran, Iran
4- : Associate Professor, Associate Professor of Motor Behavior, Physical Education and Sports Sciences Research Institute, Tehran, Iran
5- Assistant Professor, Department of Motor Behavior and Sport Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran
Abstract: (376 Views)
Background & Aims: Rhythmic motor games represent a form of physical activity structured as play and accompanied by rhythm and music. Rhythmic activities not only serve as an effective tool for teaching and practicing fundamental movement skills but can also influence cognitive processes, attention, perception, concentration, neuromuscular coordination, and the development of interpersonal relationships and social skills (29). Some studies report that rhythmic motor games can aid in reducing behavioral and academic difficulties in children. These exercises provide the most accessible and efficient pathway for stimulating children's brain capabilities and purposefully engage their sensory and motor capacities (34). Furthermore, the integration of these games with music, poetry, and rhythmic songs can enhance their efficacy when working with children with Developmental Coordination Disorder (DCD), assisting them in gaining self-confidence and emotional control (9).
Developmental Coordination Disorder is a condition characterized by impaired coordination in the absence of any underlying neurological disease or medical problem, which adversely affects academic and social functioning. Moreover, children with DCD often lack sufficient motivation and enthusiasm for performing motor skills and exhibit low self-esteem (1). Weak motor proficiency negatively impacts perceived competence and self-esteem, leading to avoidance of participation in sports and physical activities among these children (36). Numerous studies indicate that interventions can ameliorate the motor difficulties of children with DCD (9). Previous research has confirmed the effect of rhythmic exercises on motor proficiency and self-esteem in children with DCD (24). However, limited studies have investigated the influence of different musical types across various cultures on the social development and self-esteem of children with DCD. Thus, the present study examined the effect of rhythmic exercises on social development and self-esteem, considering cultural differences between Iranian and Turkish children with developmental coordination disorder.
Methods: The present quasi-experimental study comprised 40 children aged 8 to 10 years with developmental coordination disorder from Tehran (n=20) and Istanbul (n=20). Participants were initially screened using the Developmental Coordination Disorder Questionnaire (DCD-Q), and DCD diagnosis was confirmed based on the Movement Assessment Battery for Children-2 (MABC-2) criteria (a score below the 5th percentile). Each city cohort was randomly allocated into two 10-member intervention groups: one exposed to traditional Iranian music and the other to traditional Turkish music. Following participant selection, the Vineland social maturity scale and the Coopersmith Self-Esteem Inventory were administered as pre-tests. The intervention consisted of rhythmical exercise sessions, conducted twice weekly for 16 sessions, each lasting 45 minutes. The rhythmic exercises were designed based on the protocol outlined in Rafeei's book entitled "Rhythmic Movements and Games" (20). A post-test, identical to the pre-test, was administered following the intervention period. Data were analyzed using a 2 (Culture: Iranian, Turkish) * 2 (Music: Iranian, Turkish) * 2 (Test: Pre, Post) ANOVA with repeated measure of last factor. The analysis was conducted with the significance level set at P < 0.05.
Results: For social development, the results of mixed 3-factor ANOVA revealed a significant main effect of Test, F(1, 36) = 30.9, p < .0001, η² = .46. However, the main effect of culture was not significant, F(1, 36) = 2.27, p = .140, η² = .05. The main effect of music was also not significant, F(1, 36) = 0.844, p = .364, η² = .02. Furthermore, none of the interaction were significant: the Culture × Music interaction, F(1, 36) = 0.621, p = .436, η² = .01; the Test × Culture interaction, F(1, 36) = 2.50, p = .122, η² = .06; the Test × Music interaction, F(1, 36) = 0.151, p = .700, η² = .00; and Test × Music × Culture interaction, F(1, 36) = 1.4, p = .244, η² = .03. For self-esteem, the results of mixed 3-factor ANOVA showed a significant main effect of Test, F(1, 36) = 107.5, p < .0001, η² = .74, and a significant Test × Culture interaction, F(1, 36) = 5.62, p = .023, η² = .13. The main effect of culture was not significant, F(1, 36) = 0.471, p = .497, η² = .01. The main effect of music was also not significant, F(1, 36) = 0.381, p = .541, η² = .01. The Music × Culture interaction was not significant, F(1, 36) = 0.011, p = .919, η² = .00. The Test × Music interaction was not significant, F(1, 36) = 3.16, p = .084, η² = .08. Finally, the Test × Music × Culture interaction was not significant, F(1, 36) = 2.19, p = .147, η² = .05.
Conclusion: Based on the findings, it can be concluded that rhythmic exercises, irrespective of the music genre, have a significant effect on the social development and self-esteem of children with DCD. In the present study, the effect of these exercises on the self-esteem of Iranian children with DCD was greater than that observed in Turkish children, a difference potentially attributable to the lower prevalence of such exercise programs in Iranian schools. It seems that rhythmic exercises, which are predominantly performed in a group setting and require interpersonal coordination, provide a framework for simple social rules within a meaningful context. The group-based nature of the activities and the necessity to synchronize motor actions with others serve to enhance social skills. Furthermore, the musical structure segments the motor task into smaller, manageable components. Successfully coordinating with a simple rhythm and achieving gradual success at more complex levels fosters a sense of competence, thereby bolstering self-esteem. Participation in an enjoyable and creative activity allows the child to express emotions in a safe, non-verbal manner, which contributes to feelings of self-worth and overall self-esteem (24, 37). Given the positive effects of rhythmic exercises on the social development and self-esteem of children with DCD, the implementation of such programs in schools and specialized DCD sports centers is highly recommended.
Developmental Coordination Disorder is a condition characterized by impaired coordination in the absence of any underlying neurological disease or medical problem, which adversely affects academic and social functioning. Moreover, children with DCD often lack sufficient motivation and enthusiasm for performing motor skills and exhibit low self-esteem (1). Weak motor proficiency negatively impacts perceived competence and self-esteem, leading to avoidance of participation in sports and physical activities among these children (36). Numerous studies indicate that interventions can ameliorate the motor difficulties of children with DCD (9). Previous research has confirmed the effect of rhythmic exercises on motor proficiency and self-esteem in children with DCD (24). However, limited studies have investigated the influence of different musical types across various cultures on the social development and self-esteem of children with DCD. Thus, the present study examined the effect of rhythmic exercises on social development and self-esteem, considering cultural differences between Iranian and Turkish children with developmental coordination disorder.
Methods: The present quasi-experimental study comprised 40 children aged 8 to 10 years with developmental coordination disorder from Tehran (n=20) and Istanbul (n=20). Participants were initially screened using the Developmental Coordination Disorder Questionnaire (DCD-Q), and DCD diagnosis was confirmed based on the Movement Assessment Battery for Children-2 (MABC-2) criteria (a score below the 5th percentile). Each city cohort was randomly allocated into two 10-member intervention groups: one exposed to traditional Iranian music and the other to traditional Turkish music. Following participant selection, the Vineland social maturity scale and the Coopersmith Self-Esteem Inventory were administered as pre-tests. The intervention consisted of rhythmical exercise sessions, conducted twice weekly for 16 sessions, each lasting 45 minutes. The rhythmic exercises were designed based on the protocol outlined in Rafeei's book entitled "Rhythmic Movements and Games" (20). A post-test, identical to the pre-test, was administered following the intervention period. Data were analyzed using a 2 (Culture: Iranian, Turkish) * 2 (Music: Iranian, Turkish) * 2 (Test: Pre, Post) ANOVA with repeated measure of last factor. The analysis was conducted with the significance level set at P < 0.05.
Results: For social development, the results of mixed 3-factor ANOVA revealed a significant main effect of Test, F(1, 36) = 30.9, p < .0001, η² = .46. However, the main effect of culture was not significant, F(1, 36) = 2.27, p = .140, η² = .05. The main effect of music was also not significant, F(1, 36) = 0.844, p = .364, η² = .02. Furthermore, none of the interaction were significant: the Culture × Music interaction, F(1, 36) = 0.621, p = .436, η² = .01; the Test × Culture interaction, F(1, 36) = 2.50, p = .122, η² = .06; the Test × Music interaction, F(1, 36) = 0.151, p = .700, η² = .00; and Test × Music × Culture interaction, F(1, 36) = 1.4, p = .244, η² = .03. For self-esteem, the results of mixed 3-factor ANOVA showed a significant main effect of Test, F(1, 36) = 107.5, p < .0001, η² = .74, and a significant Test × Culture interaction, F(1, 36) = 5.62, p = .023, η² = .13. The main effect of culture was not significant, F(1, 36) = 0.471, p = .497, η² = .01. The main effect of music was also not significant, F(1, 36) = 0.381, p = .541, η² = .01. The Music × Culture interaction was not significant, F(1, 36) = 0.011, p = .919, η² = .00. The Test × Music interaction was not significant, F(1, 36) = 3.16, p = .084, η² = .08. Finally, the Test × Music × Culture interaction was not significant, F(1, 36) = 2.19, p = .147, η² = .05.
Conclusion: Based on the findings, it can be concluded that rhythmic exercises, irrespective of the music genre, have a significant effect on the social development and self-esteem of children with DCD. In the present study, the effect of these exercises on the self-esteem of Iranian children with DCD was greater than that observed in Turkish children, a difference potentially attributable to the lower prevalence of such exercise programs in Iranian schools. It seems that rhythmic exercises, which are predominantly performed in a group setting and require interpersonal coordination, provide a framework for simple social rules within a meaningful context. The group-based nature of the activities and the necessity to synchronize motor actions with others serve to enhance social skills. Furthermore, the musical structure segments the motor task into smaller, manageable components. Successfully coordinating with a simple rhythm and achieving gradual success at more complex levels fosters a sense of competence, thereby bolstering self-esteem. Participation in an enjoyable and creative activity allows the child to express emotions in a safe, non-verbal manner, which contributes to feelings of self-worth and overall self-esteem (24, 37). Given the positive effects of rhythmic exercises on the social development and self-esteem of children with DCD, the implementation of such programs in schools and specialized DCD sports centers is highly recommended.
Keywords: Developmental Coordination Disorder, Rhythmic Movements, Music, Social Development, Self-Esteem, Children
Type of Study: Research |
Subject:
Psychiatric Occupational therapy
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