Razi Journal of Medical Sciences

fa تأثیر تمرینات ریتمیک بر رشد اجتماعی و عزت نفس کودکان ایرانی و ترکیه‌ای: مقایسه بین فرهنگی The Effect of Rhythmic Exercises on the Social Development and Self-Esteem of Iranian and Turkish Children: Cross-Cultural Comparison کاردرمانی Psychiatric Occupational therapy پژوهشي Research <div style="text-align: justify;">زمینه و هدف: ریـتم بـه ویژه در شـکل موسـیقی و بـازی بـه عنوان قسمتی از آموزش انسان‌ها و فرهنگ‌های مختلف امـری مهم تلقی می‌شود. هدف مطالعه بین فرهنگی حاضر بررسی اثر ۱۶ جلسه تمرینات ریتمیک بر رشد اجتماعی و عزت نفس کودکان دارای اختلال هماهنگی رشدی ایران و ترکیه بود. روش کار: جامعه آماری این تحقیق کودکان ۸ تا ۱۰ ساله دارای اختلال هماهنگی رشدی بود که طی سال ۱۴۰۱-۱۴۰۰ در مدارس شهر تهران (منطقه ۵) و در شهر استانبول مشغول به تحصیل بودند. از میان جامعه آماری مذکور تعداد ۴۰ نفر به صورت دردسترس انتخاب و به روش تصادفی در چهار گروه ۱۰ نفره (دو گروه از شهر تهران و دو گروه از شهر استانبول) تقسیم و به تمرینات ریتمیک پرداختند. در پیش آزمون و پس آزمون مقیاس بالیدگی اجتماعی واینلند و پرسشنامه عزت نفس کوپراسمیت تکمیل گردید. تحلیل داده‌ها با استفاده از نرم‌افزار SPSS نسخه۲۳ و آزمون تحلیل واریانس سه راهه ترکیبی انجام شد. یافته‌ها: نتایج این تحقیق اثر معنی دار تمرین بر رشد اجتماعی و عزت نفس (0001>P) و تعامل معنی دار تمرین و فرهنگ بر عزت نفس را  (023/0=P) نشان داد. سایر اثرات اصلی و تعاملی معنی دار نبود. نتیجه‌گیری: بنابراین نتیجه می‌گیریم که انجام تمرینات ریتمیک بر پایه مهارت‌های بنیادی می‌تواند به عنوان یک روش تمرینی مؤثر، پویا و با جذابیت لازم برای بهبود مهارت‌های اجتماعی و عزت نفس در کودکان دارای اختلال هماهنگی رشدی به کار گرفته شود و این نوع تمرینات توانسته است تأثیرات مثبت بیشتری بر بهبود عزت نفس کودکان دارای اختلال هماهنگی رشدی ایرانی داشته باشد. همچنین بر اساس یافته‌های این تحقیق مشخص شد که نوع موسیقی عاملی تاثیرگذار بر متغیرهای مورد بررسی در این تحقیق نبود.</div> <div style="text-align: justify;">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. </div> اختلال هماهنگی رشدی, حرکات ریتمیک, موسیقی, رشد اجتماعی, عزت نفس, کودکان ‌ Developmental Coordination Disorder, Rhythmic Movements, Music, Social Development, Self-Esteem, Children 1 11 http://rjms.iums.ac.ir/browse.php?a_code=A-10-7991-1&slc_lang=fa&sid=1 Arezoo Johari آرزو سادات جوهری 3900319475328460089240 3900319475328460089240 No Student, Department of Motor behavior and sport psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran دانشجو، گروه رفتار حرکتی، دانشگاه آزاد واحد علوم و تحقیقات، تهران، ایران Masoumeh Shojaei معصومه شجاعی m.shojaei@alzahra.ac.ir 3900319475328460089241 3900319475328460089241 Yes Associate professor, Department of motor behavior, Faculty of sport sciences, Alzahra University, Tehran, Iran دانشیار، گروه رفتار حرکتی، دانشکده علوم ورزشی، دانشگاه الزهرا، تهران، ایران Ali Kashi علی کاشی 3900319475328460089242 3900319475328460089242 No Associate Professor, Department of Behavioral Sciences in Sports, Sport Science Research Institute, Tehran, Iran دانشیار، گروه علوم رفتاری در ورزش، پژوهشگاه تربیت بدنی و علوم ورزشی، تهران، ایران Saleh Rafiee صالح رفیعی 3900319475328460089243 3900319475328460089243 No : Associate Professor, Associate Professor of Motor Behavior, Physical Education and Sports Sciences Research Institute, Tehran, Iran استادیار رفتار حرکتی، پژوهشگاه تربیت بدنی و علوم ورزشی، تهران، ایران Keyvan Molanorouzi کیوان ملانوروزی 3900319475328460089244 3900319475328460089244 No Assistant Professor, Department of Motor Behavior and Sport Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran استادیار رفتار حرکتی، دانشگاه آزاد واحد علوم و تحقیقات، تهران، ایران