LSPA 2009. - 2023. gadā aizstāvētie promocijas darbi

Permanent URI for this collection

https://dspace.rsu.lv/handle/123456789/21775

Browse

Browsing LSPA 2009. - 2023. gadā aizstāvētie promocijas darbi by Subject "adapted physical activities"

Now showing 1 - 1 of 1
  • No Thumbnail Available
    Item
    Pielāgotās fiziskās aktivitātes pedagoģiskajā korekcijā hiperaktīvajiem (ar UDS/UDHS izpausmēm) sākumskolas skolēniem. Promocijas darba kopsavilkums / Adapted Physical Activities in Pedagogical Correction for Hyperactive (Having ADD/ADHD Manifestations) Primary School Pupils. Summary of the Doctoral Thesis
    (Latvian Academy of Sport Education, 2012) Ventaskrasta, Luize; Lāriņš, Viesturs
    In today's fast dynamic world we are increasingly pedagogically aware of a large number of children with congenital or developmental disorders in the form of insufficient attention, conduct disorder, impulsivity, anxiety and hyperactivity, and this number is also medically proved. These children besides attention deficit and hyperactivity in the primary school period have psycho-emotional disorders and disorders of physical development (Holter, 2005; Harvey, Reid, 2005; Winnish, 2005). Attention deficit is attention disorder, characterized as insufficient concentration ability. Children who suffer from attention deficit disorder have only short-term ability to be attentive therefore they cannot focus their attention on something for long time and their attention can be easily diverted. Children try to be attentive because they want to do the task, but they still cannot manage it. Distraction and insufficient concentration ability can be seen in all fields of life. The thing spotted has to be touched and explored, but only as long as something new is noticed. They are unable to concentrate on plays and activity, because new impressions constantly distract them. Distraction and attention disorders are observed also in doing homework, as well as in other classes. In addition, the children often place their own things in the wrong place and lose them, so they are constantly looking for something - they get restless and hyperactive (Kraft, 2000; Block, Conatser, Lepore, 2000; Rozentals, 2009). Hyperactivity is children behavioral disorder type, characterized by excessive activity, inattentiveness, impulsivity, irritability and poor movement coordination inappropriate of the child's age mental development. This expression is based on the genetic and neurological origin, as well as social and environmental conditions. Hyperactive children have learning difficulties, aggressive and antisocial behavior, as well as low self-esteem and self confidence. They have difficulty in dealing with peers, parents and teachers. If sufficient attention is not paid to these children, then they may develop sense of isolation. These children compensate their situation with demonstrably unacceptable behavior and asocial behavior. This affects the intellectual and emotional, and will sectors, thus also the child's physical development level, and hence the development of his personality as a whole (Liepiņa, 2003, 2008). Hindered psycho-emotional, social and physical development is observed in hyperactive children. In Latvian schools of general education it would be necessary to identify children with attention deficit hyperactivity disorder (ADHD) effects, as well as the ones having attention deficit disorder (ADD) without hyperactivity, and support them, as well as versatile rehabilitation. R. Barclay (1982, 1990, 1998) in his research points out that hyperactivity impulsivity is only an individual manifestation of ADHD, resulting from a common behavioral disorder. Based on the author's concept of ADD and ADHD are not in isolation, but must be seen at the same time - ADD/ADHD. After G. Rozentals (2009) collected data in evaluating the ADD/ADHD in the world of school-age children, it is established that attention deficit and hyperactivity, on average, 5-13% of all school-age children. A higher ADD/ADHD level is observed in the USA, Australia, Germany and other European countries (Dalton, 2000, Bloc 2003, Harvey, Reid, 2005; Verduin Abikoff, Kurtz, 2008). In Latvia in the middle of the 20th century, in the Classifier of Diseases attention deficit and hyperactivity syndrome was defined as minimal brain dysfunction (MBD). At the end of the 20th century with the restoration of Latvia independence MBD was defined in the Classifier of Diseases as attention deficit disorder (ADD) and attention deficit hyperactivity disorder (ADHD). It is psychologically easier for parents to accept that their children have ADD/ADHD, not MBD (Rozentals, 2009). Thus, with the change of the definition there is a change in understanding of the causation of this syndrome. Now also the doctors and pedagogues are more focused on children's behavior problems, which are consequences of the disease, less focusing on brain function disorders (Ясюкова, 2009). With the change of the definition of the syndrome, in Latvia schools children having ADD/ADHD symptoms are often regarded as ill-bred and pedagogically admitted. Latvia primary school pupils having ADD/ADHD manifestations are increasingly studying in a general education school after general education school-based programmes, but they have difficulties to acquire it, and it is not the integration for the pupils with specific needs into general education institution. At school, teachers take the responsibility for educating children and their development, but not always they have the knowledge of ADD/ADHD characteristic manifestations and their determination. It is therefore necessary to have school support staff, which consists of the rehabilitation team (a nurse, speech therapist, social pedagogue, physiotherapist, psychologist and neurologist) who can provide support for pupils with ADD/ADHD manifestations, identifying early manifestations of the disease and offering the necessary corrections. Law on General Education of the Republic of Latvia states guidelines for special education (Chapter VIII, CA, 1999). To realize this conception the Development Guidelines for 2007 to 2013 (Cabinet of Ministers, RL, No.742, 2006) have been developed including a very wide range of basic and special education problems both for pupils' having special needs integration into general education schools and on the rights of a child to education (Liepiņa, 2008). Studies show that in many countries all over the world, including Latvia, the number of the primary school pupils having ADD/ADHD manifestations is growing in general education schools. If in Latvia in the study year 2008/2009, according to the data of the Ministry of Education and Science, 236 223 children studied in general education schools, then from 12 up to 23 thousands of school-age children are likely to have ADD/ADHD manifestations (Rozentals, 2009; Rumba-Rozenfelde, 2009). Scientific and practical literature does not contain sufficient information about the developed or adapted diagnostic criteria or rating scales for school teachers and support staff to be able to use for stating primary school pupils' ADD/ADHD manifestations. The development of the evaluation criteria of ADD/ADHD manifestations and the application of the evaluation scales would improve the possibilities to determine this syndrome in Latvia. (Rozentals, 2009). The main task of the integrative (inclusive) school is to provide study and educational activities in accordance with each child's needs. Organizing educational and inclusive work in a general education school, one of the key operating principles is versatile work in child's development. In correction of primary schoolchildren's ADD/ADHD manifestations physicians, psychologists and educators practice and suggest a variety of methods for recovery of these children (Auzins, Hadaponoka, Lapiņa, 2002; Liepiņa, 2008) The data of the analyzed literature show that in different countries all over the world and in Latvia the number of hyperactive children who are unable to focus on the leaming process is increasing every year A variety of medicament, multidisciplinary, psychological and pedagogical correction methods are used in correction of the ADD/ADHD manifestations. Some methods of pedagogical correction for the recovery of hyperactive children are used in work both of global and Latvian teachers and sports professionals. But there is no coherent sequence of complex pedagogic correction methodology, consisting of several separate methods and means that would be creative and interesting for hyperactive children in primary school period described in the scientific and practical literature. A well-known pedagogical correction method and the means used in primary school age children recovery is remedial gymnastics (RG). But the adapted swimming (AS) as the pedagogical correction method and means for child development and strengthening of health is rarely used. A complex use of RG and AS in hyperactive children's recovery could significantly reduce the ADD/ADHD manifestations of primary school pupils. In the scientific literature there are no available theoretically based and practically tested data about the set of adapted physical activities (APA) including RG and AS classes to be used in correction of ADD/ADHD manifestations. Thus, the need for new methodology of pedagogical correction development using APA - remedial gymnastics and adapted swimming was identified. That determined the choice of the thesis topic: "Adapted Physical Activities in Pedagogical Correction for Hyperactive (having ADD/ADHD manifestations) Primary School Pupils." .