Impact of a Service-Learning Program Using Soccer Training on the Emotional and Behavioral Problems of Children with Developmental Disabilities
Abstract
:1. Introduction
2. Materials and Methods
2.1. Research Procedures
2.2. Participants
2.3. Emotional and Behavioral Assessment
2.4. Soccer Training Program
2.5. Data Analysis
3. Results
3.1. Emotional Variables of Children with a Developmental Disability
3.2. Changes in Problem Behavior Variables of Children with a Developmental Disability
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
- Shan, L.; Feng, J.-Y.; Wang, T.-T.; Xu, Z.-D.; Jia, F.-Y. Prevalence and developmental profiles of autism spectrum disorders in children with global developmental delay. Front. Psychiatry 2022, 12, 794238–794246. [Google Scholar] [CrossRef]
- Kim, M.; Jung, W.; Kim, S.Y.; Park, J.H.; Shin, D.W. The Korea national disability registration system. Epidemiol. Health 2023, 45, e2023053. [Google Scholar] [CrossRef]
- Martínez-González, A.E.; Cervin, M.; Piqueras, J.A. Relationships between emotion regulation, social communication and repetitive behaviors in Autism Spectrum Disorder. J. Autism Dev. Disord. 2022, 52, 4519–4527. [Google Scholar] [CrossRef] [PubMed]
- Kokina, A.; Kern, L. Social Story™ interventions for students with autism spectrum disorders: A meta-analysis. J. Autism Dev. Disord. 2010, 40, 812–826. [Google Scholar] [CrossRef] [PubMed]
- Kashefimehr, B.; Huri, M.; Kayihan, H.; Havaei, N. The relationship between the sensory processing and occupational motor skills of children with autism spectrum disorder. Int. J. Ther. Rehabil. 2021, 28, 1–8. [Google Scholar] [CrossRef]
- Case, L.; Ross, S.; Yun, J. Physical activity guideline compliance among a national sample of children with various developmental disabilities. Disabil. Health J. 2020, 13, 100881. [Google Scholar] [CrossRef] [PubMed]
- Collins, K.; Staples, K. The role of physical activity in improving physical fitness in children with intellectual and developmental disabilities. Res. Dev. Disabil. 2017, 69, 49–60. [Google Scholar] [CrossRef]
- Park, S.-B.; Ju, Y.; Kwon, H.; Youm, H.; Kim, M.J.; Chung, J. Effect of a cognitive function and social skills-based digital exercise therapy using iot on motor coordination in children with intellectual and developmental disability. Int. J. Environ. Res. Public Health 2022, 19, 16499. [Google Scholar] [CrossRef] [PubMed]
- Tyndall, D.E.; Kosko, D.A.; Forbis, K.M.; Sullivan, W.B. Mutual benefits of a service-learning community–academic partnership. J. Nurs. Educ. 2020, 59, 93–96. [Google Scholar] [CrossRef]
- Afzal, A.; Hussain, N. Impact of Community Service Learning on the Social Skills of Students. J. Educ. Educ. Dev. 2020, 7, 55–70. [Google Scholar] [CrossRef]
- Barron, T.L.; Kelley, K.R.; Raxter, A. The Impact of Service-Learning: Perspectives of Natural Supports of Students with Intellectual Disability on a College Campus. Int. J. Res. Serv. -Learn. Community Engagem. 2023, 10, 1–14. [Google Scholar] [CrossRef]
- Kim, Y.; Park, W.K.; Park, H.-j. Service learning model development in Korean medical education. J. Pract. Teach. Learn. 2020, 18, 7–23. [Google Scholar]
- Pennington, L.W.; Pennington, C.G. A Chance to Play is a Chance to Learn: Integrating Individuals with Physical Disabilities into Physical Education. Curric. Teach. Methodol. 2020, 3, 81–89. [Google Scholar]
- Toloi, G.G.; Manzini, E.J.; Spoldaro, D.M.; Ventura Zacarias, L. Inclusive Classes in Physical Education: Teachers’ Difficulties. J. Int. Spec. Needs Educ. 2016, 19, 25–33. [Google Scholar] [CrossRef]
- Ahn, C.M.; Ebesutani, C.; Kamphaus, R. A psychometric analysis and standardization of the Behavior Assessment System for Children-2, Self-Report of Personality, Child Version among a Korean sample. Sch. Psychol. Q. 2014, 29, 198–213. [Google Scholar] [CrossRef]
- Lee, K.; Kim, Y.H.; Lee, Y. Correlation between motor coordination skills and emotional and behavioral difficulties in children with and without developmental coordination disorder. Int. J. Environ. Res. Public Health 2020, 17, 7362. [Google Scholar] [CrossRef]
- Jongmans, M.J.; Smits-Engelsman, B.C.; Schoemaker, M.M. Consequences of comorbidity of developmental coordination disorders and learning disabilities for severity and pattern of perceptual—Motor dysfunction. J. Learn. Disabil. 2003, 36, 528–537. [Google Scholar] [CrossRef] [PubMed]
- Campbell, W.N.; Missiuna, C.; Vaillancourt, T. Peer victimization and depression in children with and without motor coordination difficulties. Psychol. Sch. 2012, 49, 328–341. [Google Scholar] [CrossRef]
- Zahn-Waxler, C.; Klimes-Dougan, B.; Slattery, M.J. Internalizing problems of childhood and adolescence: Prospects, pitfalls, and progress in understanding the development of anxiety and depression. Dev. Psychopathol. 2000, 12, 443–466. [Google Scholar] [CrossRef]
- Ginis, K.A.M.; van der Ploeg, H.P.; Foster, C.; Lai, B.; McBride, C.B.; Ng, K.; Pratt, M.; Shirazipour, C.H.; Smith, B.; Vásquez, P.M. Participation of people living with disabilities in physical activity: A global perspective. Lancet 2021, 398, 443–455. [Google Scholar] [CrossRef]
- Ko, J.; Jun, S. The Effects of Jumping & Tapping Motion Exercise Program on the Cognitive Function, Emotional Behavior in Children with ADHD. Korean Soc. Sports Sci. 2022, 31, 243–254. [Google Scholar]
- Gapin, J.I.; Labban, J.D.; Etnier, J.L. The effects of physical activity on attention deficit hyperactivity disorder symptoms: The evidence. Prev. Med. 2011, 52, S70–S74. [Google Scholar] [CrossRef] [PubMed]
- Thomson, A.; Bridges, S.; Corrins, B.; Pham, J.; White, C.; Buchanan, A. The impact of physical activity and sport programs on community participation for people with intellectual disability: A systematic review. J. Intellect. Dev. Disabil. 2021, 46, 261–271. [Google Scholar] [CrossRef]
- Park, K.; An, S.; Bae, S. The Effect of Psychomotricity in Water on Maladjustment Behaviors and Electroencephalogram in Children with Autism. Korean Soc. Sports Sci. 2015, 24, 1401–1410. [Google Scholar]
- Wickman, K.; Nordlund, M.; Holm, C. The relationship between physical activity and self-efficacy in children with disabilities. Sport Soc. 2018, 21, 50–63. [Google Scholar] [CrossRef]
- Hur, M.-Y.; Lee, S.-C.; Roh, S.-D. The Effect of Stretching Combined Exercise on Physical Fitness and Social Adaptation in the Physically Disabled. Korean J. Growth Dev. 2017, 25, 107–117. [Google Scholar]
- Kang, S.; Han, Y.; Yoon, J. Effect of Yoga Program on the Perceptual Motor Abilities of People with Developmental Disabilities. Korean Soc. Adapt. Phys. Act. 2015, 23, 1–14. [Google Scholar]
- Yang, J.-h.; Jeong, K.-c. Effects of Psychomotricity Under Water Activities on Self Expressions of Adults with Intellectual Disability. Korean Assoc. Dev. Disabil. 2020, 24, 121–138. [Google Scholar] [CrossRef]
- Lee, K. A systematic review of the social outcomes following exercise interventions for children with autism spectrum disorder. Korean J. Elem. Phys. Educ. 2019, 25, 65–78. [Google Scholar]
- Ku, B.; MacDonald, M.; Hatfield, B.; Gunter, K. Parental influence on the physical activity behaviors of young children with developmental disabilities. Adapt. Phys. Act. Q. 2020, 37, 441–460. [Google Scholar] [CrossRef]
- An, J.; Hodge, S.R. Exploring the meaning of parental involvement in physical education for students with developmental disabilities. Adapt. Phys. Act. Q. 2013, 30, 147–163. [Google Scholar] [CrossRef] [PubMed]
Variables | SLG (n = 18) | Non-SLG (n = 18) | p |
---|---|---|---|
Age, years | 11.5 ± 0.8 | 11.6 ± 0.9 | 0.841 |
Height, cm | 151.8 ± 3.6 | 150.9 ± 3.4 | 0.526 |
Weight, kg | 51.4 ± 4.1 | 50.9 ± 3.9 | 0.487 |
Stage | Activity Content and Method |
---|---|
Preparation | Identify the characteristics of participants and evaluate their emotions and behavior Check basic physical functions and soccer skills |
Stage 1 (1 week) | Soccer basic skill: Physical activity and interest-inducing activities to prevent injury (e.g., playing with a ball using hands and feet, wearing protective gear, rule explanation) |
Stage 2 (2–3 weeks) | Soccer coordination: Physical activities for physical development (e.g., ball control, running, changing directions, and passing obstacles) |
Stage 3 (4–5 weeks) | Technical training: Soccer skills training (e.g., ball dribbling, passing, shooting, offense and defense) |
Stage 4 (6–12 weeks) | Game activities: Experience various sports situations through soccer games |
Scale | Groups | Pre | Post | Group X Time | |
---|---|---|---|---|---|
School problems | Attitude to school | SLG | 47.53 ± 8.13 | 47.23 ± 8.79 | F = 0.243 p = 0.765 |
Non-SLG | 48.12 ± 8.41 | 48.09 ± 9.12 | |||
Attitude to teacher | SLG | 46.55 ± 7.31 | 45.11 ± 7.90 | F = 0.381 p = 0.671 | |
Non-SLG | 46.67 ± 6.88 | 46.88 ± 7.20 | |||
(Total) School problems | SLG | 46.67 ± 7.76 | 45.53 ± 8.12 | F = 0.287 p = 0.712 | |
Non-SLG | 47.12 ± 7.43 | 47.57 ± 8.45 | |||
Internalizing problems | Atypicality | SLG | 48.60 ± 4.11 | 46.12 ± 4.55 | F = 1.821 p = 0.311 |
Non-SLG | 48.98 ± 4.87 | 48.02 ± 4.29 | |||
Locus | SLG | 48.32 ± 6.12 | 44.98 ± 6.12 | F = 7.214 p = 0.002 * | |
Non-SLG | 48.10 ± 5.42 | 51.22 ± 9.38 | |||
Social stress | SLG | 50.12 ± 5.89 | 46.89 ± 7.12 | F = 3.911 p = 0.053 | |
Non-SLG | 50.91 ± 6.08 | 49.41 ± 6.33 | |||
Anxiety | SLG | 50.81 ± 4.87 | 45.12 ± 6.91 | F = 8.289 p < 0.001 * | |
Non-SLG | 50.99 ± 5.12 | 51.19 ± 5.98 | |||
Depression | SLG | 50.91 ± 5.27 | 46.11 ± 5.98 | F = 7.191 p = 0.003 * | |
Non-SLG | 50.66 ± 6.12 | 51.71 ± 5.79 | |||
Sense of Inactivity | SLG | 48.48 ± 6.12 | 46.41 ± 7.01 | F = 4.181 p = 0.018 * | |
Non-SLG | 48.76 ± 5.81 | 50.31 ± 5.12 | |||
(Total) Internalizing problems | SLG | 49.89 ± 5.89 | 46.12 ± 6.87 | F = 4.291 p = 0.011 * | |
Non-SLG | 49.98 ± 5.76 | 50.52 ± 6.21 | |||
Inattention/Hyperactivity | Inattention | SLG | 49.41 ± 5.98 | 45.22 ± 5.19 | F = 3.929 p = 0.031 * |
Non-SLG | 49.82 ± 5.81 | 49.91 ± 6.12 | |||
Hyperactivity | SLG | 49.12 ± 6.29 | 45.17 ± 5.82 | F = 6.998 p = 0.007 * | |
Non-SLG | 49.81 ± 6.32 | 51.44 ± 7.12 | |||
(Total) Inattention/Hyperactivity | SLG | 49.28 ± 6.11 | 45.20 ± 5.39 | F = 4.761 p = 0.012 * | |
Non-SLG | 49.81 ± 6.02 | 50.49 ± 6.55 |
Scale | Groups | Pre | Post | Group X Time | |
---|---|---|---|---|---|
Personal adjustment | Relations with parents | SLG | 50.38 ± 4.55 | 51.12 ± 4.98 | F = 0.519 p = 0.691 |
Non-SLG | 50.12 ± 4.51 | 50.42 ± 4.61 | |||
Interpersonal relations | SLG | 50.19 ± 5.45 | 54.89 ± 5.27 | F = 6.841 p = 0.004 * | |
Non-SLG | 49.84 ± 5.31 | 49.13 ± 5.78 | |||
Self-esteem | SLG | 50.09 ± 5.26 | 54.95 ± 6.19 | F = 7.982 p = 0.002 * | |
Non-SLG | 50.72 ± 5.69 | 49.99 ± 5.53 | |||
Self-reliance | SLG | 50.31 ± 5.28 | 53.89 ± 5.13 | F = 6.921 p = 0.003 * | |
Non-SLG | 50.21 ± 5.41 | 48.29 ± 6.01 | |||
(Total) Personal adjustment | SLG | 50.18 ± 5.07 | 53.89 ± 5.64 | F = 4.116 p = 0.023 * | |
Non-SLG | 50.02 ± 5.12 | 49.35 ± 5.29 |
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. |
© 2024 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Meng, H.; Kim, Y.; Lee, K. Impact of a Service-Learning Program Using Soccer Training on the Emotional and Behavioral Problems of Children with Developmental Disabilities. Children 2024, 11, 467. https://doi.org/10.3390/children11040467
Meng H, Kim Y, Lee K. Impact of a Service-Learning Program Using Soccer Training on the Emotional and Behavioral Problems of Children with Developmental Disabilities. Children. 2024; 11(4):467. https://doi.org/10.3390/children11040467
Chicago/Turabian StyleMeng, Huan, Yonghwan Kim, and Kyujin Lee. 2024. "Impact of a Service-Learning Program Using Soccer Training on the Emotional and Behavioral Problems of Children with Developmental Disabilities" Children 11, no. 4: 467. https://doi.org/10.3390/children11040467
APA StyleMeng, H., Kim, Y., & Lee, K. (2024). Impact of a Service-Learning Program Using Soccer Training on the Emotional and Behavioral Problems of Children with Developmental Disabilities. Children, 11(4), 467. https://doi.org/10.3390/children11040467