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
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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 |
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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