볼링을 통한 심리운동기능훈련이 지적장애학생의 정보처리와 운동수행능력에 미치는 효과

Abstract

ABSTRACT

The Effect of Psychomotor Skill Training through Bowling on Information Processing and Motor Performance Ability of Students with Intellectual Disabilities

Hwang, Jung-Bo Adivisor : Prof., Kim Nam-Soon, Ph.D. Department of Special Education, Graduate School of Chosun University

The purpose of this study is to examine the effects of psychomotor skill training through bowling on information processing and motor performance of students with intellectual disabilities. Moreover, it is intended to examine information processing by component through task analysis, apply training programs, and reveal motor performance of students with intellectual disabilities based on theories of psychomotor skill. The independent variable of this study was psychomotor skill training through bowling and the dependent variable was information processing and motor performance. For dependent variable, information processing included perception, recall, plan, and performance as its sub-areas and motor performance included motor, bowling, reproductive, and productive skill as its sub-areas. In order to reveal the purpose of study, prior, acquisition, and retention steps of psychomotor skill training program were repeatedly measured. In addition to this quantitative study, qualitative study was conducted through participation observation to investigate behavior changes in relation to psychomotor skill training. The conclusion of this study is as follows. First, the effect of psychomotor skill training through bowling on information processing is positive in students with intellectual disabilities. In detail, for information processing of the subjects, as practice frequency is increased, a training effect becomes high compared with the prior step and the effect is maintained in the retention step. Although the effect of information processing by component is similar in the prior step, perception skill improves fastest in the acquisition step and reaches an automatization step showing movement speed and accuracy which little requires cognitive processing in the retention step. While recall and performance skill have different aspects but similar improvement in the acquisition step, recall skill is decreased more commonly than performance in the retention step. Of these, performance skill is an important factor which can predict the whole information processing. Plan skill is developed lowest in components. In particular, plan skill has higher improvement in the late acquisition step than the early acquisition step, but is deceased similarly to recall skill in the retention skill. Second, psychomotor skill through bowling does not clearly influence motor skill. Although motor skill is partially improved in particular areas by the subject students, there is no clear effect on motor coordination and motor task performance. It means the need of long-term training due to severe disability. On the other hand, effects are found on bowling performance and reproductive and productive skill in students with intellectual disabilities. Compared with bowling performance, while reproductive skill has an effect on a bowling performance score early in the acquisition step of bowling performance, the effect of productive skill becomes increased late in the acquisition step. Consequently, as repeated practice frequency is increased, productive skill becomes higher than reproductive skill. Finally, psychomotor training through bowling has positive effects on behavior changes in perception, recall, plan, and performance skill in the process of information processing in students with intellectual disabilities. Psychomotor training through bowling has positive effects on behavior changes in participation, adaptation, confidence, and good use of leisure in the process of motor performance of students with intellectual disabilities.