Ефективність експерементальної технології розвитку координаційних здібностей дітей молодшого шкільного віку з вадами слуху

Abstract

У статті розглянуто стан ефективності технології розвитку координаційних здібностей дітей молодшого шкільного віку з вадами слуху. У дослідженнях взяли участь 16 хлопців з вадами слуху віком 10 років, які були розділені на експериментальну і контрольну групи по 8 дітей в кожній. Перевірки ефективності запропонованої нами технології побудована на моніторингу зміни показників координаційних здібностей, а саме: реагуюча здатність; кінестетична здатність; здатність до збереження статичної рівноваги; здатність до орієнтації в просторі.

В статье рассмотрено состояние эффективности технологии развития координационных способностей детей младшего школьного возраста с нарушениями слуха. В исследованиях приняли участие 16 ребят с проблемами слуха в возрасте 10 лет, которые были разделены на экспериментальную и контрольную группы по 8 детей в каждой. Проверки эффективности предложенной нами технологии построена на мониторинге изменения показателей координационных способностей, а именно: реагирующая способность; кинестетическая способность; способность к сохранению статического равновесия; способность к ориентации в пространстве.

The article deals with the state of efficiency of technology of development of coordination abilities of primary school age children with hearing impairments. The study involved 16 children with hearing problems at the age of 10 years, who were divided into experimental and control groups of 8 children in each. Check the effectiveness of our proposed technology is based on monitoring the changes in the indices of coordination abilities, namely the ability of reacting; kinesthetic ability; the ability to maintain static equilibrium; ability to orientation in space. During the formative experiment, new quantitative data that showed the positive impact of the development of coordination abilities of primary school children with hearing impairments. There is a tendency to improve the ability to respond, so the period of the experiment latent reaction time decreased, but the level of significance of p> 0,05. While the children in the experimental group, before the experiment had no significant differences from the control group after the experiment was significantly improved response time latent level of significance at p <0,05. We can say that the impact we have developed technology in primary school children with hearing impairments improved ability to differentiate power and spatial parameters of movement, as evidenced not only a significant improvement of the performance criteria of this ability in children of experimental group compared with the control group in during pedagogical experiment, but also their approach to that of children with hearing preserved at the level of significance of p <0,05. Established duration of three somersaults in children with hearing control group and experimental group in the experiment were not significantly different. Children in the control group after the experiment was not significantly improved duration of three somersaults forward, although there is a tendency to improve. So in the control group, the duration of the three forward somersault decreased. In the experimental group improved significantly after the experiment mentioned duration of three somersaults forward decreased with significance level p <0,05. Revealed significant differences between the experimental groups of children in terms of balance in tests with open and eyes closed during the period of the experiment, while a control group of children to improve these indicators are not reliable also proves positive impact studies for our technology on the performance balance. All the above data pedagogical experiment provide grounds to confirm the effectiveness of the technology developed coordination skills of primary school children with hearing impairments.