Comparative Study on the Effect of Psychomotricity and Soccer on Withdrawn Behavior of Students with Intellectual Disabilities

Abstract

Objectives: To investigate the effect of psychomotricity programs and soccer programs on withdrawn behavior of students with intellectual disabilities in an integrated environment. Methods: Subjects were divided into two groups, the psychomotricity group and the soccer group, each consisting of 12 children. Programs were conducted twice a week for 12 weeks from Mar. 30 to Jun. 30, 2015, and tests on the children’s withdrawn behavior were conducted before and after the programs. Both programs were carried out in the integrated environment. SPSS 18.0 program was used to analyze the data *p<.05. Findings: Analysis on withdrawn behavior of the subjects in peer relations showed a significance difference in the psychomotricity group, while no meaningful difference was found for the soccer group. Analysis on withdrawn behavior of the subjects in communication showed a significance difference in the psychomotricity group, while no meaningful difference was found for the soccer group. Analysis on withdrawn behavior of the subjects in self-esteem showed a significance difference in the psychomotricity group, while no meaningful difference was found for the soccer group. Tests on withdrawn behavior of the subjects showed reduction in withdrawn behavior of the psychomotricity group and no reduction in the soccer group. Improvements: There is urgent need for research on the reduction in withdrawn behavior within integrated classrooms with students with intellectual disabilities