Abstract:

Behavior disorders are often associated with intense behavior of children through which internal tension manifests itself. The primary aim of the research was to determine the effect of physical activity on the behavior disorders in prepubertal children educated under the conditions of integration. The participants were 195 students aged 7 to 8 years. The participants were assigned to an experimental group (students with special educational needs) and to a control group (students from the standard population). The experimental research factor was the participation in game-based movement games that were applied in the experimental group to develop children’s coordination and moderate behavior disorders. To test motor coordination, Körper-koordinations-test für Kinder (KTK) was administered. Using the standardized questionnaire Vanderbilt Assessment Scale (NICHQ – teacher assessment scale), we evaluated the behavior of integrated students. Children engaged in movement games aimed to develop motor coordination over the period of two months (16 teaching units). The highest score was found for the subscale classroom behavior (relationships with peers, following directions, disrupting class, assignment completion), hyperactivity and inattention. After engaging in movement games, the scores improved significantly and the most significant improvement was found for classroom behavior. Mean scores recorded after the completion of the exercise program indicate improvement in both somatic parameters and motor coordination in both groups of students. Statistically significant changes were observed particularly in the experimental group. Considering the findings above, we may conclude that the movement games applied had positive effect on children’s physical fitness levels.

Keywords:

Prepubertal age, intervention exercise program, Körper-koordinations-test für Kinder, Strengths and Difficulties Questionnaire.