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2011 | 25 | 4 | 19-26
Tytuł artykułu

Environmental determinants of taking sporting activities by the children with intellectual disabilities on the moderate level

Treść / Zawartość
Warianty tytułu
Języki publikacji
EN
Abstrakty
EN
Introduction: For most children, among them with intellectual disabilities, the family is the first and the most important factor in the development. Parents influence indirectly on the motor area by their preferences in the educational methods. The family is an area in which proactive behavior patterns are transmitted. Involving the child with intellectual disability into sport activities is usually in the families where parents have positive attitude to sport. Important is the fact that parents join into the first activities from the very beginning. The main aim of this study was the statement: which elements of family background of intellectual disability children have the influence on taking up sport activities. Factors, which were significant in activating children into sport activities were: the parents’ attitude to sport activities, the parents’ attitude towards children, the family’s social-economic status and the environmental social-sport capital. Material and methods: The results obtained from 121 families with children with moderately intellectual disabilities in aged 8 to 11 years. Participation in Special Olympics has become the basis for the division of subjects into two groups - the active and passive children. The testing kit has been prepared consisting of several distinct measurement tools: The Scale of Parents' Attitudes Towards Sports Activities, Parent’s Attitude Questionnaire, Environmental Questionnaire of Social-Sport Capital, Scale of Social-Economic Status of Families. Results: The results show clearly that the strongest factors determining inclusion of a children with intellectual disabilities in sport are the attitudes of parents to promote sport and the availability of social-sport capital. The study found that there is no correlation between social-economic status of the family, parent’s attitude and sport activity. Conclusions: The leading proposal emerging from this work is the significant impact of the ecosystem resources of a child with an intellectual disability on its commitment to pursue sporting activities.
Słowa kluczowe
Wydawca

Rocznik
Tom
25
Numer
4
Strony
19-26
Opis fizyczny
Daty
wydano
2011-12-01
online
2013-08-31
Twórcy
  • Katedra Kultury Fizycznej Osób Niepełnosprawnych, Akademia Wychowania Fizycznego w Poznaniu
  • Katedra Kultury Fizycznej Osób Niepełnosprawnych, Akademia Wychowania Fizycznego w Poznaniu
Bibliografia
  • 1. Ziółkowska B. Dziecko chore w domu, w szkole i u lekarza. Jak wspomagać rozwój dzieci przewlekle chorych. Gdańsk: Gdańskie Wydawnictwo Psychologiczne; 2009.
  • 2. Piszczek M. Diagnoza i wspomaganie rozwoju dziecka. Wybrane zagadnienia. Warszawa: Wydawnictwo Centrum Metodyczne Pomocy Psychologiczno-Pedagogicznej; 2007.
  • 3. Kowalik S. Psychologia rehabilitacji. Warszawa: Wydawnictwa Akademickie i Profesjonalne; 2007.
  • 4. Kowalik S. Wykorzystanie ruchu w rehabilitacji osób niepełnosprawnych: historia idei i jej praktycznych zastosowań. W: Kowalik S, redakcja. Kultura fizyczna osób z niepełnosprawnością. Gdańskie Wydawnictwo Psychologiczne. Gdańsk, 2009. s. 23-40.
  • 5. Sherrill C. Adapted Physical Education, Recreation and Sport. Corossdisciplinary and Lifespan. 5th ed. Boston: The McGraw-Hill Companies, Inc.; 1998.
  • 6. Seaman JA, DePauw KP, Morton KB, Omoto K. Making Connetions. From Theory to Practice in Adapted Physical Education. Scottsdale: Holcom Hathaway Publisher; 2003.
  • 7. Martin J. Psychosocial aspects of youth disability sport <http://www.getcited.org/pub/103425277>. Adapt Phys Act Q 2006; 23: 65-77.
  • 8. Kościelska M. Oblicza upośledzenia. Warszawa: Państwowe Wydawnictwo Naukowe; 1995.
  • 9. Bronfenbrenner U. The ecology of human development. Cambridge: Harvard University Press; 1979.
  • 10. Kelly JG, Ryan AM, Altman BE, Stelzner SP. Understanding and changing social systems. An ecological view. In: Rappaport J, Sideman E, editors. Handbook of community psychology. New York: Kluwer Academic-Plenum Publishers, 2000. p.133-159.
  • 11. Brzezińska A. Społeczna psychologia rozwoju. Warszawa: Wydawnictwo Scholar; 2000.
  • 12. chewka A. Special Olympics and sports-recreative activities as a means to adaptation and social integration of seriously mentalny handicapped persons. In: Ślężyński J, editor. Sport in Rehabilitation of the Disabled. Polish Association of Disabled People, Cracow, 1999. p. 351-354.
  • 13. Moore LL, Lombardi DA, White MJ, et al. Influence of parents’ physical activity levels on activity levels of young children. J Pediatr 1991; 2: 215-219.
Typ dokumentu
Bibliografia
Identyfikatory
Identyfikator YADDA
bwmeta1.element.-psjd-doi-10_2478_rehab-2013-0016
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