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حاتم زاده, الهه, رضایی, فاطمه. (1404). اثر بخشی تمرینات کوبه‌ای بر تئوری ذهنی و انواع توجه در اختلال نارسایی توجه. هنرهای کاربردی, 17(4), 19-36. doi: 10.22075/jcp.2025.37518.3171
الهه حاتم زاده; فاطمه رضایی. "اثر بخشی تمرینات کوبه‌ای بر تئوری ذهنی و انواع توجه در اختلال نارسایی توجه". هنرهای کاربردی, 17, 4, 1404, 19-36. doi: 10.22075/jcp.2025.37518.3171
حاتم زاده, الهه, رضایی, فاطمه. (1404). 'اثر بخشی تمرینات کوبه‌ای بر تئوری ذهنی و انواع توجه در اختلال نارسایی توجه', هنرهای کاربردی, 17(4), pp. 19-36. doi: 10.22075/jcp.2025.37518.3171
حاتم زاده, الهه, رضایی, فاطمه. اثر بخشی تمرینات کوبه‌ای بر تئوری ذهنی و انواع توجه در اختلال نارسایی توجه. هنرهای کاربردی, 1404; 17(4): 19-36. doi: 10.22075/jcp.2025.37518.3171

اثر بخشی تمرینات کوبه‌ای بر تئوری ذهنی و انواع توجه در اختلال نارسایی توجه

روان‌شناسی بالینی: نوآوری‌ها در پژوهش و عمل
دوره 17، شماره 4 - شماره پیاپی 68، اسفند 1404، صفحه 19-36    اصل مقاله (1.22 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22075/jcp.2025.37518.3171
نویسندگان
الهه حاتم زاده1؛ فاطمه رضایی* 2
1کارشناسی ارشد رفتارحرکتی، دانشکده علوم انسانی، دانشگاه سمنان، سمنان، ایران
2استادیار، گروه رفتار حرکتی، دانشکده علوم‌انسانی، دانشگاه سمنان، سمنان، ایران.
تاریخ دریافت: 06 اردیبهشت 1404،  تاریخ بازنگری: 16 مرداد 1404،  تاریخ پذیرش: 25 مرداد 1404 
چکیده
یکی از مشکلات اساسی کودکان با اختلال بیش‌فعالی، نقص توجه است و بر اساس بررسی‌های مختلف با نقص شناختی و اجتماعی همراه است که در نظریه ذهن با نارسایی روبرو هستند. تمرینات موزون کوبه‌ای بدن می تواند حیطه شناختی حرکتی آنها را تحریک نماید. هدف از پژوهش حاضر تعیین اثربخشی تمرینات کوبه‌ای بر تئوری ذهنی و انواع توجه در اختلال نارسایی توجه بود.

روش: پژوهش حاضر از نوع نیمه تجربی با طرح پیش آزمون و پس آزمون با گروه کنترل بود. جامعه آماری آن شامل تمام دانش‌آموزان دختر در مقطع ابتدایی در دامنه سنی 9-7 سال شهر مشهد بود که تعداد 30 نفر از آنها بر اساس معیارهای ورود و خروج و نیز تشخیص وجود بیش‌فعالی با استفاده از پرسشنامه کانرز (فرم معلمان) انتخاب و به صورت تصادفی ساده به دو گروه آزمایش و کنترل (15=n) تقسیم شدند. در پیش‌آزمون تمامی مشارکت کنندگان آزمون‌های توجه انتقالی و پایدار و نیز پرسش‌نامه تئوری ذهن را تکمیل کردند، سپس گروه آزمایش به مدت 12 جلسه و هر هفته 3 جلسه یک ساعته تمرینات کوبه‌ای بدن را دریافت کردند. پس از اتمام آخرین جلسه موارد اندازه‌گیری شده در پیش‌آزمون توسط هر دو گروه تکرار شد. برای تحلیل نتایج از آزمون تحلیل کواریانس چندمتغیره در سطح معناداری P≤ 0.05 استفاده شد.

یافته‌ها: نتایج نشان داد که تمرینات کوبه‌ای بدن توانسته منجر به بهبود در توجه انتقالی و پایدار (001/0P=) و نیز تئوری ذهنی کودکان دبستانی بیش فعال در گروه آزمایش گردد
کلیدواژه‌ها
بیش‌فعالی؛ تمرینات کوبه‌ای؛ توجه انتقالی؛ توجه پایدار؛ تئوری ذهنی
عنوان مقاله [English]
The effectiveness of percussion exercises on theory of mind and types of attention in attention deficit disorder
نویسندگان [English]
Elaheh Hatamzadeh Hatamzadeh1؛ Fatemeh Rezaei2
1M.S. Student Motor Behavior, Faculty of Humanities, Semnan University, Semnan, Iran
2Assistant Professor, Department of Motor Behavior, Faculty of Humanities, Semnan University, Semnan, Iran.
چکیده [English]
One of the main problems of children with attention deficit/hyperactivity disorder is attention deficit, and according to various studies, it is associated with cognitive and social deficits that are associated with a deficiency in theory of mind. Rhythmic body percussion exercises can stimulate their cognitive motor area. The aim of the present study was to determine the effectiveness of percussion exercises on theory of mind and types of attention in attention deficit disorder.

Methods: The present study was a quasi-experimental study with a pre-test and post-test design with a control group. The statistical population included all female elementary school students aged 7-9 years in Mashhad, 30 of whom were selected based on inclusion and exclusion criteria and the diagnosis of hyperactivity using the Connors questionnaire (teacher form) and were divided into two experimental and control groups (n=15) by simple randomization. In the pre-test, all participants completed the shifting and sustained attention tests and the theory of mind questionnaire. Then, the experimental group received body percussion exercises for 12 sessions, 3 one-hour sessions per week. After the last session, the items measured in the pre-test were repeated by both groups. To analyze the results, multivariate analysis of covariance was used at a significance level of P ≤ 0.05.

Results: The results showed that body percussion exercises were able to lead to improvements in the attention span and sustained attention (P=0.001) as well as the theory of mind of hyperactive elementary school children in the experimental
کلیدواژه‌ها [English]
Hyperactivity, Percussion Exercises, Alternating Attention, Sustained Attention, Theory of Mind
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