INTRODUCTION:

Some children who appear to be physically and intellectually normal have difficulties performing skilled movements and daily activities. A motor skill is a function, which involves the precise movement of muscles with the intent to perform a specific act. Most purposeful movement requires the ability to "feel" or sense what one's muscles are doing as they perform the act performance in daily activities that requires motor coordination is substantially below that expected given the person’s chronological age and measured intelligence. This may be manifested by marked delays in achieving motor milestones (e.g. walking, crawling, sitting), dropping things, ‘clumsiness’, poor performance in sports, or poor handwriting. Motor skills generally refer to movements involving larger muscles, like those in the arms, legs, feet or the entire body (used for walking, jumping and so on)¹.

Mental retardation can be caused by any condition that impairs development of the brain before birth, during birth, or in childhood years. Several hundred causes have been discovered, but the cause affecting one-third of the people remains unknown. The three major causes of mental retardation are Down syndrome, fetal alcohol syndrome, and fragile X syndrome²

It is generally considered that 3% of the World population constitutes persons with mental retardation. In 2005, the prevalence rate of mental retardation in India varies from 0.2 to 32.7 per 1000 population. In the year 2008, in India, more than 20 million children are suffering with mental retardation.

Rhythmic line game: in this game, the child should run on a straight line based on the rhythm and the melody of the music and should follow the instructions presented in the song (such as jump, sit down, hop, skip and ext).

Sound game: children will demonstrate or stimulate the movement of objects when they hear their sound in their surrounding area. For example, as soon as they hear the sound of a plane or a train, they start moving like one of them.

Game of shapes on the ground: different shapes (circle, square and …..) are put in different parts of the ground. While the child is singing the song playing in the recorder, s/he should move towards the shape mentioned in the song simultaneously. Animal shapes can be used in this game.

Chess board game: the child is asked to stand on a chess-like board and then s/he start hopping or skipping with two legs in different directions by hearing the instruction given in the recorder through music and song (two squares up, three squares right and exit).³

NEED OF STUDY:

Mental retardation makes a person incapable of living an independent life. In India, family bears the main burden of caring for such persons unlike in the developed world. It is highly prevalent and highly disabling condition.

According to most experts, physical education programs for children with cognitive - motor deficiency must have a coherent structure which is commensurate with their needs and problems (Nelsonet al., 1988)⁹. Characteristics of children with sensory- motor disorders is that they have often problem in performance of gross motor skills, perception of space, time, and orientation and other motor skills (eg, fine motor skills) (Yarmohamadian, 2010). These problems cause these children have poor movement, perform movements awkwardly and be physically weak (Pahlavanian, 2004; Teimouriand Ghorabi, 2000)⁴.

In Karnataka, there are around 9.4 lakh mentally challenged persons and out of them 3.67 lakh are children, these children are being taught in 210 private schools where there are 1500 special educators, 3500 assistant teachers and more than 2500 are supporting them⁹.According to internationally different statistical data provided by many studies, approximately 2.5% to 3% out of total population of children and students who are at the school age suffering significantly from intellectually developmental disorders. As a result, they are incapable of using normal educational programs⁵.

So by participating in a appropriate exercise program, young people will have the opportunity to be strengthened physically and have an active and healthy life And this shows the importance of physical activity and physical education among individuals(Lee et al., 2007).Educable mentally retarded children compared to normal children are in their lower levels of muscular strength, endurance, agility, running speed, reaction time and balance (Lee et al., 2007).Several studies have been conducted in the field of basic motor skills of children with intellectual disability and the role of exercise in improving their programs⁶

METHODOLOGY:

The data was collected in the month of January 2017. The study was conducted in Navjivini school of special education district Patiala, Punjab. Permission was taken from the principal of the school. After meeting inclusion and exclusion criteria, purposive sampling technique was used to select the Sample. Self introduction was given to Sample and the staff. The purpose of gathering the information and nature of the study was explained to the staff and Principal of the school. Grouping of children was done in group A, B, C and D. Pre test evaluation of motor functioning was done in two days by using self structured observational check list. Intervention was taught to the children for one month thrice times in a week for 45 minutes. After period of one month, evaluation of motor functioning was done in two days by using self structured observational check list. Time taken by each subject was 15 minutes

Description of tool:

It consists of two parts:

PART A: It consist of demographic variables such as age, gender, IQ level, level of education, Duration of admission in school, Any other associated disorders.

PART B: This part consists of 20 questions based on motor functioning of children related to rhythmic movement games. self structured observational check list was made for evaluation of motor functioning.

Scores interpretation:

The scoring of the Self Structured observational check list was done in such a way that each correct response was awarded 1 mark and wrong answer 0. There was no negative marking.

Ethical consideration:

Ethical clearance was obtained from ethical committee of Gian Sagar Medical College and Hospital, Ram Nagar, Rajpura, District Patiala. Permission was obtained from Principal of Navjivini school of special education District Patiala, Punjab. Assurance was given to the principal of school regarding the confidentiality of data collected. Consent form was also obtained from parents.

RESULTS AND INTERPRETATIONS:

Table 1 Frequency and percentage distribution of sample characteristics N=40

Sample characteristics

Frequency

(f)

Percentage

(%)

1.AGE (in years)

a. 5-10

b. 11-15

2. Gender

a. Male

b. Female

72.5

27.5

3. IQ level

a. 50- 60

b. 61-75

22.5

77.5

4. Education

a. Pre Primary

b. Primary

37.5

62.5

5. duration of admission in school

a. Less than one year

b. 1-2 years

c. 3-4 years

d. 5-6 years

e. >6 years

27.5

47.5

6. Any other associated illness

a. No

b. Yes

Table 1 shows the frequency and percentage distribution of sample characteristics. The majority subjects i.e (75%) were between age group 5-10 years, whereas (25%) subjects were from age group of 11-15 years. More than half of subjects i.e (72.5%) were male and (27.5%) were females. Majority of subjects i.e (77.5%) were having IQ level 61-75 only (22.5%) subjects were having IQ level 50-60. As regard to education (62.5%) subjects had primary level of education while (37.5%) subjects had pre primary level of education. Duration of admission of subjects from less than one year. 1-2 years and 3-4 years were (27.5%), (25%) and (47.5%) respectively. Majority of subjects i.e (85%) were not having any other associated illness whereas (15%) were having some other associated illness.

OBJECTIVE 1: Assessment of motor functioning among mentally challenged children:

Table 2(a) Range, mean and standard deviation of rhythmic movement games among mentally challenged children N=40

Motor functioning	Range	Mean	Standard deviation
Motor functioning	9-14	11.27	1.83

Maximum score 14

Minimum score 9

Table 2(a) reveals the range, mean, median and SD of motor functioning among mentally challenged children. It was found that mean motor function score was 11.27+ 1.83. Hence It was concluded that majority of the mentally challenged children had good motor functioning score.

Table 2 (b) Frequency and percentage distribution of motor functioning score among mentally challenged children N=40

Motor functioning score

Frequency

Percentage

Very good (16-20)

Good (11-15)

Average (6-10)

Poor (0-5)

Maximum score 14

Minimum score 9

Table 2(b) and figure 4 depicts the majority of mentally challenged children i.e (65%) had good motor functioning, (35%) had average motor functioning and no one had very good or poor motor functioning score. It was concluded that subjects had good motor functioning score.

Table 3(a) Mean, standard deviation and mean difference of pre test and post test motor functioning score N=40

Motor functioning

Mean

Mean difference

Pre test

Post test

11.27

15.12

1.83

4.11

3.85

Table 3(a) figure 5 shows mean, SD and mean difference of motor functioning score among mentally challenged children regarding the rhythmic movement games. It revealed that the pre test mean score was 11.27 with SD 1.83 and post test mean score was 15.12 with SD 4.11. Mean difference between pre test and post test motor functioning score was 3.85. Hence it was concluded that post test motor function score was higher that the pre test motor function score.

Table 3(b) Mean, standard deviation, mean difference and t test value of pre test and post test motor function scores N=40

Motor function

Range

Mean+ SD

t value

Pre test

Post test

9-14

11-19

11.27+ 1.83

15.12+ 4.11

11.17*

*Significant at p<0.05

Table 3(b) reveals the mean, SD and t values regarding rhythmic movement games. the finding showed that mean post test motor functioning score (mean + SD) was higher i. e 15.12+4.11 than pre test motor functioning score i.e 11.27+1.83. to see the significant difference between pre test and post test motor function score. On applying paired t test it was found that calculated Value (t=11.17) was greater than table value (2.023), df=39). It was found significant at p< 0.05. So null hypothesis was rejected and H₁ was accepted.

Therefore it was concluded the there was significant increase in the motor functioning of mentally challenged children after providing rhythmic movement games.

DISCUSSION:

In this section the investigator discuss the result of the study. The findings of the present study have been discussed according to the objectives of the study. The study was “A pre-experimental study to evaluate the effectiveness of rhythmic movement games on motor functioning among mentally challenged children (IQ 50-75) in Navjivini school of special education District Patiala, Punjab”.

The findings of the present study shows that the majority subjects i.e (75%) were between age group 5-10 years, whereas (25%) subjects were from age group of 11-15 years. More than half of subjects i.e (72.5%) were male and (27.5%) were females. Majority of subjects i.e (77.5%) were having IQ level 61-75 only( 22.5%) subjects were having IQ level 50-60.As regard to education (62.5%) subjects had primary level of education while (37.5 %) subjects had pre primary level of education. Duration of admission of subjects from less than one year. 1-2 years and 3-4 years was (27.5%), (25%) and (47.5%) respectively. majority of subjects i.e (85%) were not having any other associated illness whereas 15% were having some other associated illness.

The findings of the present study also shows that mean motor function score was 11.27+ 1.83. hence it was concluded that majority of the mentally challenged children had good motor functioning score.

It was revealed that the majority of mentally challenged children i.e (65%) had good motor functioning, (35%) had average motor functioning and no one had very good or poor motor functioning score. It was concluded that subjects had good motor functioning score.

The findings of the present study shows that the pre test mean score was 11.27 with SD 1.83 and post test mean score was 15.12 with SD 4.11. mean difference between pre test and post test motor functioning score was 3.85. hence it was concluded that post test motor function score was higher that the pre test motor function score

The findings of the present study also revealed that the mean post test motor function score (mean+SD) was higher i. e 15.12+ 4.11 than pre test motor function score i.e 11.27+ 1.83. to see the significant difference between pre test and post test motor function score t test was applied. On applying t test it was found that calculated Value (t=11.17) was greater than table value (2.023), df=39). It was found significant AT P< 0.05. SO NULL hypothesis was rejected and H₁ was accepted.

CONCLUSION:

In the present study effectiveness of rhythmic movement games was evaluated and following conclusions were drawn:

· The pretest revealed that there was low motor function score among mentally challenged children.

· After intervention there was a significant increase in the motor function

· Rhythmic movement games were effective in increasing motor functioning score.

REFERENCE:

1. Hurlock BE. Developmental Psychology.3^rd ed. New York: TATA McGraw-Hill publishers; 1968; p.483-84.

2. Ahuja Neeraj. Short text book of PSYCHIATRY. 5^thed. New Delhi. jaypee publications; 2004; P.161-68

3. The Hindu Online edition of India’s National Newspaper;2008; Dec 09[cited 2016 december 9]: Available from: www.hindu.com/2004/01/27/stories/2004012710230600 .html

4. Kubilay N et al. Effect of balance training and posture exercises on functional level in mental retardation. Fizyotoraphi Rehabilition asyon J.2011; 22(2): 55-64.

5. Sower M. motor disabilities .(2004 apr; cited2016jan 3).Available from Https://en.wikipedia.org/wiki/fine motor skills.

6. Ghasemi GH, et al. The effect of 8-week selected rhythmic movements on perceptual-motor skills and IQ of mentally retarded and borderline children. Growth and motor learning J.2008; 9(75):75-92.

Received on 22.01.2019 Modified on 18.02.2019

Asian J. Nursing Education and Research. 2019; 9(2):235-238.

DOI: 10.5958/2349-2996.2019.00049.1