Dance-movement therapy for movement development of a child with attention deficit and hyperactivity disorder

Gibanje je temeljna potreba otrok, preko njega se učijo ustreznih odzivov in kontrole vedenja. Raziskovalni problem specialističnega dela se nanaša na opazovanje kvalitativnega vidika gibanja otroka z motnjo pozornosti in hiperaktivnosti. Glavni namen raziskave je bil preverjanje učinkov pomoči s plesno-gibalno dejavnostjo na gibalni repertoar, gibalno izražanje ter gibalno kompetentnost v različnih situacijah. Raziskava je potekala po modelu akcijskega raziskovanja. V študijo primera je bila vključena 6 let stara učenka, ki je sedem mesecev enkrat tedensko obiskovala skupinsko pomoč s plesno-gibalnimi dejavnostmi v osnovni šoli. Uporabljeni so bili naslednji pripomočki: lista za opazovanje gibanja po Labanu, Torrancev test ustvarjalnega gibanja ter vprašalnik ABC gibanje. Podatki, zbrani z merskim instrumentarijem, so bili obdelani kvalitativno in kvantitativno. Ugotovljeno je bilo, da plesno-gibalne dejavnosti niso vplivale na gibalno kompetentnost učenke. Raziskava je potrdila, da so plesno-gibalne dejavnosti pozitivno vplivale na gibalni repertoar in izraznost učenke.Movement is a basic need of children that allows them to learn appropriate responses and control behavior. The research problem refers to the observation of the qualitative aspect of the movement of a child with attention deficit disorder and hyperactivity. The main purpose of the study was to verify the effects of the dance-movement therapy on movement repertoire and expression and also movement competence in different situations. The survey was conducted as action research. Case-study was based on a student, age 6, who attended a group therapy with dance-movement activities at her primary school, weekly for 7 months. Following measuring tools were used: Laban movement observation check-lis, test Thinking Creatively in action and Movement by Torrance and a Movement ABC questionnaire. The data collected with this tools was processed qualitatively and quantitatively. It was found that dance-movement activity did not affect the movement competence of the pupil. The study confirmed that dance-movement activity had a positive effect on her movement repertoire and expression