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Volume 4, Issue 2 (10-2024)
APSS 2024, 4(2): 104-113 |
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Ordooiazar F, Vaezmousavi M, Kashi A, Molanorouzi K. The Durability of the Effects of Analogy-Based Training on Learning Sports Skills in Individuals with Autism Spectrum Disorder Under Conditions of Fatigue and Stress. APSS 2024; 4 (2) :104-113
URL: http://apssjournal.com/article-1-98-en.html
URL: http://apssjournal.com/article-1-98-en.html
1- Department of Motor Learning, Science and Research Branch, Islamic Azad University
2- Department of Physical Education, Faculty of Physical Education, Imam Hossein University ,mohammadvaezmousavi@gmail.com
3- Department of Motor Learning and Control, Sport Sciences Research Institute
4- Department of Motor behavior and sport sychology, Science and Research Branch, Islamic Azad University
2- Department of Physical Education, Faculty of Physical Education, Imam Hossein University ,
3- Department of Motor Learning and Control, Sport Sciences Research Institute
4- Department of Motor behavior and sport sychology, Science and Research Branch, Islamic Azad University
Abstract: (117 Views)
Abstract
Background and Objectives: Individuals with Autism Spectrum Disorder (ASD) face mobility challenges compared to their typically-developing peers. ASD is characterized by significant communication impairments and restricted, repetitive behaviors. Motor difficulties, including impaired balance, gait, slower movement speeds, delayed motor development, coordination issues, and exaggerated movements, are commonly associated with ASD, affecting 21% to 100% of individuals. Moreover, individuals with ASD often struggle with recognizing and assessing stressful situations, leading to heightened stress responses. They typically respond faster to fear, experience high levels of self-perceived stress, and find it difficult to cope with everyday stressors. Sensitivity to stress may be linked to dysfunction in the hypothalamic-pituitary-adrenal axis, resulting in increased fatigue and fatigability. Studies have shown that skills taught through explicit methods tend to be less robust in demanding situations such as fatigue, psychological stress, and multi-tasking. Consequently, less prescriptive approaches like analogy learning have been suggested. Analogies help learners grasp new concepts by relating them to familiar, similar concepts. The aim of this study was to investigate the effects of analogy learning and explicit learning on javelin-throwing performance in individuals with ASD and compare the effectiveness of both methods.
Methods: This quasi-experimental study employed a pretest-posttest design with one control group. Ethical approval was obtained from the Research Ethics Committee of the relevant University and the Iran Autism Center. Written consent was provided by the participant's parents. Thirty-six individuals with ASD from the Iranian Autism Association were selected via convenience sampling. After meeting the study's inclusion criteria, participants were assigned to one of three groups: analogy learning (n=12), explicit learning (n=12), and control (n=12). The inclusion criteria included participants aged 15-30 years, a diagnosis of ASD based on the Diagnostic and Statistical Manual of Mental Disorders, 5th edition, an IQ above 50, and the ability to follow instructions. The study was conducted in an indoor gymnasium. Participants in the experimental groups attended five training sessions, each consisting of three blocks of 15 trials with 2-minute rest intervals. The control group only participated in the measurement phases. Participants in the analogy learning group watched a video of swordsmanship movements and were instructed to throw a spear. Those in the explicit learning group watched a video of javelin throwing and followed the video instructions. The control group received no instruction and threw the spear using their own methods. Throwing distance was recorded as the dependent variable, and data were analyzed using mixed analysis of variance with repeated measurements and one-way ANOVA in SPSS, with a significance level of 0.05.
Results: One-way ANOVA results showed that both the main effect of time and the interaction of time and group were significant. A significant improvement in performance was observed in the experimental groups, indicating that analogy learning is a feasible method for individuals with ASD to acquire new motor skills. The analogy learning group outperformed the explicit learning group.
Conclusion: Analogy learning proved more effective in motor learning for children with ASD compared to explicit learning. This finding holds significant implications for teachers and coaches working with individuals with ASD, especially given the participants' tendency toward visual learning. It suggests the value of using videos and applications that incorporate analogy instruction to help individuals with ASD acquire new motor skills. Further research is needed to explore different types of video modeling and the long-term effects of analogy learning.
Background and Objectives: Individuals with Autism Spectrum Disorder (ASD) face mobility challenges compared to their typically-developing peers. ASD is characterized by significant communication impairments and restricted, repetitive behaviors. Motor difficulties, including impaired balance, gait, slower movement speeds, delayed motor development, coordination issues, and exaggerated movements, are commonly associated with ASD, affecting 21% to 100% of individuals. Moreover, individuals with ASD often struggle with recognizing and assessing stressful situations, leading to heightened stress responses. They typically respond faster to fear, experience high levels of self-perceived stress, and find it difficult to cope with everyday stressors. Sensitivity to stress may be linked to dysfunction in the hypothalamic-pituitary-adrenal axis, resulting in increased fatigue and fatigability. Studies have shown that skills taught through explicit methods tend to be less robust in demanding situations such as fatigue, psychological stress, and multi-tasking. Consequently, less prescriptive approaches like analogy learning have been suggested. Analogies help learners grasp new concepts by relating them to familiar, similar concepts. The aim of this study was to investigate the effects of analogy learning and explicit learning on javelin-throwing performance in individuals with ASD and compare the effectiveness of both methods.
Methods: This quasi-experimental study employed a pretest-posttest design with one control group. Ethical approval was obtained from the Research Ethics Committee of the relevant University and the Iran Autism Center. Written consent was provided by the participant's parents. Thirty-six individuals with ASD from the Iranian Autism Association were selected via convenience sampling. After meeting the study's inclusion criteria, participants were assigned to one of three groups: analogy learning (n=12), explicit learning (n=12), and control (n=12). The inclusion criteria included participants aged 15-30 years, a diagnosis of ASD based on the Diagnostic and Statistical Manual of Mental Disorders, 5th edition, an IQ above 50, and the ability to follow instructions. The study was conducted in an indoor gymnasium. Participants in the experimental groups attended five training sessions, each consisting of three blocks of 15 trials with 2-minute rest intervals. The control group only participated in the measurement phases. Participants in the analogy learning group watched a video of swordsmanship movements and were instructed to throw a spear. Those in the explicit learning group watched a video of javelin throwing and followed the video instructions. The control group received no instruction and threw the spear using their own methods. Throwing distance was recorded as the dependent variable, and data were analyzed using mixed analysis of variance with repeated measurements and one-way ANOVA in SPSS, with a significance level of 0.05.
Results: One-way ANOVA results showed that both the main effect of time and the interaction of time and group were significant. A significant improvement in performance was observed in the experimental groups, indicating that analogy learning is a feasible method for individuals with ASD to acquire new motor skills. The analogy learning group outperformed the explicit learning group.
Conclusion: Analogy learning proved more effective in motor learning for children with ASD compared to explicit learning. This finding holds significant implications for teachers and coaches working with individuals with ASD, especially given the participants' tendency toward visual learning. It suggests the value of using videos and applications that incorporate analogy instruction to help individuals with ASD acquire new motor skills. Further research is needed to explore different types of video modeling and the long-term effects of analogy learning.
Type of Study: Original Article |
Subject:
Motor behavior
Received: 2025/03/4 | Accepted: 2025/03/10 | Published: 2024/10/1
Received: 2025/03/4 | Accepted: 2025/03/10 | Published: 2024/10/1
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