FULL TEXT - Antropomotoryka

NR 56
AN­T RO­P O­M O­T O­R Y­K A
2011
THE INFLUENCE OF EXERCISES WITH ELEMENTS
OF SHERBORNE DEVELOPMENTAL MOVEMENT
ON THE PSYCHOMOTOR DEVELOPMENT
OF CHILDREN BETWEEN FIRST
AND SECOND YEAR OF LIFE
WPŁYW ĆWICZEŃ Z ELEMENTAMI METODY RUCHU
ROZWIJAJĄCEGO WERONIKI SHERBORNE NA ROZWÓJ
PSYCHOMOTORYCZNY DZIECI MIĘDZY PIERWSZYM
A DRUGIM ROKIEM ŻYCIA
Jakub Grzegorz Adamczyk*, Małgorzata Polkowska**,
Dariusz Boguszewski***
*** PHD, Department of Rehabilitation, Physiotherapy Division, Warsaw Medical University; Theory of Sport
Department, Academy of Physical Education in Warsaw, Poland
*** MSc, Physical Culture Section of Students Research Club at Warsaw Medical University, Poland
*** PHD, Department of Rehabilitation, Physiotherapy Division, Warsaw Medical University, Poland
Key words: psychomotor development, Sherborne Developmental Movement, children
Słowa kluczowe: rozwój psychomotoryczny, Metoda Ruchu Rozwijającego, dzieci
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Aim of the work. The purpose of work was to determine the influence of exercises with elements of
Sherborne Developmental Movement (SDM) for the psychomotor development of children between first
and second year of life.
Material and methods. The examination included two groups with 14 children in each. The age of participants
was located between 12 and 24 months of life. The first group of children for three months systematically once
a week has attended on 45-minute classes with Sherborne Development Movement – 6 boys and 8 girls were in
it. The other 5 boys and 9 girls constituted the control group. To evaluate children’s behavior the Bogdanowicz
scale of observation (SOZ-D) was used. Examining the experimental group was conducted twice, on the first
and the last session. Obtained results were statistically analyzed by the Statistica 9.0 program.
Results. Examined groups in no parameter differed statistically significant between themselves in the first
examination. Conducted exercises contributed to the acceleration of psychomotor development and after three
months period, characteristic differences among groups were observed in two subscales (emotional development p = 0.013; social development p = 0.025).
Conclusions. Judging the SDM influence on the development of children, it is possible to state that in all
subscales we noticed a growth of results. Similar changes were observed in both groups. To separate what is
associated with the natural development of the child, from the influence of the SDM sessions, one should pay
attention, that in spite of the lack of important differences among groups in the first examination, the cycle of
SDM classes had a positive effect on the examined group and it contributed to significant diversifying both
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SUMMARY • STRESZCZENIE Jakub Grzegorz Adamczyk, Małgorzata Polkowska, Dariusz Boguszewski
groups after the period of three months. The method had a positive effect on the development of children, with
the special change in the cognitive sphere. Children participating in the three-month session of SDM demonstrated the better orientation of the own body, the development of imagination and the ingeniousness.
Cel pracy. Określenie wpływu zajęć ogólnorozwojowych z elementami Metody Ruchu Rozwijającego (MRR)
na rozwój psychoruchowy dzieci między pierwszym a drugim rokiem życia.
Materiał i metoda. Badaniami objęto dwie grupy dzieci liczące po 14 osób w wieku 12–24 miesięcy życia. Pierwsza grupa, w której znalazło się 6 chłopców i 8 dziewczynek, przez trzy miesiące systematycznie raz
w tygodniu uczęszczała na 45-minutowe zajęcia prowadzone Metodą Ruchu Rozwijającego. Grupę kontrolną
stanowiło 5 chłopców i 9 dziewczynek. Do oceny zachowania dzieci podczas zajęć wykorzystano skalę obserwacji zachowania (SOZ-D) Bogdanowicz. Badanie grup przeprowadzono dwukrotnie: na pierwszej i ostatniej sesji.
Uzyskane wyniki badań poddano analizie statystycznej, wykorzystując do tego celu program Statistica 9.0.
Wyniki. Badane grupy w żadnym parametrze nie różniły się istotnie statystycznie pomiędzy sobą w pierwszym badaniu. Prowadzone ćwiczenia przyczyniły się do akceleracji rozwoju i po trzech miesiącach stwierdzono
znamienne różnice pomiędzy grupami w dwóch podskalach (rozwój emocjonalny p = 0,013; rozwój społeczny
p = 0,025).
Wnioski. Oceniając wpływ MRR na rozwój dzieci należy podkreślić, że we wszystkich podskalach odnotowano wzrost wyników. Podobne zmiany zaobserwowano zarówno w grupie badanej, jak i kontrolnej. Aby jednak
oddzielić to wszystko, co jest związane z naturalnym rozwojem dziecka, od wpływu sesji zajęć z elementami
Metody Sherborne’a, należy zauważyć, iż pomimo braku istotnych różnic pomiędzy grupami w pierwszym badaniu,
cykl zajęć MRR wpłynął pozytywnie na uczestniczące w nich dzieci, przyczyniając się do istotnego zróżnicowania
obydwu grup po trzech miesiącach badań. Metoda pozytywnie wpływa na rozwój dzieci, a szczególnie na ich
sferę poznawczą. Uczestnicy trzymiesięcznej sesji zajęć MRR wykazali się lepszą orientacją w odniesieniu do
schematu własnego ciała, rozwoju wyobraźni oraz pomysłowości.
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Introduction
For the correct child development both the motor development as well as the psychical one is essential.
Regardless of whether we deal with a correct child
development or with a dysgenesis, these elements
are compactly related to each other. The environment,
wherein the process of the growing up takes place, delivers impulses, both in the physical zone as well as the
psychical, conditioning his or her correct psychomotor
development [1, 2].
Wholly developmental exercises which are the subject of the present work, determine the natural form of
the activity for a child. The movement and the play in
a peers circle, contribute to many-sided child development, prompt both his imagination and senses as well
as shape the physical fitness [3].
The period between the first and the second year
of life is characterized with large intensity of the kinetic
development within the range of “large motor activity”
(postures, locomotion), and „little motor activity” (manual efficiency). A child faces new challenges, masters
many new activities such as e.g. independent walking
running, use of speech and control of physiological
needs. In this period the independence and the separateness increases. In every now and again greater
degree a child becomes a social creature who can get
in contact with peers, understands and copies expressing of liking or disliking [4]. Multisensory recognition
takes place mostly during a play and everyday activities. Activities of small children are usually accidental
experiments. Searching brings a child to experiencing
the reality causing the constant development.
The development of motoric functions is perceived
as attaining of control over body movements by coordinating nerve centres and muscles activities. The
development of reflexes and total activity, characteristic already for the new-born child, and then the
baby, is connected to this control. The achievement
of full control within the range of large motor activity
takes place in several first years’ life of a child. This
refers mainly to activities connected with the locomotion: walking, running, jumping, turning or swimming.
The zone of control over precise movements, which
demand engagement of smaller muscular groups, is
developed later. Activities such as: catching, writing,
precise use of tools a child perfects in the later stage
of the development [5, 6].
A child development takes place within different
phases (stages), so called „life periods”. Each of development stages is conditioned by the previous phase
and has the influence on what will follow it. Level of
children development in peer group differs individually;
therefore, evaluating the level of child psychomotor ac-
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The influence of exercises with elements of Sherborne Developmental Movement on the psychomotor development...
tivity, one ought to take into account individual differences [5, 6].
The kinetic development is extremely important
for a child among other things because that is a condition of his health. Also his comfort depends on exercises. Discouragement to further physical activity and
stopping of motor development can appear in case of
poor motor co-ordination. Cathartic role of exercises
builds psychical resistance to fear and frustration. It is
possible due to discharging of the energy spent during physical exercises. Here, independence is also
essential, because the more a child knows the more
surely he feels and is more satisfied. All this builds
the feeling of his value. The aid of children and youth
development by the stimulation and the usage of nonstandard solutions contribute to increasing the efficiency of activities concerning many aspects of the
psychomotor development [7].
Sherborne Developmental Movement (SDM)
method which was created by an English teacher
of physical education, physical therapist Veronica
Sherborne, came into being in the 1960s on the basis
of the system of exercises derived from the R. Laban
school, whom she cooperated with and from her own
professional experiences [8]. This method with its
name reflects main foundations of the author, claiming that movement is an excellent vehicle for aiding
correct psychomotor development, as well as equalizing its disturbances. A child with movement develops autosomatic and space consciousness, moreover
improves himself kinetically gaining at the same time
close contact with a second person. SDM assures
motor development as well as social and psychical
one [8, 9, 10 and 11]. In most cases the Sherborne
Developmental Movement Method complies prosperously to work with children with special needs [e.g. 12,
13, 14, 15].
However the beneficial influence of SDM exercises on children with dysfunctions was supplied with
documentary evidence, there is the lack of publications concerning the influence of Sherborne method
on healthy children. The majority of elaborations
was led for internal needs of the college and does
not fulfil the requirements of scientific elaborations;
therefore, the literature on this subject is mostly
poor. An essential question is whether the Sherborne
Developmental Movement Method one can use not
only in the case of development with disorders (it refers to all functioning zones), but also in the prophylaxis at healthy children and whether using it for
extending psychological and social experiences of
children being developed in the norm makes adaptation in the circle of peers easy.
Material and methods
With research one embraced two 14-person groups
of children. The age of participants was closed in the
section of 12–24 months of life. The first group of children (examined group) frequented systematically once
a week 45-minute wholly developmental activities with
elements of the Sherborne Developmental Movement
method. There were 6 boys and 8 girls in this group.
The second group (control group) which consisted of
5 boys and 9 girls did not take part in SDM sessions.
Additionally children from the second group frequented
no other activities helping psychomotor development.
As the estimation of children performance during
the activities one used the six-point scale of behaviour observation of Marta Bogdanowicz, consisting of
4 subscales rating development: cognitive, emotional,
social and motor [16]. Research of children from both
groups one done twice, on the first and last session
of the three-months′ regular participation in SDM
classes.
The control group was invited on two sessions,
to create the possibility of examining the children. In
progress of the duration of the classes every child was
observed, and therapist and parents notices were jotted
down on the sheet of recording observation [16].
The differentiation of the development level among
the research group and the control one as well as
changes which occurred in both groups between the
first and the second examination one evaluated by
means of variations analyses (ANOVA). If the results
were different for further post hoc analyses one used
Tukey test. Values on level ≤ 0.05 were accepted as
essential ones.
Results
Examined groups in no parameter differed statistically between themselves in the first research (accordingly: age p = 0.95; cognitive development p = 0.27;
emotional development p = 0.99; social development
p = 0.93; motor development p = 0.99).
At all children in the research group in the second
examination one ascertained greater progress in the
development of evaluated elements, with relation to the
control group, which is presented in Figures 1–4.
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Jakub Grzegorz Adamczyk, Małgorzata Polkowska, Dariusz Boguszewski
Figure 1. Changes (pts) in the cognitive development of children
from the SDM group and control group, between the first and the
second examination
Figure 3. Changes (pts) in the social development of children from
the SDM group and the control group, between the first and the
second examination
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Figure 2. Changes (pts) in the emotional development of children
from the SDM group and the control group, between the first and
the second examination
At all children both in the research group as well
as the control group, one noted down changes within
the range of cognitive development, whereat in the research group the increase of the average level of cog-
Figure 4. Changes (pts) in the motor development of children from
from the SDM group and the control group, between the first and
the second examination
nitive development was considerably higher (Figure 1).
The initial result 2.7 with relation to the final 4.2 states
the increase of about 55% and this is statistically essential change. The average change for children not
sitting in on 3-month long SDM classes was 14%.
Within the range of emotional development one
showed, that SDM classes favourably bore on researched children. In both groups the average initial
result is nearing, yet after the period of 3 months one
observed the noticeable difference among groups
(Figure 2). Children participating in the classes reached
almost twice greater change of the level of emotional
development with relation to the control group. It was
23%, at 12% change in the control group. This difference proved statistically essential.
In both groups within three months there was a distinct change within the range the social development.
Looking at the data introduced in Figure 3, one can ascertain that in the case of children from the research
group there was greater change than in the control
group. Similarly to the emotional development, the
social development in the initial examination presented similar values. However after the use of the SDM
method in the research group its final results were
considerably better. Both 33-percentage changes in
the research group as well as more than twice lower in
the control group (14%) were statistically essential with
relation to the first examination. Both groups differed
statistically within the range of social development after
the second examination (p = 0.025).
The least difference between the research group
and the control one was noted within the range the motor development; however in both groups it underwent
positive change (Figure 4). Average results of the initial
examination were for the research group – 4.2, and for
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The influence of exercises with elements of Sherborne Developmental Movement on the psychomotor development...
the group not participating in SDM classes – 4.1. The
three-months′ period of SDM classes deepened the difference between the groups and it was 0.3 pts. after
the second examination. Both groups noted statistically
essential progress.
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Discussion
Research over the efficiency of SDM method one undertook many times. First time it had its place in the
1980s in Great Britain. One tried then to evaluate the
influence of the participation in the classes on children
development within the range of various zones. The
research confirmed the theory of Rudolph Laban that
the activity developed during SDM classes has some
essential and beneficial influence on children development and behaviour. It is due to many advantages
among other things autosomatic consciousness and
self-image development, as well as making opportunity
to “creative activity” that one ascertained, that SDM can
determine the constant part of children educational programme, and the effectiveness of this method within
teaching framework would be substantially dependent
on therapist motivation and engagement while leading
the group [17, 18].
In Poland the attempt of research one undertook
in the 1990s, due to the work of Marta Bogdanowicz,
who created the six-point scale of behaviour observation, making estimation of progressive changes in
children behaviour within the range of various development zones possible [16]. The research on the
Sherborne Developmental Movement Method effectiveness mostly focuses on therapeutic influence,
since children participating in SDM classes are its
subject. It is proper however to pay attention that such
researches were not only led on children with dysfunctions, but also have not been published yet and
the results were adjusted only to needs of master′s
theses or BA ones.
So far worldwide existing researches with the use
of SDM method, were most often carried out on older children or the ones with psychomotor disorders.
However since cognitive, social, emotional and first
of all kinetic functions form from youngest years, it is
essential to qualify their real influence on youngest
charges.
The attempts of qualifying the influence of the
Sherborne Developmental Movement method on
younger children appeared also earlier. The research
led on charges of the State-House of a Small Child in
Gdańsk-Oliwa, 2- or 3-year olds, was led by the period of six months. Formulated conclusions univocally
showed that the active participation in the classes influenced profitably the development of those exercising, and observed changes are statistically essential
within the range of emotional social and cognitive development. Less significant changes were noted down
within the range motor development. Characteristic
is the fact that the research not only confirmed the
positive influence on exercising children, but also with
the considerable differentiation of the relation to the
research group showed that those changes were not
the result of purely and simply natural development of
children, but the consequence of usage of experimental program of exercises [17].
In the available literature one will not find works
showing negative results or the lack of effects after
the use of SDM in the aid of children development.
From all the worldwide research results, one can see
that sessions led with the Sherborne Developmental
Movement Method accelerate children development,
or properly stimulate a child to correct psychomotor
development. It can be used even in case of disharmonious development. The SDM method is prosperously
practiced in case of development disturbances, such
as late psychomotor development, mental handicap,
autism, Down′s syndrome, hearing defects and infantile
cerebral palsy [15, 17, 18, 19].
Available publications and results obtained in the
present work encourage running classes with the
Sherborne Developmental Movement and broadening
the research in the space of the time. During further
investigative research, legitimate seems the enlargement of the research group, which would permit more
accurate evaluation of the SDM classes’ effectiveness
of children development.
One ought to however stress, that the progress
and effects of those attending classes are substantially dependent on efforts of the therapist leading the
group. The person running the sessions must produce
evidence of not only creativity, knowledge of regularity
of children development according to their current age,
but it is also important for those sessions to be systematic and adapted not only to needs of the whole group,
but also each individual person. Plays used should be
characterized with variations of the muscular work, so
that dynamic exercises would be interwoven with static
exercises. Knowledge of above-mentioned issues can
greatly contribute to the correct and quicker psychomotor development of children.
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Jakub Grzegorz Adamczyk, Małgorzata Polkowska, Dariusz Boguszewski
Conclusions
Quoted in this work findings, as well as the data analysis available in literature, univocally evidence the value
of SDM and prove that its use does not limit itself only
to the equation of development shortages, but can also
aid in development of healthy children.
Evaluating the influence of the Sherborne
Developmental Movement method on children development, one can ascertain that in all subscales there was
an increase in results. Similar changes were observed
both in the research group and the control one. Wanting
however to separate what is connected with natural
child development from the influence of the session
with elements of the Veronica Sherborne’s method, one
ought to pay attention to the scale of changes. In spite
the lack of essential differences between the groups in
the initial examination, the cycle of SDM classes influ-
enced favourably the research group and contributed
to the essential differentiation of both groups after the
period of three months. Statistically essential differences among the research group and the control one was
ascertained within the range of social and emotional
development.
One showed statistically essential relationship of
beneficial changes in children behaviour, with the participation of healthy children in SDM classes. Children
taking part in three-month session of SDM produced
evidence of better orientation in autosomatic schema,
imagination development, creativity, expression of adequate to the situation excitements and with higher
kinetic efficiency. Regularity of participation in the
classes had great influence on results, which permitted
to realize the established program of exercises with the
regard to set goals.
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LITERATURE • PIŚMIENNICTWO – 90 –