The Influence of Rhythmic Gymnastics on Coordination Capacity in Children with Amblyopia

Abstract

Any loss or abnormality in the structure or function of the visual analyser represents a visual impairment. The World Health Organization considers that the term “visual impairment” refers, on the one hand, to a decrease in visual acuity, and on the other hand, to the loss of visual acuity. The research purpose consists in checking the influence of means specific to rhythmic gymnastics on some components of coordination ability (kinaesthetic differentiation, balance and intersegmental coordination) in children with amblyopia. The research methods used in conducting the investigation are the following: bibliographic study method, observation method, experimental method, graphical method and the method of processing, analysis and interpretation of the collected data. The assessment will be performed through tests or trials in order to establish the children’s reactivity, their progress/regression/stagnation as a consequence of applying some means specific to rhythmic gymnastics. The study results highlight the progress recorded by the 12 subjects with amblyopia, as an echo to the applied therapy. Conclusions confirm that the means of rhythmic gymnastics influence some components of coordination ability (kinaesthetic differentiation, balance and intersegmental coordination) in children with amblyopia and that this sports discipline finds a well-deserved place in the thematic syllabus of Physical Education as a subject taught in special schools, in lower secondary education.

Keywords: Coordination abilityamblyopiarhythmic gymnastics

Introduction

The World Health Organization (2014) considers that “visual impairment” refers, on the one hand, to a decrease in visual acuity (amblyopia), and on the other hand, to the loss of visual acuity (blindness). It also states that the unilateral or bilateral low vision ability is equivalent to the term “amblyopia” or “lazy eye”. Another definition of the “visual impairment” states that it “is a dysfunction in which the visual analyzer is unable to receive, transmit or interpret stimuli in a favorable way for educational and social integration” (Teodorescu, Bota & Stănescu, 2003, p. 88).

The Larousse Dictionary (2015) defines amblyopia as “the partial or relative loss of visual acuity (allowing the formation of a clear, distinct, well-focused image on the retina)”.

Low visual acuity also has negative effects on the amplitude of eyeball movement, the diminution in amplitude resulting from uncorrected refractive errors or organic problems (Wright, Spiegel, & Thomson, 2006, p. 10).

The Centers for Disease Control and Prevention (USA, 2015) states that visual impairment occurs when the loss of visual acuity reaches the value of 20/70, after the correction of vision by wearing glasses.

On 30 June 2015, it was recorded in Romania a number of 103,214 people with visual impairments, of whom 2,978 children. The World Health Organization (2007) considers that if amblyopia is detected in due time, it can be treated up to 9 years of age.

Our country is currently engaged, through several non-governmental organizations, in the protection of children with special educational needs and makes considerable efforts to provide high-quality medical services, with a focus on primary and secondary healthcare, and to respect the international treaties and conventions aimed at implementing the concepts of integration and inclusion, as well as the rights of people with disabilities.

Reflection of the topic in the national and international literature:

• National

The consultation of various bibliographic sources provided us information on rhythmic gymnastics, but without revealing the relationship between this sports discipline and people with visual impairments. Most research studies in the field of Sport and Physical Education Science deal with performance rhythmic gymnastics.

• International

Physical activities proposed for people with disabilities are mainly represented by activities aimed at improving motor skills. In this way, people with special educational needs are encouraged to regain functional independence in their relationship with the surrounding environment.

Depending on the type of disability, the hand apparatus specific to rhythmic gymnastics are adapted to the momentary capabilities of people with special educational needs.

Nevertheless, rhythmic gymnastics is a leisure activity that gives participants the pleasure of performing a motor activity able to remove stress and generate a state of well-being.

Research Questions

We believe that if the means specific to rhythmic gymnastics, represented by psychomotor actions with hand apparatus, can contribute to improving some components of coordination ability (kinaesthetic differentiation, balance and intersegmental coordination) in children with amblyopia, then this sport discipline should be introduced into the physical education lessons in special schools.

Purpose of the study

The purpose of the study is to check the influence of means specific to rhythmic gymnastics on some components of coordination ability (kinaesthetic differentiation, balance and intersegmental coordination) in children with amblyopia.

Research methods

The research methods used to conduct the research were the following:

• bibliographic study method (by examining the various existing materials);

• observation method (by observing the motor behaviour of the selected children);

• experimental method (used to check the hypothesis and complete the research);

• graphical method and the method of processing, analysis and interpretation of the collected data (the statistical tests used were: Wilcoxon test and also computer products: SPSS, Minitab, Microsoft Office 2010, to highlight the subjects’ reactivity).

The research subjects were selected among pupils from the Special Middle School for Visually Impaired of Bucharest. Thus, the research was conducted on 12 pupils diagnosed with amblyopia. The group of subjects was made up based on inclusion criteria.

Inclusion criteria: diagnosis of amblyopia; comorbidities secondary to the diagnosis of amblyopia; age: 12-15 years; regular participation in physical education classes; physical ability to perform exercise; mental ability to decode the requirements; enrolment in lower secondary education.

The research was conducted between October 2015 and May 2016. During that period, the following activities were carried out:

• in October: initial assessment (application of tests and trials to establish the motor level of the selected children);

• from November to April: application of the therapeutic program, which was focused on learning and performing simple actions of handling the five apparatus specific to rhythmic gymnastics (rope, hoop, ball, clubs and ribbon); during that period, 19 lessons were conducted at a rate of 1 lesson per week, working alternately with the hand apparatus included in the research; each session lasted 50 minutes, and the intervention had a 30-minute duration, in the fundamental part of the physical education lesson;

• in May: final assessment (to highlight the progress/regression/stagnation after applying the means specific to rhythmic gymnastics).

Findings

According to the statistically processed results (Figure 01 ), it is found an improvement in the kinaesthetic differentiation ability, which emphasises that the means applied to the research subjects have been efficient.

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The statistically processed results highlight that, in the Six-hoop stepping trial (Figure 02 ), children with amblyopia have improved their intersegmental coordination and balance after the application of means specific to rhythmic gymnastics.

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Conclusion

From the analysis and interpretation of the calculated scores, it is found that the subjects with amblyopia have recorded progress relative to the assessed components of coordination ability (kinaesthetic differentiation, balance and intersegmental coordination) following the application of the therapeutic program. Differences between the initial and final tests are statistically significant, which is also demonstrated by the Wilcoxon test at p < 0.05, applied in the analysis of awarded scores (for kinaesthetic differentiation p = 0.004, for movement coordination and balance p = 0.002).

After the statistical processing of the results, it is confirmed the research hypothesis that states that the means specific to rhythmic gymnastics (exercises with hand apparatus) positively influence some components of coordination ability (kinaesthetic differentiation, balance and intersegmental coordination) in children with amblyopia.

The coordination ability of children with amblyopia can be improved by introducing into the physical education lesson some psychomotor actions of handling the five apparatus (rope, hoop, ball, clubs and ribbon). Thus, we consider that rhythmic gymnastics contributes to improving the quality of life for people with special educational needs and can be introduced into the syllabus of Physical Education as a subject taught in special middle schools.

References

• Larousse Dictionary. (2015). Amblyopie: définition. Retrieved from http://www.larousse.fr/dictionnaires/ francais/amblyopie/2736
• Teodorescu, S., Bota, A., Stănescu, M. (2003). Educație fizică și sport adaptat pentru persoane cu deficiențe senzoriale, mintale și defavorizate social. Romania:Semne
• The Centers for Disease Control and Prevention. (2015). Official MADDSP and MADDS Surveillance Case Definitions: Metropolitan Atlanta Developmental Disabilities Surveillance Program (MADDSP) Case Definition. Retrieved from https://www.cdc.gov/ncbddd/developmentaldisabilities/casedefinitions.html
• World Health Organization. (2007). Global initiative for the elimination of avoidable blindness: Action plan 2006-2011. Retrieved from http://www.who.int/blindness/Vision2020_report.pdf
• World Health Organization. (2014). Visual impairment and blindness. Retrieved from http://www.who.int/mediacentre/factsheets/fs282/en/
• Wright, W. K., Spiegel, H. P., & Thomson, S. L. (2006). Handbook of paediatric strabismus and amblyopia. USA: Springer.