Impacts of sports games on prosocial behavior of children with intellectual and developmental disabilities attending regular classes

DUAN Guanting; SHANG Xiaoxia; HOU Huisheng; ZHENG Shicheng; SHI Wenxia

doi:10.16835/j.cnki.1000-9817.2025055

Volume 46 Issue 2

Feb. 2025

Turn off MathJax

Article Contents

Article Navigation > CHINESE JOURNAL OF SCHOOL HEALTH > 2025 > 46(2): 177-180

DUAN Guanting, SHANG Xiaoxia, HOU Huisheng, ZHENG Shicheng, SHI Wenxia. Impacts of sports games on prosocial behavior of children with intellectual and developmental disabilities attending regular classes[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2025, 46(2): 177-180. doi: 10.16835/j.cnki.1000-9817.2025055

Citation:

DUAN Guanting, SHANG Xiaoxia, HOU Huisheng, ZHENG Shicheng, SHI Wenxia. Impacts of sports games on prosocial behavior of children with intellectual and developmental disabilities attending regular classes[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2025, 46(2): 177-180. doi: 10.16835/j.cnki.1000-9817.2025055

Citation:

DUAN Guanting, SHANG Xiaoxia, HOU Huisheng, ZHENG Shicheng, SHI Wenxia. Impacts of sports games on prosocial behavior of children with intellectual and developmental disabilities attending regular classes[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2025, 46(2): 177-180. doi: 10.16835/j.cnki.1000-9817.2025055

PDF( 424 KB)

Impacts of sports games on prosocial behavior of children with intellectual and developmental disabilities attending regular classes

doi: 10.16835/j.cnki.1000-9817.2025055

1.
School of Physical Education, Minzu University of China, Beijing (100081), China

Received Date: 2024-10-07
Rev Recd Date: 2024-12-02

Available Online: 2025-03-05

Publish Date: 2025-02-25

Abstract

Abstract

Objective To explore impacts of sports games designed based on the information-motivation-behavioral skills model (IMB) on prosocial behavior in children with intellectual and developmental disabilities (IDD) attending regular classes, so as to provide a theoretical basis for promoting the development of prosocial behavior in school-age IDD children. Methods From February to March 2023, 40 children with intellectual disabilities aged 8-9 who were enrolled in ordinary schools in Beijing were recruited by using WeChat parents to send messages. They were randomly divided into an experimental group (19 before intervention, 17 after intervention) and a control group (19 before intervention, 19 after intervention) by lottery method. During the study period, children in both groups received the same frequency and quality of regular physical activities. The experimental group, in addition, underwent a 13-week sports game intervention based on the IMB model, 4 times a week, each session lasting 50 minutes. The sports game intervention scheme based on IMB model was divided into two modules, including basic training and development training: low-difficulty sports game intervention based on emotion recognition, and medium-low-difficulty and medium-difficulty sports game intervention based on social training such as "prosocial". The Griffith Empathy Measure (GEM) and the Prosocial Behavior Scale for Adolescents (PBSA) were used to assess empathy ability and prosocial behavior levels of children in both groups before and after the intervention. Results After intervention, the cognitive empathy dimension, emotional empathy dimension and total score of GEM in the experimental group (39.15±2.85, 38.54±1.94, 77.69±3.95) were higher than control group (32.18±4.18, 32.28±4.28, 64.56±6.48) and before intervention (33.92±4.94, 31.30±4.61, 65.23±8.47), and the differences were statistically significant (F=12.06, 6.99, 14.90; 8.95, 7.36, 13.22, P < 0.05). After intervention, compliance with public welfare factors, trait factors and total score (31.33±1.97, 16.67±1.03, 71.83±2.93) were higher than control group (22.65±1.58, 12.59±0.71, 59.47±2.18) and before intervention (22.00±1.27, 12.17±0.75, 58.00±1.67), and the differences were statistically significant (F=17.00, 36.54, 12.71; 29.87, 13.09, 13.12, P < 0.05). Conclusions Sports game intervention based on IMB model can effectively promote the development of prosocial behavior of children with IDD attending regular classes.
- Physical education and training,
- Mental health,
- Social behavior,
- Intervention studies,
- Disabled children

FullText(HTML)

References(25)

References

[1]	王少璞, 杨亚茹, 邱卓英, 等. 智力与发展性残疾儿童心理健康服务: 基于WHO-FICs的研究[J]. 中国康复理论与实践, 2023, 29(9): 993-1003. doi: 10.3969/j.issn.1006-9771.2023.09.001 WANG S P, YANG Y R, QIU Z Y, et al. Mental health services for children with intellectual and developmental disabilities: a WHO-FICs based study[J]. Chin J Rehabil Theor Pract, 2023, 29(9): 993-1003. (in Chinese) doi: 10.3969/j.issn.1006-9771.2023.09.001
[2]	PLATT J M, KEYES K M, MCLAUGHLIN K A, et al. Intellectual disability and mental disorders in a US population representative sample of adolescents[J]. Psychol Med, 2019, 49(6): 952-961. doi: 10.1017/S0033291718001605
[3]	TOTSIKA V, LIEW A, ABSOUD M, et al. Mental health problems in children with intellectual disability[J]. Lancet Child Adolesc Health, 2022, 6(6): 432-444. doi: 10.1016/S2352-4642(22)00067-0
[4]	MAGYAR A, KRAUSZ A, KAPÁS I D, et al. Exploring Hungarian teachers' perceptions of inclusive education of SEN students[J]. Heliyon, 2020, 6(5): e03851. doi: 10.1016/j.heliyon.2020.e03851
[5]	MOLINA R S, MARAURI J, AUBERT A, et al. How inclusive interactive learning environments benefit students without special needs[J]. Front Psychol, 2021, 12: 661427. doi: 10.3389/fpsyg.2021.661427
[6]	SEDLACKOV D, KANTOR J. The lived experience with inclusive education: a case study of a teenager with diabetes, his mother, and his teacher[J]. Clin Psychol Spec Educ, 2021, 10(2): 183-220. doi: 10.17759/cpse.2021100211
[7]	杨莹, 寇彧. 亲社会互动中的幸福感: 自主性的作用[J]. 心理科学进展, 2015, 23(7): 1226-1235. YANG Y, KOU Y. Individuals' well-being in prosocial interaction: the role of autonomy[J]. Progress Psychol Sci, 2015, 23(7): 1226-1235. (in Chinese)
[8]	魏星, 吕娜, 纪林芹, 等. 童年晚期亲社会行为与儿童的心理社会适应[J]. 心理发展与教育, 2015, 31(4): 402-410. WEI X, LV N, JI L Q, et al. Children's prosocial behavior and their psychosocial adjustment[J]. Psychol Dev Educ, 2015, 31(4): 402-410. (in Chinese)
[9]	丁凤琴, 陆朝晖. 共情与亲社会行为关系的元分析[J]. 心理科学进展, 2016, 24(8): 1159-1174. DING F Q, LU C H. Association between empathy and prosocial behavior: a systematic review and Meta-analysis[J]. Progress Psychol Sci, 2016, 24(8): 1159-1174. (in Chinese)
[10]	DONNELLY J E, HILLMAN C H, CASTELLI D, et al. Physical activity, fitness, cognitive function, and academic achievement in children: a systematic review[J]. Med Sci Sports Exerc, 2016, 48(6): 1223-1224. doi: 10.1249/MSS.0000000000000966
[11]	LAGUNA M, MAZUR Z, KęDRQ M, et al. Interventions stimulating prosocial helping behavior: a systematic review[J]. J Appl Soc Psychol, 2020, 50(11): 676-696. doi: 10.1111/jasp.12704
[12]	OPSTOEL K, CHAPELLE L, PRINS F J, et al. Personal and social development in physical education and sports: a review study[J]. Eur Phys Educ Rev, 2019, 26(4): 797-813.
[13]	刘祎伟, 黄传慧. 复杂情境下学前儿童社会性行为实验研究[J]. 中国特殊教育, 2021(8): 79-85. LIU Y W, HUANG C H. An experimental study on preschool children's social behavior in complex situations[J]. Chin Spec Educ, 2021(8): 79-85. (in Chinese)
[14]	LANTZ E, MARCELLINI A. Sports games for people with intellectual disabilities. Institutional analysis of an unusual international configuration[J]. Sport Soc, 2018, 21: 635-648.
[15]	DADDS M R, HUNTER K, HAWES D J. A measure of cognitive and affective empathy in children using parent ratings[J]. Child Psychiatry Hum Dev, 2008, 39(2): 111-122.
[16]	刘志浩, 李小宁. 信息、动机、行为技巧模型在行为干预中的应用研究[J]. 中国健康教育, 2016, 32(8): 733-735. LIU Z H, LI X N. Application of information-motivation-behavioral skills model in behavior intervention[J]. Chin J Health Educ, 2016, 32(8): 733-735. (in Chinese)
[17]	SHIM I H, WOO Y S, BAHK W M. Prevalence rates and clinical implications of bipolar disorder "with mixed features" as defined by DSM-5[J]. Affect Disord, 2015(3): 120-125.
[18]	肖运华. 中文版格里菲斯共情测验父母版信效度研究及高功能孤独独谱系障碍儿童面部表情识别的特征[D]. 南京: 南京医科大学, 2015. XIAO Y H. Reliability and validity of the Chinese version of the Griffith Empathy Measure Parent Ratings, and the characteristics of facial expression recognition in children with high funtion autism spectrum disorder and related research[D]. Nanjing: Nanjing Medical University, 2015. (in Chinese)
[19]	YANG Y, LI W Q, SHELDON K M, et al. Chinese adolescents with higher social dominance orientation are less prosocial and less happy: a value-environment fit analysis[J]. Int J Psychol (J Internat Psychol), 2019, 54(3): 325-332.
[20]	AVENANTI A, BUETI D, GALATI F, et al. Transcranial magnetic sti-mulation highlights the sensorimotor side of empathy for pain[J]. Nat Neuro Sci, 2005, 8: 955-960.
[21]	KALE E, FINSET A, EIKELAND H L, et al. Emotional cues and concerns in hospital encounters with non-western immigrants as compared with norwegians: an exploratory study[J]. Patient Educ Couns, 2011, 84: 325-331.
[22]	BATSON C D, EKLUND J H, CHERMOK V L, et al. An additional antecedent of empathic concern: valuing the welfare of the person in need[J]. J Person Soc Psychol, 2007, 93(1): 65-74.
[23]	张杰. 体育游戏何以提升幼儿同伴交往能力: 基于自我决定理论的视角[J]. 中国教育学刊, 2023(9): 85-88, 95. ZHANG J. How can sports games enhance preschool children's peer interaction skills: a perspective based on self-determination theory[J]. Chin J Educ, 2023(9): 85-88, 95. (in Chinese)
[24]	吴亮, 许秀, 罗亮. 运动康复和适应性身体活动对痉挛性脑性瘫痪儿童青少年心理运动功能、运动功能和动作发展的效益: 基于ICF的循证研究[J]. 中国康复理论与实践, 2024, 30(2): 148-156. WU L, XU X, LUO L. Effect of exercise rehabilitation and adapted physical activity on psychomotor skills, motor abilities and motor de-velopment in children and adolescents with spastic cerebral palsy: an evidence-based research using ICF[J]. Chin J Rehabil Theor Pract, 2024, 30(2): 148-156. (in Chinese)
[25]	张梦圆, 杨莹, 寇彧. 青少年的亲社会行为及其发展[J]. 青年研究, 2015(4): 10-18, 94. ZHANG M Y, YANG Y, KOU Y. Prosocial behavior and its development in adolescents[J]. Youth Stud, 2015(4): 10-18, 94. (in Chinese)