El efecto del taekwondo adaptado en las habilidades motrices de las personas con discapacidad intelectual
Resumen El objetivo de esta investigación fue doble. Por un lado, demostrar que las personas con discapacidad intelectual (DI) pueden practicar taekwondo (TKD) y, por otro, valorar el efecto de dicha práctica. Para ello, se diseñó un estudio longitudinal con medidas de pretest y postest. Trece jóvenes de entre 14 y 35 años con DI realizaron un entrenamiento de TKD adaptado durante 20 semanas. Tras observar que las/os participantes seguían las instrucciones de la entrenadora y realizaban las técnicas, se evaluó el efecto del entrenamiento en sus habilidades motrices. La direccionalidad se evaluó utilizando la prueba de agilidad modificada (MAT2) y el equilibrio y la coordinación mediante la Escala de Observación de la Competencia Motriz (ECOMI). Los resultados demostraron que las personas con DI pueden practicar técnicas básicas de TKD y que el entrenamiento mejora sus habilidades motrices de direccionalidad, equilibrio y coordinación, si bien no todas las diferencias fueron significativas. Con ello se puede concluir que las personas con DI pueden realizar un deporte de combate como el TKD siempre y cuando se adapte a sus características y que su práctica tiene efectos beneficiosos, y mejora el rendimiento en sus habilidades motrices.
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Cho, S. Y., So, W. Y. y Roh, H. T. (2017). The effects of taekwondo training on peripheral neuroplasticity-related growth factors, cerebral blood flow velocity, and cognitive functions in healthy children. International Journal of Environmental Research and Public Health, 14(5), 454. https://doi.org/10.3390/ijerph14050454
Dehghani, M. y Gunay, M. (2015). The effect of balance training on static and dynamic balance in children with intellectual disability. Journal of Applied Environmental and Biological Sciences, 5(9), 127-131.
Duronjić, M. y Válková, H. (2010). The influence of early intervention movement programs on motor skills development in preschoolers with Autism Spectrum Disorder (case studies). Acta Gymnica, 40(2), 37-45.
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Fong, S. S., Chung, J. W., Ng, S. S., Ma, A. W., Chow, L. P. y Tsang, W. W. (2014). Differential postural control and sensory organization in young tennis players and taekwondo practitioners. Motor Control, 18(2), 103-111. https://doi.org/10.1123/mc.2012-0117
Fong, S. S., Fu, S. N. y Ng, G. Y. (2012). Taekwondo training speeds up the development of balance and sensory functions in young adolescents. Journal of Science and Medicine in Sport, 15(1), 64-68. https://doi.org/10.1016/j.jsams.2011.06.001
Fong, S. S. y Ng, G. Y. (2011). Does taekwondo training improve physical fitness? Physical Therapy in Sport, 12(2), 100-106. https://doi.org/10.1016/j.ptsp.2010.07.001
Fotiadou, E. G., Neofotistou, K. H., Giagazoglou, P. F. y Tsimaras, V. K. (2017). The effect of a psychomotor education program on the static balance of children with intellectual disability. The Journal of Strength and Conditioning Research, 31(6), 1702-1708. https://doi.org/10.1519/JSC.0000000000001612
García, J. M., Leahy, N., Rivera, P., Renziehausen, J., Samuels, J., Fukuda, D. H. y Stout, J. R. (2020). Brief report: Preliminary efficacy of a judo program to promote participation in physical activity in youth with autism disorder. Journal of Autism and Developmental Disorders, 50(4), 1418-1424. https://doi.org/10.1007/s10803-019-04338-w
Giagazoglou, P., Arabatzi, F., Dipla, K., Liga, M. y Kellis, E. (2012). Effect of a hippotherapy intervention program on static balance and strength in adolescents with intellectual disabilities. Research in Developmental Disabilities, 33(6), 2265-2270. https://doi.org/10.1016/j.ridd.2012.07.004
Gleser, J., Nyska, M., Porat, S., Margulies, J., Mendelberg, H. y Wertman, E. (1992). Physical and psychosocial benefits of modified judo practice for blind, mentally retarded children. Perceptual and Motor Skills, 74(3), 915-925. https://doi.org/10.2466/pms.1992.74.3.915
Graupera, J. L., Rodríguez, M. L. y Ruiz, L. M. (2002). Aplicabilidad de la Escala de Observación ECOMI en Educación Física Especial. En J. L. Pastor y cols., Libro de Actas del XX Congreso Nacional Educación Física y Universidad. Universidad de Alcalá.
Hartman, E., Houwen, S., Scherder, E. y Visscher, C. (2010). On the relationship between motor performance and executive functioning in children with intellectual disabilities. Journal of Intellectual Disability Research, 54(5), 468-477. https://doi.org/10.1111/j.1365-2788.2010.01284.x
Hilgenkamp, T. I. M., Reis, D., van Wijck, R. y Evenhuis, H. M. (2012). Physical activity levels in older adults with intellectual disabilities are extremely low. Research in Developmental Disabilities, 33(2), 477-483. https://doi.org/10.1016/j.ridd.2011.10.011
Jansen, D. E., Krol, B., Groothoff, J. W. y Post, D. (2004). People with intellectual disability and their health problems: A review of comparative studies. Journal of Intellectual Disability Research, 48(2), 93-102. https://doi.org/10.1111/j.1365-2788.2004.00483.x
Jiménez, J. y Jiménez, I. (2010). Psicomotricidad. Teoría y programación para educación infantil, primaria y especial. Wolters Kluwer España, S. A.
Jung, T. y Park, H. (2020). The effects of back-step footwork on taekwondo roundhouse kick for the counterattack. Motricidad: European Journal of Human Movement.
Kachouri, H., Borji, R., Baccouch, R., Laatar, R., Rebai, H. y Sahli, S. (2016). The effect of a combined strength and proprioceptive training on muscle strength and postural balance in boys with intellectual disability: An exploratory study. Research in Developmental Disabilities, 53, 367-376. https://doi.org/10.1016/j.ridd.2016.03.003
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