등척성 위팔바깥돌림 운동 시 지레팔 위치 변화에 따른 어깨근육들의 근활성도에 미치는 영향
A Study on the Social Development of Children with Autistic Disabilities through Participation in Underwater Play Programs
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목적: 이 연구는 정상 성인을 대상으로 등척성 위팔바깥돌림 운동 시 아래팔의 지레팔 위치변화가 가시아래근과 어깨주변근육에 어떠한 영향을 미치는지 알아보고자 하였다. 방법: 자발적 참여를 희망하는 성인 남녀 30명을 대상으로 진행되었으며, 바로선 자세에서 팔꿈관절을 90도로 굽힘한 상태로 저항면을 최대등척성수축으로 바깥돌림 하여 실험 하였다. 실험의 순서로는 먼쪽, 중간쪽, 몸쪽 부분의 저항면을 무작위로 실시하였다. 운동을 수행하는 동안 근육의 활성도를 표면 근전도를 통해 측정하여 최대수의적수축에 대한 백분율로 표준화 하였다. 결과: 그 결과로는 먼 쪽의 지레팔의 저항면에서 가시아래근의 활성이 가장 높게 나타났으며, 위등세모근과 중간삼각근의근활성은 최대로 낮게 나타났다. 중간 쪽과 몸쪽지레팔의 저항면 간의 유의한 차이는 없었다. 결론: 이를 바탕으로 등척성 위팔바깥돌림 운동 시 가장먼쪽의 지레팔에서 운동하는 것이 가시아래근의 활성은 높이면서 위등세모근과 중간삼각근의 활성을 낮출 수 있는 가장 좋은 운동방법이라볼 수 있다.
Abstract
The purpose of this study was to investigate the impact of water play programs designed to enhance sociality on autism plays, relationships and behavior. The study included three socially defective autistic children. The water exercise program used in this study was prepared by researchers according to Appendix 3 of Hui's arthritis water treatment exercise. The experiment was conducted 36 times between March 4 and May 24, 2023. In the experiment, three selected children, a small group of teachers and assistants were designed to teach in small groups in principle and water exercise was performed for about 30 minutes. The used pool when there were not many others, and each time three children were monitored to measure their health. Due to the nature of water play, there was no strict requirement for children to learn special movements, and the program was conducted in a flexible way suitable for them. To evaluate the effectiveness of the experiment, a follow-up test was conducted on May 27, 2023 in the same manner as a pre-test after the waterplay program ended. This study results are as follows: First, playing in the water was effective in encouraging authorities to follow the rules given to them. They became indifferently interested in other children and made eye contact with requests to express what they wanted to do or something. Second, playing in the water helped autistic people play better with adults and their peers and expanded the types of play they could use. In particular, they became more interested in their colleagues and became interactive in theater. Third, playing in the water helped strengthen relationships with parents, siblings, other adults and other children. Fourth, playing in the water had the effect of developing attitude, spontaneity, attention, voluntary imitation and educational imitation of autistic people who followed instructions
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