研究目的：当前研究表明发展性障碍儿童的基本动作技能与注意力稳定性的发展

研究目的：当前研究表明发展性障碍儿童的基本动作技能与注意力稳定性的发展水平较正常同龄儿童存在明显的滞后现象，这对他们的学习、日常生活以及以后融入社会有着不可忽视消极影响，而通过身体活动或运动干预能够在一定程度上发挥着积极的作用。网球是一项不受年龄和性别限制，包容性极强的运动项目。在网球运动中不仅包含侧滑步、交叉步、垫步等位移技能，还包括发球、正手击球、反手击球、截击等物体操控技能，而且在运动中也要盯着网球和对手，所以在运动过程中不仅能够锻炼到学生身体，提高其基础动作技能，还能改善注意力稳定性。但是网球运动上手难度大，基于此本文将网球运动设计和改编，探究16周的网球活动对发展性障碍儿童基础动作和注意力的影响，以期为发展性障碍儿童基础动作技能和注意力的改善提供可参考的干预手段，同时为网球运动进入培智学校，为培智学校的老师开展网球运动提供借鉴。<br>研究方法：本研究主要采用实验法，采用单组前后测设计。选取两个班19名发展性障碍儿童为实验对象，其中高年级11人，中年级8人。将改编后的网球活动作为干预手段对两个班进行为期16周，每周2次，每次40分钟的教学干预。测试指标：基础动作技能评价采用“ACTION-1”儿童动作发育熟练度评估；注意力稳定性评价采用数字划消评估。数据分析：采用配对样本T检验和非参数检验分析干预前后的数据，使用重复测量方差分析男生和女生在基础动作技能和注意力在干预前后的数据，并进行组内和组间效应分析。<br>研究结论：（1）经过16周的网球活动课干预，中年级发展性障碍儿童在基础动作技能的ACTION-1总分、身体的协调能力、物体操控能力和身体的平衡能力的改善具有显著性。其中身体的协调能力主要体现在异侧同步交换跳、手指与脚同侧同步轻敲、闭眼食指摸鼻子；物体操控能力主要体现在双手抛接球、单手拍球；身体的平衡能力主要体现在6步直线走、睁眼单脚平衡梁上站立。<br>（2）经过16周的网球活动课干预，高年级发展性障碍儿童在基础动作技能的ACTION-1总分、身体的协调能力、物体操控能力和身体的平衡能力的改善具有显着性。其中身体的协调能力主要体现在异侧同步交换跳、手指与脚同侧同步轻敲；物体操控能力主要体现在双手抛接球、单手拍球、双手接球、双手交换拍球；身体的平衡能力主要体现在6步直线走、睁眼单脚平衡梁上站立。<br>(3)经过16周的网球活动课干预，高年级发展性障碍儿童在基础动作技能的改善没有性别差异。<br>（4）经过16周的网球活动课干预后，中年级与高年级发展性障碍儿童的注意力稳定性的改善效果显着，高年级女生注意力水平比男生提高的多。

Research purpose: the current research shows that the development level of basic motor skills and attention stability of children with developmental disabilities is significantly lagging behind that of children of the same age, which has a negative impact on their learning, daily life and later integration into society, and can play a positive role to a certain extent through physical activity or exercise intervention. Tennis is a highly inclusive sport without age and gender restrictions. In tennis, it not only includes the displacement skills such as side sliding step, cross step and cushion step, but also includes the object control skills such as serving, forehand stroke, backhand stroke and volley. In addition, we should also stare at tennis and opponents in sports. Therefore, in the process of sports, we can not only exercise students' body, improve their basic action skills, but also improve the stability of attention. However, tennis is difficult to get started. Based on this, this paper designs and adapts tennis to explore the impact of 16 weeks of tennis activities on the basic movement and attention of children with developmental disabilities, in order to provide reference intervention means for the improvement of basic movement skills and attention of children with developmental disabilities, and provide reference for tennis to enter mental retardation schools, Provide reference for the teachers of mentally retarded schools to carry out tennis.<br>Research methods: This study mainly adopts the experimental method, using a single group pre-test and post test design. Nineteen children with developmental disabilities in two classes were selected as the experimental subjects, including 11 in senior grade and 8 in middle grade. Taking the adapted tennis activities as an intervention means, the two classes were intervened for 16 weeks, twice a week and 40 minutes each time. Test indicators: the basic motor skill evaluation adopts the "Action-1" children's motor development proficiency evaluation; Attention stability was assessed by digital cancellation. Data analysis: paired sample t-test and nonparametric test were used to analyze the data before and after the intervention. Repeated measurement analysis of variance was used to analyze the data of boys and girls in basic motor skills and attention before and after the intervention, and intra group and inter group effects were analyzed.<br>Conclusions: (1) after 16 weeks of tennis activity class intervention, middle-grade children with developmental disabilities have significantly improved the total score of Action-1 of basic motor skills, body coordination ability, object manipulation ability and body balance ability. Among them, the body's coordination ability is mainly reflected in the synchronous exchange jump on the other side, the synchronous tapping of fingers and feet on the same side, closing eyes and touching the nose with index fingers; The object control ability is mainly reflected in throwing and catching the ball with both hands and racking the ball with one hand; The body's balance ability is mainly reflected in 6-step straight-line walking, opening eyes and standing on the balance beam of one foot.<br>(2) After 16 weeks of tennis activity class intervention, senior children with developmental disabilities improved significantly in the total score of Action-1 of basic motor skills, body coordination ability, object manipulation ability and body balance ability. Among them, the coordination ability of the body is mainly reflected in the synchronous exchange jump on the opposite side and the synchronous tapping of fingers and feet on the same side; The object control ability is mainly reflected in throwing and catching the ball with both hands, racking the ball with one hand, catching the ball with both hands and exchanging the ball with both hands; The body's balance ability is mainly reflected in 6-step straight-line walking, opening eyes and standing on the balance beam of one foot.<br>(3) After 16 weeks of tennis activity class intervention, there was no gender difference in the improvement of basic motor skills of senior children with developmental disabilities.<br>(4) After 16 weeks of tennis activity class intervention, the improvement effect of attention stability of middle-grade and high-grade children with developmental disorders is significant, and the attention level of high-grade girls is much higher than that of boys.

Objective: Current research shows that the development level of basic motor skills and attention stability of children with developmental disabilities is obviously lagging behind that of normal children of the same age, which has a negative influence on their study, daily life and integration into society in the future, while physical activity or sports intervention can play a positive role to a certain extent. Tennis is an inclusive sport that is not limited by age and gender. In tennis, it includes not only the displacement skills such as sideslip, cross step and pad step, but also the object manipulation skills such as serving, forehand hitting, backhand hitting and volleying. Besides, it is also necessary to keep an eye on tennis and opponents, so it can not only exercise students' bodies, improve their basic movement skills, but also improve the stability of attention. However, tennis is difficult to get started. Based on this, this paper designs and adapts tennis to explore the influence of 16-week tennis activities on the basic movement and attention of children with developmental disabilities, in order to provide reference intervention measures for the improvement of basic movement skills and attention of children with developmental disabilities, and at the same time, provide reference for tennis to enter schools for the mentally handicapped and teachers to develop tennis in schools for the mentally handicapped. Methods: This study mainly adopts the experimental method and single-group pre-and post-test design. Nineteen children with developmental disabilities from two classes were selected as the subjects, including 11 in senior grade and 8 in middle grade. The adapted tennis activities are used as intervention means to conduct teaching intervention for two classes for 16 weeks, twice a week, each time for 40 minutes. Test indicators: The basic motor skills are evaluated by "ACTION-1" assessment of children's motor development proficiency; Attention stability was evaluated by digital erasing. DATA ANALYSIS: Paired sample T test and nonparametric test were used to analyze the data before and after the intervention, repeated measurement variance was used to analyze the data of boys and girls' basic motor skills and attention before and after the intervention, and the intra-group and inter-group effects were analyzed. Conclusion: (1) After 16 weeks of tennis activity class intervention, the improvement of the total score of ACTION-1 in basic motor skills, the ability of body coordination, the ability of object manipulation and the ability of body balance of middle-grade children with developmental disabilities is significant. Among them, the coordination ability of the body is mainly reflected in the synchronous exchange jump of different sides, the synchronous tapping of fingers and feet on the same side, and the touching of nose with index finger with eyes closed. Object manipulation ability is mainly reflected in throwing and catching the ball with both hands and hitting the ball with one hand; The balance ability of the body is mainly reflected in six steps of walking in a straight line and standing on the balance beam with one leg open. (2) After 16 weeks of tennis activity class intervention, the total score of ACTION-1 in basic motor skills, physical coordination ability, object manipulation ability and physical balance ability of children with developmental disabilities in senior grades have improved significantly. Among them, the coordination ability of the body is mainly reflected in the synchronous exchange jump of different sides and the synchronous tapping of fingers and feet on the same side; The manipulation ability of objects is mainly reflected in throwing and catching the ball with both hands, hitting the ball with one hand, catching the ball with both hands and exchanging the ball with both hands. The balance ability of the body is mainly reflected in six steps of walking in a straight line and standing on the balance beam with one leg open. (3) After 16 weeks of tennis activity class intervention, there is no gender difference in the improvement of basic motor skills of children with developmental disabilities in senior grades. (4) After 16 weeks' intervention in tennis activity class, the attention stability of middle-grade and senior-grade children with developmental disabilities has improved significantly, and the attention level of senior-grade girls is much higher than that of boys.