foad niknasab

Children with developmental coordination disorder (DCD) display slowness, inaccuracy, and insufficient coordination in the performance of motor skills. Compared to children with normal development, they generally have poorer performance in tasks that require visual-motor integration. We evaluated the effect of tDCS stimulation on visual-motor integration in children with DCD. In this quasi-experimental study, featuring a pre-test-post-test design, 40 students with DCD aged 7-10 years were selected according to the inclusion criteria and randomly assigned into two groups: tDCS stimulation and artificial stimulation. In the pre-test, participants took a visual-motor integration test. The intervention phase was administered for 5 consecutive days. Each day, the subjects underwent either electrical stimulation in the motor cortex (anode at C3 and cathode at Fp2) or artificial stimulation. The post-test was administered in the last session. Short-term and long-term follow-ups were performed 1 day and 42 days after the post-test, respectively. Repeated measures ANOVA was used to analyze the data. The results showed that electrical stimulation of the motor cortex significantly improves the visual-motor integration of children with DCD. The follow-up results supported the persistence of motor-visual integration in these children. In general, the results emphasized the effectiveness of tDCS exercises on motor-visual integration in children with DCD.

Anxiety and self-confidence are factors that affect performance. The aim of this study was to examine the effect of mindfulness and mental imagery training on the psychophysiological response of anxiety and self-confidence in students’ officer. This method was semi-experimental. 45 male officers who voluntarily participated in this study and randomly assigned to two experimental groups (mindfulness and mental imagery) and one control group. The score of anxiety and self-confidence, as well as levels of salivary cortisol were measured in three groups. The experimental groups performed 6 sessions of specific training. Finally, the post-test has conducted in three groups according to the pre-test. The results indicated that mindfulness and imaging training had a significant effect on the level of salivary cortisol, anxiety, and self-confidence. Moreover, there was no significant difference between the groups in terms of effectiveness (p > 0.05). In general, it can be concluded that mindfulness and mental imagery training could be a strategy to reduce anxiety and improve self-confidence in officer students. Therefore, it is suggested to the providers and teachers in the military organs that by holding workshops and using these strategies to reduce anxiety and enhance self-confidence and consequently to improve students’ performance.Therefore, it is suggested to the providers and teachers in the military organs that by holding workshops and using these strategies to reduce anxiety and enhance self-confidence and consequently to improve students’ performance.

The aim of this research was the effect of neurofeedback instruction and play therapy on symptoms of children with attention deficit -hyperactivity disorder. In terms of objectives the research method is functional, and in terms of its nature and method it is a quasi-experimental pre-test and post-test which has a control group. To this end 45 children suffering from attention deficit- hyperactivity disorder who visited the counseling center and psychological services of Refah, aged between 5 to 12, were selected randomly. And according to the objectives of research, participants were randomly put into three groups (15 individuals were selected for neurofeedback instruction group; 15 children were assigned to play therapy group; and 15 subjects were put in control group). After pre-test, the intervention program was administered for 20 sessions, then, post-test was given. To perform pre-test and post-test, we used Child Symptom Inventory-4: parent checklist; and for analyzing data Shapiro Wilk test, one way variance analysis and paired t- test were used. The results showed that regarding ADHD there is significant difference between neurofeedback training with play therapy groups (P = 0.0001) and control group, also significant difference was observed between play therapy group and the control group (P = 0.0001). in order, neurofeedback instruction had the greatest impact then play therapy in reducing symptoms of ADHD. According to the findings, it can be concluded that the two methods of neurofeedback training and play therapy might be used to decrease the symptoms of ADHA

Intellectual disability is one of the cognitive-motor abnormalities that happen during the developmental age period. It causes restrictions to different individual functions and usually emerges with a delay in motor and intellectual growth, low academic performance, and poor social and communicative skills. In children with intellectual disability, there is no appropriate relationship between cognition and motor during the process of development and particularly sensitive periods. Therefore, they acquire lower levels of basic motor skills among such children compared to normal individuals, and they carry out such skills in an immature way. Due to poor motor skills in such children and the importance of them, and because physical activities lead to physical health, and improvement in the individual’s intellectual performance, behavioral perception, feelings, and personality. The present study was aimed to examine the effect of cognitive-motor exercises on improvement in gross and fine motor skills among educable boys with intellectual disability.

A purposive sampling method was used to select 20 intellectually disable educable boys with an average age of 8.3±1.11 years and IQ of 39.14±6.84 from welfare center of Marivan (Kurdistan province, West of Iran). The pretest was done for all of the children. Afterward, they purposively divided into two groups (n=10); an intervention group, and a control group. Bruininks-Oseretsky test of motor proficiency was used to measure gross and fine motor skills. The intervention group carried out the cognitive-motor exercises for 24 sessions of 45 to 60 minutes, 3 times a week. After 24 sessions, both groups took a posttest. Non-parametric tests of Wilcoxon and Mann-Whitney U (SPSS 16.0) used to test the study’s hypotheses.

The results of the present study showed that the practice period had a significant effect on gross motor skills in the intervention group (running speed and agility, balance, two-way coordination, and strength) (p<0.05). The effect of the practice period; however, was not significant on fine motor skills (response speed, vision control, and speed and agility of the upper limb) (p>0.05).

From the results, it can be concluded that the training program used in the present study is suitable for improving motor skills in boys with reactive IQ and can be used as a training program by relevant centers.</div>