مهارت های حرکتی

The purpose of this research was to investigate the effect of motor skills development on self-esteem and physical activity.

This research is a semi-experimental method and has an applied purpose. The statistical population of this research was made up of all male students aged 7 to 10 in the elementary school of Mazandaran province in the academic year of 2021-2022, and a simple random sampling method was used to determine the sample size. In this study, 30 students were selected in two groups of 15 control and  experimental group. Data collection tools included the Cooper Smith Self-Esteem Questionnaire - Short Form (1967) and the International Physical Activity Questionnaire for Children and Adolescents (IPAQ). The experimental group was trained for 36 sessions and each session lasted 30-45 minutes with the selected training program. Descriptive statistics and two-way analysis of variance were used to covariance.

The results showed that the development of movement skills had an effect on the self-esteem and the amount of physical activity of the students, but the research groups in the pre-test had lower scores in the variable of self-esteem compared to the post-test, but no significant difference was observed between the groups (05 P < 0.00) and this effect was not significant on the variable of physical activity (P < 0.05).

The authorities in charge of education and school administrators must strive to design guidelines for creating a healthy and suitable environment for education and developing health-oriented programs.

The effectiveness of sensory-motor integration training on motor skills and social development of autistic children in Tehran.

It was a single-subject design with A-B-A design.The sample size included 2 boys aged 5 to 10 years with autism at the center of the Autism Society of Iran in Tehran, who were purposefully selected as a sample from 23 members of the statistical population. Each patient underwent sensory-motor integration intervention in 3 first baseline, 12 sessions of treatment line and 3 second baseline. Data were collected through a questionnaire and analyzed by eye analysis.

The results showed that the effect size on the variables of motor skills and social development in the first subject was 7.85 and 1.99 and the second subject was 12.07 and 1.34 which shows the motor skill and social development. Improved in two subjects during treatment.

It is recommended that educators of exceptional children use sensory-motor integration therapy for children with autism.

The aim of this study was to evaluate the effectiveness of drama therapy on psychological flexibility and motor ability of children with physical disabilities. The statistical population of the study was children BehzityCenter of Tehran in 1398. The subjects in this study were selected using available sampling of 30 people who were divided into two groups of 15 people. The experimental group underwent group therapy intervention for 12 one-hour sessions. Before and after treatment, both groups answered the Bond, F.W., &Bunce Psychological Flexibility Scale and the Lincoln Ozertsky Motor Growth Scale. Data were analyzed using covariance. The results of analysis of covariance showed that therapeutic performance had a significant effect on promoting the psychological flexibility and motor skills of children with disabilities (P <0.05). Also, the results of sub-hypotheses of the study showed that the output of univariate analysis of covariance for all components of motor skills and psychological flexibility is significantly different between the two groups.

Children need to have appropriate sensory stimulation, sensory stimulation improve motor skills and competence for the children to school. Such as of these stimulations is vestibular stimulation. Many of the educable mentally disability child are the poor motor coordination and balance that some of these children, who are known as developmental coordination disorder (DCD). The aim of the present study was to evaluate the effectiveness of vestibular stimulation on improving motor skills in children educable mental retardation with developmental coordination disorder.‌‌‌

This study is a quasi-experimental(pretest,posttest control group desingn). The statistical population of this study included all children with educable mentally disability in Elementary school in city of Isfahan. The sample included 30 children who were randomly selected from one dual-shift school. Then they were randomly assigned in to 2 equal groups: the experimental and control groups. The material used in this study was: Lincolen- Osertsky Motor test and Developmental Coordination Disorder List (DCD-Q,07; Wilson, 2007). Data were analyzed using Independent t-test and Mancova statistical method.

Statistically significant differences were observed in motor skills (Fine and gross) improvement in children with educable mental retardation using Vestibular stimulation (P<0.001).

Vestibular stimulation therapy to have important positive effects on child’s ability to improve motor skills in subjects with mental retardation with DCD. Our results also showed that Vestibular stimulation therapy can significantly increase the motor skills perception development in educable mental retardation children.

This research aimed to compare the motor skills among students with intellectual disability, stuttering, articulation problems and normal speech.

The study was a retrospective causal-comparative research. From among all elementary male students with intellectual disability in Urmia city, 90 students (30 students in each group) were selected. All groups completed the revised motor skills test of Lincoln-Oseretski. Data were analyzed using multivariate analysis of variance and analysis of variance methods.

the finding showed significant differences between groups in all aspect of motor skills including dynamic general coordination, static general coordination, and dynamic hand coordination, speed of movement, voluntary synchronous symmetrical movements and voluntary asynchronous asymmetrical movements (P<0/01).

Due to the balanced development of motor abilities being the basis of next learning, correction of motor difficulty is necessary before the start of training other skill.

The purpose of this study was to investigate the effectiveness of motor activities with and without music on manual dexterity in children with Autism Spectrum Disorder (ADS). The present study was Quasi-experimental with pre test, post test and control group design. The statistical population of this study included all of the high-functioning children with Autism Spectrum Disorder in Kerman, from among whom 22 children (17 boys and 5 girls) in the range of 7-10 years old were selected from Autism Center and then randomly assigned to research groups. The research tool included Movement Assessment Batteryfor Children--Second Edition (MABC-2). The considered motor interventions were performed for 12 weeks, three sessions per week and 45 to 60 minutes for each session and also the Orff music was used during the sessions. Data were analyzed using multivariate and univariate covariance and SPSS20 software. The results showed, the intervention group with music had a greater effect on improving children's manual dexterity items. Also, the intervention group without music was improved in these items, but this effect was not as effective as the intervention group with music (P<0.001). According to the findings, that musical - motor activities can be recomended as a motor therapy intervention to improve manual dexterity for these children.

The aim of this study was to investigate the effectiveness of sound therapy by Tomatis method on reading skill and motor skills in dyslexic students.

  For this purpose, first, from among students who had been diagnosed with dyslexia referring to counseling and rehabilitation clinics in Tehran, 14 were chosen using convenient sampling method and were randomly and equally assigned into control and experiment group. In the next stage, pre-test was done and the experiment group received 30 sessions (3 times a week, about 2 hours) sound therapy by the Tomatis method, while control group did not. At the end of intervention post-test was done and then groups were followed up after 1.5 month. The data were evaluated using MANCOVA.

The results showed that sound therapy had an impact on improving reading skills and fine motor skills in dyslexic students but they did not affect their gross motor skills.

According to the findings, considering the usefulness of sound therapy on improving the performance of dyslexic students and bearing in mind the short duration of these interventions and their attractiveness for children, it seems that applying this method can be beneficial to learning disabilities and other disorders that are caused by imperfections in executive functions such as ADHD and autism.

The aim of the study is to investigate the effect of the selected motor program of SPARK on self-concept and motor skills in children with learning disabilities. Thirty students were selected by cluster sampling method among all second-grade elementary school students in learning disorders centers of Mashhad. The participates were randomly divided into two equal control and experimental groups. Experimental group practiced in the exercise program for 12 sessions, three times per week and 45 minutes per session. The control group performed their usual activities. Piers-Harris Children’s Self-Concept Scale and Bruininks-Oseretsky Test of Motor Proficiency were used in order to evaluate the subjects. The results of covariance analysis showed that there was a significant difference between the experimental and control groups in the total score of self-concept, motor proficiency and fine and gross motor skills (p

the aim of this research was to study the effectiveness of Anat Baniel's Method (ABM) for neuro-motor therapy on motor skills and social skills of high-functioning children with autism.This research was a semi-experimental study with with pre-test and post-test with control group design. The statistical population included all autistic children aged 5-10 years, who were referred to Sadr Psychological Clinic. From among the volunteers, 30 children were selected by convenience sampling method and assigned to experimental and control groups. To collect data, The Ulrich's Motor Skills Test and Social Skills Questionnaire of Gersham and Elliot (1990) were used. The experimental group received Annette Benile's intervention in eight 2-hour sessions, while the control group did not receive this training. In order to analyze the data, multivariate covariance analysis was done. The results showed that there was a significant difference between the mean of displacement motor skills (F=7.22, p=0.013) and Object control (F=8.24, p=0.009) in the experimental and control groups. There was also significant difference between social skills of collaboration (F=7.69, P=0.011), self-expression (F=5.45, P=0.029) and self-control (F=6.78, P=0.016) between the experimental and control group. Generally, based on these findings, it can be concluded that Anat Baniel's Method (ABM) of neuro-motor therapy has increased motor skills (displacement and object control) and social skills (collaboration, self-expression, and self-control) in post-test. According to the results obtained from this intervention method, teaching the framework of this treatment to parents of high-functioning children with autism, improves the social and motor skills of these children

This Study was conducted to compare motor development skills in children with intellectual disabilities (ID) aged 7-10 in Tehran. Subjects consisted of 205 children whom were selected according to their gender and age range from children with ID aged 7-10 in Tehran. The instrument of the study was Gross Motor Development-2 Test. Independent t-test was used for analyzing the data. The results showed that between girls and boys (except group of children with age 8) a significant difference existed in locomotor subtest. In the other word, boy’s performance was better in locomotor subtest. Also boys had a better performance (7-10) in object control subtest. These findings could be considered in the school programs and curriculum developments.

This study compares visual- motor skills in school-age students with and without profound hearing loss.

The present research method was causal-comparative. Utilizing Test of Visual-Motor Skills-Revised (Gardner, 1995) standardized by Farahbod and Minaei, 2002, fortyone (20 males, 21 females) students with profound hearing impairment and the same number of normal students were selected. The students were selected from two different groups of boys and girls schools with 6 to 12 years old from Alborz province.

The findings of this study revealed a significant difference between visual-motor skills of students with profound hearing loss and normal students (P<0/01). In addition, other variables including visual-spatial, visual analysis and visual motor integration skills were also significantly different in the two groups (P<0/01).

This study concludes that visual-motor skills are affected in children with profound hearing loss. Therefore, applying the evaluation of visual motor skills and appropriate rehabilitation programs for children with profound hearing impairment could be recommended.

Visual/motional skill is one of the necessary skills to maintain non-verbal communication. This skill includes visual/motional alliance of the eye and the hand in children suffering from hearing impaired who, constantly, use body language to maintain communication which is very important. Up to now, multiple analyses have been conducted by researchers in the area of t he growth of visual sense and visual/motional skill for children suffering from hearing loss. In this article, the conducted studies in the area of visual/motional skill and skills related to it in individuals with hearing loss have been analyzed.

The aim of this study was to compare motor skills in students with and without stuttering.

In this ex post facto, 25 students (ageing 6-11 years old) with and 25 students without stuttering were selected through an accessible sampling method. Utilizing Oseretsky Motor- Development Test, the data were collected and analyzed.

A significant difference was found between the scores of the two groups. Also, the results showed some lower skills in children with stuttering.

The findings of this study support the idea that stuttering is frequently associated with some kind of motor problems. This study authenticates the need to pay more attention to motor skills in children with stuttering.