جستجوی مقالات مرتبط با کلیدواژه « اختلال هماهنگی رشدی » در نشریات گروه « تربیت بدنی »

The present study aimed to investigate the effect of the combination of action observation and imagery on the accuracy of aiming and catching skills in children with developmental coordination disorder.

This was a quasi-experimental study with a pre-test, post-test, and a control group design. 44 participants with the age range of 7 to 9 years were selected purposively from girls and boys with developmental coordination disorder in Qom City and were assigned to four Action Observation, Imagery, Action Observation + Imagery (combined), and Control groups. In the pre-test phase, the participants threw 10 balls towards the wall and simultaneously caught the returned ball. The intervention phase was conducted in six weeks and three sessions per week and each session lasted 10 minutes. The post-test phase was conducted similar to the pre-test phase. The data were analyzed using one-way ANCOVA.

The results showed that both the imagery and the action observation interventions and also the combination of these two interventions have a significant effect on improving the performance of the children’s aiming and catching skills (P<0.05). Also, results showed that the combination of action observation and imagery interventions significantly led to a better performance of aiming and catching skills in participants.

Based on the results of the present study, it is possible to use the combination of action observation and imagery interventions to improve the performance of the aiming and catching skill in children with developmental coordination disorder.

The aim of this study was to investigate the effect of self-regulation on on motor and social skill of preschool children with developmental coordination disorder. The research method was quasi-experimental and was a pre-test-post-test design with a control group. The study population of children aged 4-7 years had developmental coordination disorder in Babol city, 30 of whom were selected by purposeful method and after pre-test were divided into two groups of intervention and control by simple random sampling. The Wilson (2007) Developmental Coordination Disorder Questionnaire, Bruninks-Ozertsky (1978) and Gersham Valiot (1990) Social Skills Questionnaire were used to collect data. The groups practiced for 16 sessions, two sessions per week and each session lasted 60 minutes according to the educational method, and at the end of the eighth week, the post-test was performed. Statistical analysis was performed using analysis of covariance and SPSS software (version 22) at a significance level of P≤0.05. The results showed that self-regulation on gross motor skill (p ≤ 0.001 and F = 11.434), self-regulation on fine motor skill (p = 0.001 and F = 32.820), self-regulation on fine and gross motor skill (p = 0.0031 and F = 10.153) And social skill (p = 0.0046 and F = 12.056) had a significant effect. As a result, self-regulation is effective on motor development and social skill and it is suggested that this strategy be used to improve skills in preschool children with developmental coordination disorder.

The purpose of the present study was to examine the effect of game sense on improvement of basketball executive skills and non-practiced tasks in children with developmental coordination disorder. 40 female right-handed students among 56 elementary schools aged 10-12, were screened based on the criteria of the statistical and diagnostic guidelines for mental disorders among the students of Ardabil city. Children were randomly assigned to two groups: traditional and game sense. The measurements included were, movement assessment battery for children second edition (MABC2), AAHPERD basketball skills test, game performance assessment instrument and handwriting problem check list. All measures were administered pre and post an 8-week training program, 16 session, which each session lasted for 40 minutes. The results of multivariate covariance analysis showed that students were better in decision-making, support, passing and dribbling skills using game sense (p<0/05), but there was no significant difference in other components. Also, in the examination of the handwriting skills of students with DCD, the game sense group was significantly better than the traditional group (p<0/01). In general, game sense pedagogy showed a better improvement in both practiced and non-practiced skills, and the findings suggest that use game-oriented and question based approaches in teaching sports skills to these kind of children.

The aim of this study was to investigate the effect of virtual reality training program on motor imagery ability in children with developmental coordination disorder(DCD).The sampling design was purposive and 40 female children with DCD(aged 7-10years) from students of Tabriz, by using DCDQ, PMOQ-T, and BOTMP tests were identified and were randomly replaced in two groups of experimental and control groups. The virtual reality training program consisted of a selection of Xbox 360 Kinect games that were performed for 8 weeks (2 sessions per week and each session lasting 30 minutes). Motor imagery of children was also measured by using a hand rotation task test. The Results of repeated measure ANOVA showed that there was a significant difference between two groups on motor imagery ability (P

The purpose of this study was to investigate the effect of cognitive rehabilitation on Fundamental motor skills of children with DCD. The method of the present study was quasi-experimental, a pre- posttest design with experimental, and control groups. The statistical population of the study was 6 to 10 year old children in khonj city. For this purpose, 40 children with developmental coordination disorders were selected by cluster sampling method based on entry and exit criteria as members of the sample group and were randomly divided into experimental (n = 20) and control (n = 20) groups. Electrical stimulation was performed in 24 sessions and each session for 20 minutes with an intensity of one mA on the F3 and F4 regions on the study groups. The instruments used in this study included the DCD Questionnaire (DCDQ7), Movement Assessment Battery for Children - Second Edition (MABC-2), the Ulrich Test of Gross Motor Development (TGMD-2) and the Raven Intelligence Test. Data analysis was performed by Levin, Kolmogorov-Smirnov test and analysis of covariance at a significance level of 0.05. The results showed that Transcranial Direct Current Stimulation (tDCS) have a significant effect on increasing locomotor movement skills (F = 461.84, P = 0.001, Eta = 0.92), object control (F = 351.15, P = 0.001, Eta = 0.90,) and total motor skills (F = 597.21, P = 0.001, Eta = 0.94). This method can be useful and effective in improving Fundamental motor Skills, which is one of the major problems of these children.

The aim of this study was to study the effect and persistence (stability of exercise effect), working memory (ability to remember and manage information) and self-concept (overall evaluation of one's personality) among children with developmental coordination disorder.

The present study was a quasi-experimental study with a control group. 30 girls aged 8-10 years with developmental coordination disorder were divided into experimental and control groups based on the score obtained in the children's movement test and intelligence score. N-back tests were used to measure working memory and Pierce-Harris 2 test was used to assess self-concept. The training protocol included a set of cognitive, motor, and basic games that considered the development of memory and self-concept components. Data were analyzed using two-way analysis of varianceFrequent measurements on the test factor (time) were analyzed.

Findings showed working memory function (p = 0.000) and self-concept (p = 13.13). The results of the present study showed that working memory and self-concept scores increased significantly in the exercise group compared to the control group. Also, the effect of training permanence after three months on working memory (p = 0.000) and self-concept (p = 0.49) was maintained.

Based on the findings of the present study, selected games are effective on improving and maintaining the working memory and self-concept of children with developmental coordination disorders.

The purpose of this study was to compare instructor-based and parent-based interventions on social development, emotional development and cognitive development in seven to 10 years old children with developmental coordination disorder through motor skills training. Participants consisted of 84 girls and boys from eight elementary school at four, eight and 13 Tehran educational zones; they were screened by developmental coordination disorder questionnaire, then randomly divided into three groups: instructor-based, parent-based, and control. Two experimental groups carried out skills training for 12 weeks consisting, , (Three sessions per week) and each session 45 minutes. All participants were assessed before and after interventions with Vineland social maturity scale, Emotional Awareness Rieffe, and Conners (Parent form) questionnaires. The result of Covariance analysis test showed that both experimental groups significantly in the total score of social development, emotional development and cognitive development had higher score than the control group, and of course Instructor-based group in social development had better than parent-based group, that demonstrates positive impact of group environments and peers. also parent-based group in emotional development had better than Instructor-based group, that demonstrates dependency between children and parents. These results showed, both interventions help to improve social development, emotional development and cognitive development in children with developmental coordination disorder, instructor based intervention is more beneficial in social development, and parent-based intervention is more beneficial in emotional development.

The aim of this study was to investigate the effect of 8 weeks of group-based training on gross motor skills and motivation for sports participation in children with developmental coordination disorder aged 10-8 years.

30 children with developmental coordination disorder were randomly divided into control and experimental groups and the experimental group participated in group-based exercise and play for 8 weeks. Before and after 8 weeks, both groups of tidal motor growth test, which has two subscales of displacement and object control, and a sports participation motivation questionnaire were taken.

The results of t-test of difference scores showed that exercise and group-based play had a significant effect on both subscales of gross motor development and motivation for sports participation in children with developmental coordination disorder.

It seems that the emphasis on group-centered exercise and play in children with developmental coordination disorders can improve their gross motor skills and increase their motivation to participate in sports.

The aim of this study was to investigate the effect of a selected balance training program under dual and single-task conditions on working memory of children with developmental coordination disorder. The research method was semi-experimental and a pre-test-post-test- follow-up design with a control group. In this study, 39 boys with DCD were selected by the available sampling method and randomly assigned to three groups: Dual-task training (n=13), single-task training (n=13), and control (n=13). The two experimental groups performed a selected training program with two different conditions for 8 weeks. All subjects were evaluated in three stages of pre-test, post-test and follow-up test (two months after post-test) by the Corsi block-tapping test (working memory test). Data analysis using ANOVA with the repeated measure as well as one-way ANCOVA showed that in the post-test, working memory in dual-task group was superior to both single and control groups (P <0.05). Also, a significant difference was observed from pre-test to post-test in all experimental groups except the single task group in the extended block index and the control group. In the follow-up test, this superior was maintained only in the overall score index and the overall effort. Also, the single-task group was superior to the control group in the post-test (P <0.05). Due to the importance of executive function, using this selected exercise program to improve working memory can be a useful tool and is suggested for this group of children.

Developmental Coordination Disorder is a common disorder that affects academic and motor performance. This study evaluates the effect of physical exercises on executive function and cognitive flexibility in children with DCD. This research was carried out semi-experimentally with pre-test and post-test. Eighteen children who were screened according to the criteria of The Diagnostic and Statistical Manual of Mental Disorders from 2nd to 4th grade elementary school students in first district of Tehran, then randomly divided into experimental group (nine subjects with a mean age of 8.6 ± 1.39) and control group (nine subjects with a mean age of 8.11 ± 1.15). Executive performance and cognitive flexibility were measured in the pre-test and post-test. The experimental group performed the selected motor exercises for 20 sessions of seventy-five minutes (three sessions per week). Analysis of Covariance was used to data analyze. Comparison of post-test and experimental group showed that the performance of children with developmental coordination disorder after intervention was significantly improved (P = 0.021), but there was no significant change in cognitive flexibility (P = 0.193). The results of this study indicate that physical activity may improve the cognitive basis of motor behavior. Therefore, motor interventions are a safe way to improve the developmental coordination disorder.

Developmental Coordination Disorder is a Heterogeneous Disorder. The Purpose of this study was to determine the effect of Wii Fit training on metacognitive characteristics of children with developmental coordination disorder.

This was a applied and quasi-experimental study. The statistical population included male children (7-12 years old) with developmental coordination disorder living in Rafsanjan in 2018. Among them 30 children were conveniently recruited and randomly divided into two groups: experimental and control group (15 per each group). Then the experimentalgroup was equipped for 16 sessions (2 months and 2 sessions per week) and each session was 55 minutes in a well-equipped environment, with vigor and supervised by a medical expert to prevent the injuries of the subjects. The metacognitive questionnaire (MCQ-C) was used to assess metacognitive skills. The Kolmogorov-Smirnov test was used for normality of the data and the covariance analysis was used to compare the groups.

The results showed that Wii Fit training had a significant effect on the improvement of meta-cognitive characteristics in children with developmental coordination disorder (P˂0.05).

In general, using Wii Fit training to help people with developmental coordination disorder is likely to improve the vital aspect of psychological functioning.

The purpose of this study was to investigate the effect of rhythmic aerobic exercise on motor proficiency and emotional intelligence in children with developmental coordination disorder and to compare the relationship between emotional intelligence and motor proficiency in these children before and after exercise. The research sample size included 30 children with developmental coordination disorder. Participants were selected by purposeful cluster sampling. They went through an aerobic exercises program for eight weeks. The study results revealed that emotional intelligence and motor skills in post-test were significantly improved by aerobic exercise. Also, the correlation between motor skill and emotional intelligence increased after training compared to pre-exercise. In the aerobic exercise program, children experience a better team participation, which makes them happy and excited. Also, it was better in improving the coordination level rather than other exercises. Therefore, this study suggests that aerobic exercise could be used to increase the motor skills and effective motor triggers such as emotional intelligence in children with developmental coordination impairment.

The purpose of this study was to investigate the effects of core stabilization training on balance and reaction time in children with developmental coordination disorder. This was a semi-experimental study. Twenty children recognized for DCD, age range 6 to 12 years old were recruited form DCD children rehabilitation center in Tehran and randomly divided into experimental and control groups. Continuous Performance Test, Standing Stroke Test, and Y Balance Test were used to measure reaction time and statics and dynamic balance of participants, respectively. After the pretest, the experimental group performed the specific Core Stabilization Training protocol for 8 weeks, 3 sessions per week and 45 minutes per session. Analysis of covariance was used to analyze the data. The results indicated that the reaction time, dynamic and static balance were significantly improved in experimental group in comparison to control group. The results of this study indicated that in order to upgrade the level of motor skills in children with developmental coordination disorder, in addition to the general physical activity programs, specific core stabilization training that includes exercises to improve balance and reaction time is recommended.

Background & Purpose: DCD is one of the obvious inadequacies of motor skills in children in primary school age. This study aims to examine the effect of sensory-motor integration activities on cognitive variables such as attention and working memory in children with Developmental Coordination Disorders (DCD). Hence 20 children with DCD (ages 8-1) who were referred to a rehabilitation center in Kermanshah city were selected as available samples and then randomly divided into two groups as experimental and control group. Then the Continuous Performance test and the Wechsler´s working memory test were completed as
Pre-test. The experimental group practiced for 8 weeks, three 120-minute sessions per week which were included activities such as (swinging, trampoline jumping, spinning around themselves, spinning around the coach, etc). Data were analyzed with Kolmogorov-Smirnov test, Leven test, Box test and analyze of covariance. The Results shows, in working memory variable, the effect was significant on both practicing (p=0.001) and group (p=0.001). In attention variable, although the effect was significant in practicing (p=0.002), it was not significant in group (p=0.056). This pattern of findings suggests the sensory-motor integration activities could promote Attention and Working memory in children with DCD.

The purpose of this research is to determine the effect of special individual, group and cooperative exercises on the cognitive and social function of children aged 9-12 years. 40 male students 9–12 years of age were chosen from elementary schools in the city of Mashhad. The DCD questionnaire was used for the diagnosis of DCD along with MABC2 test, clinical interviews and certification of a psychiatrist. Participants were randomly divided into four groups (control, individual, group and cooperative groups with two subgroups). They were trained by a trainer for 24 sessions each lasting for about 60 minutes. Before and after the exercises, the experiment groups were evaluated by MABC2, Winland and Goodenough dummy test. Data analyses were carried out by the multivariate covariance. The results showed that special individual, group and cooperative exercises had a significant effect on developmental coordination disorder (P

Children with developmental coordination disorder due to defects in motor development require interventions to improve mobility. So the aim of the present study was the impact rhythmic aerobic exercise with music on motor proficiency, anxiety and depression in children with developmental coordination disorder. The research method was experimental with pretest and posttest with a control group. The sample was 60 (30 boys and 30 girls) children with DCD, who were chosen by cluster purposeful. For the diagnosis of developmental coordination disorder from developmental coordination questionnaire, March et al scale for anxiety, Childhood Depression Lang and Tishri Scale for Depression and - for motor proficiency test was used Brvnynks- Oseretsky-tow. During the 8-week aerobic exercise training was given. To investigate the effects of aerobic exercise on the dependent variables of analysis of covariance was used. The results showed that in all three factors of anxiety, depression and motor proficiency tests have improved in the experimental group (P=0.001), but no significant progress in the control group (P

The aim of this study was to examine learning of predictive motor control in children with developmental coordination disorder (DCD).The sampling design was purposive and from (aged 7-12 years) male students of Tabriz, 12 children with DCD by using DCDQ, PMOQ-T, and BOTMP tests, and 12 typically developing (TD) children (age and IQ matched) were selected. Participants were required to track a target moving along a circular path on a rotatory pursuit task by using game controllers. Predictive control was assessed by Variables which reflecting tracking success and behavior with the manual tracking. Results of repeated measure of analysis showed that there was a significant difference between DCD and TD children on measures of predictive control; total time on target (P=0.049), consecutive time on target (P=0.016), distance from the target (P=0.002) and velocity of the cursor (P=0.001). Collectively, probably DCD children had deficits in consolidation and learning of predictive motor control, they may be used feedback-based step-and-hold strategy, and an underlying deficit in the internal modeling was concluded in DCD children.

Children with developmental coordination disorder (DCD) sometimes have difficulties in performing and learning motor skills. The aim of the present study was to investigate procedural motor acquisition and learning in DCD children. 12 children with developmental coordination disorder and 12 normal children with matched IQ and chronological age were selected from 8-12-year-old male students of Tabriz city by purposive sampling method. A modified version of rotary pursuit task and variables of total time on target (TOT), consecutive time on target (CTT), distance from the target (DT), distance from the path (DP) and relative phase were used to assess procedural motor learning. After training in the acquisition phase, subjects participated in the immediate 10-minute retention test and the consolidation test after 24 hours of rest. Analysis of data by analysis of variance with repeated measures showed no significant differences between the two groups in TOT, DP, and relative phase in the acquisition phase, but there were significant differences in CTT and DT. There were significant differences in TOT, CTT, and DT in the retention phase, but there was no significant differences in DP and relative phase. Generally, the results suggested that despite the low performance of their procedural motor learning, DCD children were able to acquire motor coordination patterns.

The aim of the present study was to investigate the affection of selected SPARK exercising program on improving manipulative skills of the girls with developmental coordination disorder. Since based on the Movement Assessment Battery for Children (MABC) test and questionnaire، 30 students were selected by random cluster among all second grade elementary school female students in Shiraz. The subjects after pretest were divided randomly into two equal 15- person groups as the control and experimental groups. The subjects in experimental group performed a part of selected SPARK exercise program in 12 sessions however the subjects in control group performed their regular school activities. Two groups took part in the posttest. In order to evaluate the motor skill of the subjects، second edition of Ulrich’s gross motor skill test (TGMD 2) were applied. The variance 22 was used to analyze the data. The results demonstrated that SPARK exercising program had a significant affection (P<0. 05) on improving manipulative skills in experimental subjects versus the subject in control group. This exercising program could be appropriate motor experiences for children definitely in an appropriate opportunity، so it will be recommended to be used at schools to improve students’ manipulative skills.