Effect of perceptual-motor practices on executive function in children with intellectual disability

Executive functions involve cognitive functioning that is critical for goal directed behavior. The purpose of this study was to effect of perceptual-motor practices on motor development and executive function in children with intellectual disability.
This study was quasi-experimental and type of pretest-posttest with control group. In this study, 20 children aged 7 to 10 years old were multistage randomly selected from schools in the city of Tabriz. These two groups according to age and IQ were homogeneous in perceptual-motor practices and control group. Programs were hold in 18 sessions and two sessions per week and each session was 45 minutes. Before the start training and the end of the last session were held pre-test and post-test. Before the start of the session and at the end of the last session of the questionnaire was completed neuropsychological Conner 2004 by parents for analyze data dependent test and in dependent were used.
The results showed that intervention perceptual-motor practices group in the executive functions and its subscales performed better than the control group (p≤0.05). Perceptual-motor practices than the control group had a greater impact on the executive functions.
According to the results obtained it is suggested these movements were held into physical education program, extracurricular and take home.