فهرست مطالب saeedeh shahriarpour

Background and Aims In recent years, the use of motor learning training methods to reduce anterior cruciate ligament (ACL) injuries has been considered by researchers, and finding the best training method in this field has become very important. In this study, we aim to compare the effects of linear and non-linear motor learning methods on kinematic variables during a landing task.Methods in this study, 24 students from Kharazmi University who were beginner basketball players, were selected by a convenience sampling method, and divided into two groups of linear pedagogy (LP) and non-linear pedagogy (NLP). They received training methods for two months, two sessions per week (each for 90-115 minutes). In the LP group, the presentation of movement patterns and feedback was used. In the NLP group, the manipulation of constraints (environmental factors and tasks) was used so that the individuals could discover their own unique performance. The measured kinematic variables were trunk flexion angle, hip flexion angle, knee flexion angle, knee valgus angle, ankle dorsiflexion angle, hip range of motion, knee range of motion, ankle range of motion, hip flexion range, and knee flexion range.Results The results of the analysis of covariance showed that the NLP had significantly better effects on all kinematic variables compared to the LP (P<0.05).Conclusion The NLP, by focusing on exploration and finding optimal solutions, is a more effective strategy to prevent ACL injury by affecting kinematic variables. This emphasizes the role of constraint manipulation in training.

Identifying the contributing factors to a specific learning disorder and comparing these factors in different types of this disorder will lead to using more proper interventions in the future. Therefore, this study aimed to compare sensory processing skills and perceived motor competence between three groups of students with specific learning disabilities (reading and writing disorders, math disorders, and combination disorders).

The present study was a cross-sectional descriptive-analytical study. The participants were 48 children (16 in each group, aged 8-12 years). They were selected from Chaharmahal and Bakhtiari Province, Iran, by the simple convenience sampling method. The participants’ sensory processing was measured with sensory profile 2 and their perceived motor competency with Marsh perceived motor competence questionnaire.

The results showed a significant difference between the three groups in the sensory sensitivity, low registration sensory patterns and processing of tactile, and body position senses (P <0.05). However, no significant differences were observed between groups in other components of sensory processing and perceived motor competence (P> 0.05).

The results indicate that therapeutic interventions in the group with reading and writing disorders should focus on increasing sensory registration and processing of tactile and body position senses and reducing sensory sensitivity in the mathematical group.