جستجوی مقالات مرتبط با کلیدواژه « هم فعالی » در نشریات گروه « تربیت بدنی »

Movement and balance skills of children with attention deficit/hyperactivity disorder are weaker than normal children. The purpose of this study was to investigate the effectiveness of a course of kata exercises on static and dynamic balance in children with attention deficit/hyperactivity disorder.

This research was semi-experimental. The statistical population of the current study was all female children aged 10 to 12 years old with attention deficit/hyperactivity disorder in Hamadan city. The subjects of this research were 30 children who were selected by convenience sampling. At first, the characteristics of body measurements and static and dynamic balance pre-tests of children were recorded. After matching, subjects were randomly assigned to two control or experimental groups of 15 individuals. Then the participants of the experimental group participated in the protocol of kata exercises for 12 weeks and three sessions per week. After the last training session, the post-test of static and dynamic balance were measured in the same conditions as the pre-test. Independent and dependent t-tests were used to analyze the data.

12 weeks of kata exercises led to a significant increase in static balance with the dominant leg (P<0.001), static balance with the non-dominant leg (P<0/001) and dynamic balance in different directions (P<0.001) in children with attention deficit/hyperactivity disorder in Hamedan.

Therefore, it can be concluded that kata exercises can be a useful training method to help children with attention deficit hyperactivity disorder to improve their static and dynamic balance.

The aim of this research was to evaluate the effectiveness of Dialectical behavior therapy on academic emotion components and self-control in the attention deficit \ hyperactivity disorder in year 7 to 11 students. This research method was semi-experimental with pretest-posttest design. Using Pekran, Goerz, Frenzel's academic emotion (2005) and Tangey, Baameister, Boone's self-control (2004) questionnaires, 30 person of attention deficit\hyperactivity disorder in year 7 to 11 students were purposive selected any were randomly assigned two experimental and control group. (each group was 15) The experimental received 8 sessions of DBT based on instruction package and the control group did not receive any training in the field. After executing the DBT, academic emotion components and self-control of the members of two groups were measure again. Date were analyzed using multivariate covariance analysis (MANCOVA) and univariate analysis (ANCOVA). in the mancova analysis for academic emotion components and self-control showed significant differences in the both groups and the avncova analysis for self-control and academic emotion components like enjoyment, angry and boredom, showed significant differences in both groups. But concerning of academic emotion components like anxiety, shame, pride and hopelessness, showed not significant differences in both groups. The results of this study which are in line with other studies that DBT has significant role in academic emotion components and self-control in the attention deficit\ hyperactivity disorder in year 7 to 11 students.

The purpose of the present study was to investigate the effect of Active video games‏) ‏Kinect‐Xbox‏(‏‎ on inhibitory control and visual/spatial ‎active memory children with attention deficit hyperactivity disorder.the research method was quasi-experimental with pre-test and post-test design with a control group. The statistical population included all children aged 8 to 12 Children with attention deficit hyperactivity disorder (ADHD) in Urmia city, 24 of them were randomly selected and tested in two groups of 12 (average age: 10.14±1.20) and control (mean age: 9.50 ± 1.22). The participants performed the Go/no GO test to measure inhibitory control and the Corsi block ‎Test( CBT) to measure visual-spatial working memory in the pre-test and post-test similarly.‎ the experimental group played Active video games‏) ‏Kinect‐Xbox)‏ ‏ for 4 weeks, two sessions a week and each session lasted 60 minutes. The data was analyzed through one-way analysis of covariance in Spss software Version 25. The results showed that by controlling the pre-test score, there is a significant difference between the presentation error, omission error, visual/spatial active memory reaction time of the two experimental and control groups in the post-test (p=0.001). Active video games seem to have the potential to improve executive functions (inhibitory control and visual/spatial working memory), because it involves processing different types of information and adapting strategies dynamically and in real time

The aim of this study was to investigate the effectiveness of The Parenting Program to mothers on executive functions and academic motivation of children with attention deficit hyperactivity disorder. The research method was quasi-experimental with pretest-posttest with a control group. The statistical population included all mothers of children with ADHD in Kashan, from whom 32 people were selected by convenience sampling and randomly assigned to experimental and control groups. Harter’s academic motivation questionnaire (1981) and Behavior Rating Inventory of Executive Function were used. After the pre-test, the experimental group received positive parenting training in 7 sessions of 60 minutes, and the control group did not receive any training. After all training sessions, a post-test was performed. Data were analyzed by analysis of covariance and SPSS-26 software. The results showed that positive parenting education to mothers has a significant effect on executive functions and academic motivation (F = 71.63 and p <0.01) of children with attention deficit hyperactivity disorder. It seems that positive parenting education for mothers improves executive functions and academic motivation of children with attention deficit hyperactivity disorder.

The aim of this study was to investigate the effect of aerobic activity with low and moderate-intensity on executive functions and selective attention in children with ADHD. The present study was a quasi-experimental study with pre-test and post-test design. The statistical sample consisted of 20 girls 7 to 12 years old with attention-deficit / hyperactivity disorder (ADHD) from an elementary school in district 6 of Tehran city. They were selected as available sampling and randomly divided into two groups of low and moderate intensity aerobic activity. The Stroop and Tower of London tests were used to examine executive functions and selective attention in pre-test and post-test. Data were analyzed using one-way ANOVA, Tukey post hoc test, and Leven’s test. Results showed that the moderate-intensity aerobic activity group had better performance in the studied variables than the low-intensity aerobic activity group .

Due to the role of neural adaptations in the primary stages of resistance training, this study aimed to determine the adaptations of cortical-spinal excitatory and inhibitory pathways in strength changes in agonist and antagonist muscles after 4 weeks of resistance training using TMS. 10 healthy untrained individuals participated in this study voluntarily. The training protocol included 4-week of seated one-arm dumbbell curl training with 80% of a one-repetition maximum. To assess MEP and CSP, the area under the curve (AURC) was used, which was obtained based on different intensities of the TMS. Repeated-measures ANOVA and Bonferroni were used to analyze the data. The results showed a 21% and 31% increase in agonist muscle strength in weeks 2 and 4 respectively. In contrast, the antagonist muscle just showed a 15% increase in strength in the fourth week. The area under the MEP curve showed a significant increase after 4 weeks of training (p <0.001) in biceps but not in triceps. In addition, CSP showed a significant decrease in biceps and triceps after 4-week (p> 0.05). However, the changes in corticospinal function were not associated with increased muscle strength. The results of this study showed that cortical-spinal responses to resistance training in the upper body are not limited to trained muscles and the nervous system to increase strength by modulating the cortical areas creates different adaptations for both agonist and antagonist muscles.

Attention is the most important and complex factors in teaching and learning issues and is one of the most common problems among children with attention deficit/hyperactivity disorder (ADHD) that reduces their efficiency in learning. The present study examined the impact of balance exercises on the sustained attention in children with ADHD.

thirty seven to ten ADHD children who were referred to the BESAT health center of Kerman City, were selected and randomly divided into control and experimental groups. A quasi-experimental design with clinical method were used in this study. The experimental group was performed balance exercises for eight weeks. Sustained attention were assessed using the Continuous Performance Software. Analyzing the data was performed using Mann-Whitney U and Wilcoxon tests.

The results showed that balance exercise caused significantly improvement on Sustained attention component in children with ADHD.

Balance exercises can be used in conjunction with other therapies as an effective way to improve the children's attention.

Female athletes are more likely to have knee ligament injuries than men due to less coactivation. The aim of this study was to determine the effect of 4 weeks of plyometric training on the coactivation level of the lower limb muscles of active girls in different phases of drop jump. 20 female physical education students (mean age: 21.8±0.63 years, height: 1.64± 0.05 m, weight: 56.98± 9.26 kg) were randomly divided into two groups: experimental plyometrics (n=10) and control (n=10). The experimental group performed plyometric training twice a week for four consecutive weeks. In pretest and posttest, surface electromyography was performed on tibialis anterior, medial gastrocnemius, biceps femoris and rectus femoris. The coactivation level of dominant thigh and shin muscles was calculated during 3 phases of drop jump from 20 cm height. Analysis of covariance was used to investigate the effect of training at the significance level of P≤0.05. The results of univariate analysis of covariance with controlling the pretest effect showed no significant differences between experimental and control groups in posttest coactivation of thigh and shin muscles in phase 2 (pre-activity, P=0.14 and P=0.07), phase 3 (contact, P=0.41 and P=0.11) and phase 4 (fly, P=0.65 and P=0.12). In the plyometric group, the coactivation level of thigh and shin muscles showed increasing and decreasing trends respectively. Backward plyometric movements increase the activity level of leg dorsal muscles and help the ACL stability.

Decline in catecholamine levels is an effective factor in occurrence of Attention deficit hyperactivity disorder (ADHD). The purpose of this study was to investigate the synergistic effect of 12-week aerobic training, yoga and omega-3 consumption on hyperactivity and urine catecholamine levels in 7-11 years old hyperactive students. 43 students were randomly assigned to healthy control (n=8), HDAD control (n=9), HDAD omega-3 (n=9), HDAD exercise (n=9), HDAD exercise+omega-3 (n=9) groups. Exercise groups performed 12 weeks of aerobic and yoga training (Every week for long five 60-minute sessions) and supplementation groups consumed omega-3 supplement (1200 mg). Urine epinephrine and norepinephrine levels and degree of hyperactivity were measured before and after the study, and were compared between groups using analysis of covariance (ANCOVA). At the beginning of the study, the levels of epinephrine and norepinephrine in the HDAD control group were significantly lower than the healthy control (P<0.01). At the end of the study, epinephrine levels in the omega-3 group (P<0.01), norepinephrine levels in the exercise group (P<0.01), and both norepinephrine and epinephrine levels in exercise+omega-3 group were significantly higher than the ADHD control group. Post values of hyperactivity in the omega-3 group (P<0.01), exercise group (P<0.01), and exercise+omega-3 group (P<0.01) were significantly lower than the ADHD control group. Post values of hyperactivity in the exercise+omega-3 group were also significantly lower than the exercise group (P<0.01). In conclusion, the present study showed that omega-3 consumption and aerobic training improve hyperactivity with increasing epinephrine and norepinephrine levels, respectively, and simultaneous implementation of these variables exaggerate these beneficial effects.

Designed motoring programs for hyperactivity-induced children can lead to visible improvement in their behavioral problems. Therefore, this study aimed to compare the effect of perceptual-motor exercises and resistance-balance exercises on behavioral disorders in children with attention deficit hyperactivity disorder. In the current research, a semi-experimental design with two groups design with control group was used. A total of 36 boy children aged 12 to 5 years (18 preschoolers and 18 primary school children) with attention deficit hyperactivity disorder who visited the Zehnara rehabilitation clinic in Tehran, randomly assigned to two experimental groups (perceptual-motor exercises) and (resistance-balance exercises) and control group. For data screening and collection, Conners Parents Rating Questionnaire and Child Behavior Checklist (CBCL) were used and the results were analyzed using covariance analysis and Ben-fronni post hoc test. The results showed that the effect of perceptual-motor and resistance-balance exercises on reducing behavioral disorders in children with attention deficit hyperactivity disorder was significant (P <0.001).However, the results of Ben-fronni post hoc test showed that there was no significant difference between two experimental groups in reducing behavioral disorders (P <0.005). According to research results it can be said that motor activity with emphasis on perceptual-motor and resistance-balance exercises can reduce the behavioral disorders of children with attention deficit hyperactivity disorder and use of these programs in the treatment of these children is suggested.

Attention deficit / hyperactivity disorder (ADHD) is associated with many difficulties in executive functions. The effect of physical activity with different perceptual needs on the improvement of these factors has not been investigated. Given the different physiological and cognitive needs of open and closed movement exercises, the purpose of this study was to investigate the effect of open and closed exercises on sustained attention and working memory of these children.

This study was quasi-experimental with pre-test and post-test design. Thirty children with attention deficit / hyperactivity disorder in Kermanshah city were randomly divided into two groups of open and closed exercise. Prior to the exercise protocol, all participants performed Wechsler Intelligence Test and pre-test of sustained attention and working memory. Participants in each group received their own one-hour training sessions for 12 weeks and three sessions per week. The instruments used in the study included Wechsler Intelligence Test for Children, Continuous Performance and N-Back Working Memory Test. Data analysis was performed using covariance analysis test in spss23.

The results showed that there was a significant difference between the two groups in the endurance and working memory scores in the post-test.

Therefore, it can be said that open skill training improved sustained attention and working memory over closed skill training.

The aim of this study was to investigate the effect of Spark activity on growth hormone level and motor skills in 4-7-year-old boys with attention deficit / hyperactivity disorder. In this quasi-experiments study, 20 children with attention deficit/hyperactivity disorder (ADHD) were selected by multi-stage cluster sampling method from kindergartens of districts 2 and 5 of Tehran city. Then, subjects were randomly assigned to two groups: control (n=10) and experimental (n=10). The experimental group received Spark activity for 24 sessions and the control group performed their daily activities during this period. Blood samples were collected from the subjects before and after the intervention to measure the amount of growth hormone. Bruininks-Oseretsky test was used to assess motor skills. Data were analyzed using paired t test and covariance at a significance level of P<0.05. There was a significant difference between experimental and control groups in the scores of fine and gross motor skills, which were higher in the experimental group than in the control group (P=0.001). There were no significant differences in growth hormone level between the two groups (P=0.399). Based on these results, it can be concluded that one period of Spark activity can play an effective role in improving motor skills and this improvement is not associated with the level of growth hormone.

The purpose of this study was to investigate the effects of physical activities on cognitive function and motor performance of children with attention deficit hyperactivity disorder (ADHD). Through the available sampling method, 45 boys with ADHD were selected as study sample that was equally divided into 3 groups, two experimental groups and one control group, based on pre-test scores. The following tests were administered on participants: Movement Assessment Battery for Children, Numerical Subscale of Wechsler Intelligent Scale for Children- Revised and Visual-Spatial Working Memory of Corsi block-tapping task. The results showed that the verbal working memory and visual-spatial memory of children with ADHD increased during physical activity. Additionally, physical activity led to improve motor performance and manipulation, balance and ball skills of children with ADHD. Our results point to the importance of physical exercise that is effective on the cognitive function and motor performance of children with ADHD.

The purpose of this study was to investigate the effect of attentional games, physical practice and mixed practice on the attention types and cognitive function of children with attention-deficit hyperactivity disorder (ADHD). For this purpose, forty children with ADHD were selected and randomly assigned to four groups: physical practice, attention games, mixed practice, and control. The participants practiced for 16 sessions (60 minutes per session) according to their grouping. After respectively 24 and 72 hours, they participated -in posttests. The results of covariate analysis showed that the mixed group almost outperformed the other experimental groups in all subtests. These results were interpreted with respect to the advantages of two practices during mixed practice.

Rebound therapy training as a new training method that stimulates the musculoskeletal system are considered by researchers and Rehabilitator.The purpose of this study was to examine the effect of 8 week Rebound therapy training on static and dynamic balance and strengths of lower extremity in Attention Deficit / Hyperactivity Disorder children. Thirty ADHD children with mean age (8.07±1.1) Weight (25.6±7.5) and Height (125±11.1) voluntarily participated in this semi-experimental study and were divided into control(n=15) and experimental groups(n=15) randomly. The Y Balance test and Flamingo test was used for evaluation of dynamic and static balance respectively. After and before rebound therapy training the strengths Quadriceps, hamstrings, dorsi flexor and plantar flexor were evaluated with hand-held dynamometer. During 8 weeks of workouts, the experimental group performed the Rebound therapy training three sessions per week, each session lasted 45 minutes. independent t- test was used to analyze data. There was significant increases in static and dynamic balance in anterior direction, internal posterior, external posterior and total balance and strengths lower extremity in the experimental group compared with the control group (P<0/05). Finding indicated that rebound therapy training can be effective on the improvement of the static and dynamic balance and the strength of the lower extremity muscles.in ADHD children.

The aim of this study was to determine the effect of education based on the developmental physical education on students’ attention deficit/hyperactivity disorder. To this aim, 40 boy students (7 to 10 years old) with attention deficit/hyperactivity disorder, in a quasi-experimental study with per- and post-test design, were selected from Gorgan city’s primary schools in 2015-2016 academic year, and randomly assigned into two groups (experimental and control) and participated in a three-month period course (two sessions of one-hour weekly) of education based on the developmental physical education. The intervention consisted of education and exercise of the fundamental movement skills and physical fitness components according to the developmental physical education for related age group, which embedded in game format to supply physical, cognitive and movement demands. The level of disorder was measured using short form of Conner’s Parents Ratting Scale and diagnostic interviews, and the resulted data were analyzed using analysis of covariance at 95 percent confidence level. The results showed that after controlling for pre-test levels, conduct problems, social problems, anxiety-shyness, psychosomatic, and overall level of attention deficit/hyperactivity disorder in experimental group at post-test is significantly lower than control group. Based on the findings of the study, a three-month period course of education based on the developmental physical education is effective in reduction of symptoms of attention deficit/hyperactivity disorder in boy students and it can be applied as a proper intervention.

The present research was aimed at investigating the effect of yoga and neurofeedback on the reduction of focus disorder/hyperactivity among 5-10 years old kids in the city of Meybod, Iran. In this clinical trial which was undertaken via pre-test/post-test design, 48 kids engaged with focus disorder/hyperactivity were randomly clustered into four groups of the same size: yoga, neurofeedback, yoga-neurofeedback, and control. The training groups were trained for 8 weeks. The training plan included 3 sessions per week, with each session including 60 minutes of activity. In order to evaluate the training groups, Conners questionnaire (parents-form) was used as the pre-test/post-test. Covariance analysis test was used for data analysis. The results indicated a significant reduction in the symptoms of ‪the focus disorder/hyperactivity among the test groups following the 8-week training plan (p

The aim of this study was to determine the effects of 8 weeks Yoga training on anxiety of parents and children with attention deficit and hyperactivity disorders (ADHD). A total of 20 children with ADHD and their parents (20 fathers and 20 mothers) participated in this study. They were randomly assigned to exercise and no-exercise control groups. Parents in the exercise groups exercised Yoga for 8 weeks, two times per week. Anxiety of parents and anxiety of their children were assessed at baseline and two days after intervention using Achenbach and Catell questionnaires respectively. To analyze data, two factor mixed model ANOVA was used. Results showed that Yoga training by parent's significantly decreased anxiety of mothers and children while anxiety of the fathers was not significantly changed. The participants of all three control groups did not show significant changes in their anxiety. The findings of the present study indicate that Yoga could be considered as a mediator variable for modifying anxiety of children with ADHD.

Fundamental motor skills are key components of motor development and are divided into two main sub groups including fine and gross motor skills. The main purpose of the present study was to determine the effect of balance training with Swiss ball (BTWSB) on gross motor skill of Children with Attention Deficit – Hyperactivity Disorder. Participants of the present study were three 6 to 8 years old children with Combined type of Attention Deficit – Hyperactivity Disorder (ADHD-C). This study was a single-subject study with multiple baseline design. Participants were required to exercise BTWSB for 9 weeks. Change in the gross motor skill of participants was assessed at one-week intervals using multiple baseline method. We administered Conners Parent Rating Scale (2003) and Broininks – Oseretsky Test Of Motor Proficiency (1978) to assess each outcome variable. The results of the data chart analysis based on descriptive statistics and visual analysis showed that BTWSB improved gross motor skill of all three participants (PND = 100% for all three participants). The results of this study indicate a positive effect of BTWSB on improving gross motor skill of Children with Attention Deficit – Hyperactivity Disorder.

Lack of balance is one of motion limitation among children with hyperactivity disorder /attention deficit (ADHD). The aim of this study was to evaluate the effect of 12 weeks of selected physical activity on static and dynamic balance in children with Attention Deficit Hyperactivity Disorder in elementary schools in Kashan city.

The type of study was a quasi-experimental study. The population of this study consisted of 105 elementary students suffering from ADHD in 2014-2015 year. 30 participants with the highest degree of ADHD, were purposefully selected and divided into control and experimental groups. Experimental groups practiced in a selected physical activity program for 12 weeks, 3 sessions per week, for 60 minutes. The star excursion balance test (SEBT) and Lak Lak )FBT) were used before and after exercise. For analyzing the data, the independent and paired t-test was used with significant level of P≤ 0.05 by using SPSS18.

A significant increase in static balance (P= 0.008) and dynamic balance (P= 0.001) was achieved in experimental compared with control groups. The differences within group showed that a significant difference in static balance (P= 0.000) and dynamic balance (P= 0.000) exists in pre-testing and post-testing of experimental and groups. But was no significant difference in control group (P≥ 0.05).

According to the results, it seems that selected physical activity through play- therapy and basic skills have influence on improvement of static and dynamic balance and children with ADHD can benefit from this approach.