جستجوی مقالات مرتبط با کلیدواژه « کم توان ذهنی » در نشریات گروه « تربیت بدنی »

Exercise training is important to reduce the physical performance disorders among mentally retarted children. The aim of the present study was to analyze the effect of two combined exercise trainings (trampoline-racquet and rope skipping-racquet) on physical fitness indicators and movement ability among mentally retarded children.

Twenty-four mentally retarded male students, aged 8-15 y., with an IQ of 50 to 70 were purposefully selected and randomly divided into two experimental groups and one control (each eight persons). One of the experimental groups performed trampoline-racquet training, and the second group performed rope-racquet training (eight-week, three sessions per week, 60 min in each session). The control group did not participate in the intervention exercise and followed the school’s regular training programs. Before and after the exercise trainings, physical fitness and mobility tests were taken from all subjects. Analysis of variance with repeated measures and Bonferroni’s tests were used for data analysis at a significance level of p≤0.05.

Both exercise trainings improved static balance with eyes closed, dynamic balance, abdominal muscle endurance, lower limb muscle power, and motor ability compared to the control group, but there was no significant difference between the two training programs. Moreover, the static balance index of the left leg with eyes open and explosive power was significantly improved only in the rope skipping-rocket group compared to the trampoline-rocket and also the control group; while there was no significant differences between the indicators of cardiorespiratory fitness and hand muscle power between the three groups.

Studies suggest that exercise training programs can improve physical fitness and mobility in mentally retarded children.

The reason for failure in learning and academic failure is the lack of academic skills. Mentally retarded children, as a special and vulnerable group of society, usually have little academic skills for various reasons. One of the important reasons can be executive functions. The present research was conducted with the aim of investigating the role of executive functions in predicting the mathematical academic skills of mentally retarded elementary students. The descriptive research method was correlation type. The statistical population was all 995 mentally retarded students of the elementary level in the academic year 1402-1401 in Kerman city; Based on the Morgan-Karjesi table, the statistical sample size of this research was 278 people; which were selected by stratified random sampling method. Brief executive function questionnaire and math teacher-made test were used to collect data. Data analysis was done with spss25 and Amos24 software. The results of the research showed that the model of the role of executive functions in predicting math academic skills in mentally retarded primary school students has an acceptable fit by controlling the effect of intelligence and age. There was a significant relationship between inhibition, attention transfer, emotional control, initiation, working memory, planning, organization of materials and revision with mathematical academic skills of intellectually disabled students, so that the components of executive functions simultaneously accounted for 0.357 of skill variance. The academic skills of intellectually disabled students were explained and the most important predictors of mathematical academic skills in intellectually disabled students were planning and working memory respectively

This study aimed to compare motor skills in four groups of intellectual disability, Down syndrome, autism spectrum, and normal children.

The research method was descriptive and causal-comparative. The statistical population of this study included children aged 7 to 12 from centers for special needs in Rasht City in 2022. One hundred people (25 participants for each group) were considered as statistical samples. Eight sub-tests of the shortened form of Bruininks-Oseretsky Test of Motor Proficiency - Second Edition (BOT-2) were used to collect data. Analysis of variance test was used to analyze the research data at the significance level of 0.05.

The results showed that in the sub-tests of movement speed and agility, balance, strength, reaction time, upper limb dexterity, and the total score of motor proficiency, the performance of children with autism spectrum and Down syndrome was weaker than the other two groups (P=0.001). There was no significant difference between the two groups of normal and intellectually disabled children in the balance and strength subtests (P>0.05). Also, in bilateral coordination and visual-motor control subtests, children with autism had a weaker performance than the other three groups (P=0.001), and no significant difference was observed between the other three groups (P>0.05).

Considering the poor motor skills of children with autism spectrum and Down syndrome, and the effect of motor skills on social, academic, and learning skills, it seems necessary to include motor skills training and exercises for children with special needs at younger ages in educational programs of special schools and occupational therapy centers.

Different training frequencies can affect the peoples’ physical fitness in different ways. The Purpose of this study was investigated the effect two programs work with trampoline with number of different sessions and the same volumes on some of the physical and motor function factors in girls with mental retardation.

30 girls student mentally retarded (8 to 16 years, weight: 37.83±1.53 kg, BMI: 19.04±4.19 kg/m2 and with an IQ of 50 to 70) were selected and randomly divided into two experimental groups and one control group. One of the experimental groups performed trampoline three times a week for 7 weeks and the second experimental group performed trampoline two times a week for 10 weeks. Before and after the training period, physical and motor fitness tests, including endurance function, Cardiorespiratory fitness, static balance, dynamic balance, agility, coordination, muscle strength and explosive Power. The data were analyzed using ANOVA repeated measurements and Bonferron's post hoc test at significance level of P<0.05.

The results showed that both exercise programs in experimental groups compared with the control group improved static balance, dynamic balance, agility, coordination, explosive power and muscle strength, but no significant difference was observed between the two training programs. Endurance function and cardiorespiratory fitness were not significantly different between the three groups.

girls mentally retarded can probably use the trampoline training with frequency of three sessions per week for seven weeks to improve their physical and motor fitness indices.

Intellectual Disability children are at a lower level than their peers physically, intellectually and emotionally. The aim of this study was to investigate the prevalence of Upper Crossed Syndrome (UCS) in children with intellectual disability. The research method is of a descriptive type, and 50 people (30 girls and 20 boys), with average age (12±1.28) ages years old and an IQ of 35-85 were selected from Urmia and Takab cities by random cluster sampling method. The intelligence of these people was evaluated by the Wechsler intelligence questionnaire, the amount of forward head and round shoulder by the imaging method of the side view, and the amount of kyphosis by a flexible ruler. Also, Pearson's correlation coefficient was used in spss25 software to investigate the relationship between the components of UCS. The findings indicate the prevalence of forward head deformity at the rate of 84%, round shoulder 68% and kyphosis 74% in 10-14- year-old intellectual disabled people. The relationship between forward head and round shoulder was 0.81, the relationship between forward head and kyphosis was 0.69, and the relationship between round shoulder and kyphosis was 0.68. Considering the high prevalence of UCS in people with intellectual disability, it is necessary to provide recommendations and functional exercise programs according to the physical and mental conditions of these people.

The aim of this study was to study the effects of eight week of DNS exercises on posture, strength and trunk endurance in girls educable mentally retarded students. 26 mentally retarded female students were matched based on IQ score and divided into two groups of control and experimental . The experimental group participated in 24 training sessions. The variables of muscle strength and endurance, head and neck angle and back and lumbar arches of the subjects were evaluated by handheld Digital Dynamometer, sorensen test, side planck, planck, photogrammetry and flexible ruler, respectively. Data were analyzed by statistical analysis of variance for duplicate data (RN-ANOVA) . Exercise intervention resulted in a significant difference in strength and endurance of trunk and posture between the experimental and control groups (P>0/05). According to the present results, the use of DNS exercises in the process of physical rehabilitation of educable mentally retarded students is recommended.

This study aims to assess the effect of combined strengthening and proprioceptive exercises on balance and gait of female children with intellectual disability

 Participants were 24 elementary school girls aged 9-13 years in Mashhad, Iran who were selected using a convenience sampling method and divided to two groups of exercise and control. The exercise group performed selective exercises for 8 weeks, while the control group performed their daily activities. In the pre-test stage, the static balance, dynamic balance, lower limb strength, and gait were measured. After eight weeks, all variables were measured again.

 Eight weeks of strengthening and proprioceptive exercises had a significant effect on improvement of static balance, dynamic balance, lower limb strength, and gait of girls with intellectual disability (P=0.001).

 Eight weeks of strengthening and proprioceptive exercises can be used to improve the physical fitness factors of girls with intellectual disability.

People with mentally retarded are inactive due to the specific mental and physical problems and they have motor function impairments. Therefore, this study aimed to study the effect of eight-week combined single-leg squat exercises on balance, lower limb strength and quality of life in mentally retarded students

In this quasi-experimental study, thirty 7-to-11-year-old male estudents of with IQ=50 to 70 were selected by purposive and convenience sampling and matched in two experimental and control groups. Bruininks-Oseretsky Mobility Test was used to assess the balance and strength of lower limbs of the subjects and Cummins Quality of Life Questionnaire was used to assess the quality of life. The experimental group performed single-leg squat exercises for 8 weeks (three 60-min sessions). During this time, the control group had no specific exercise program. At the end, post-test was performed for both groups. To determine the effectiveness of the exercises, statistical analysis of variance with repeated measures was used using SPSS-19 software. Significance level was considered 0.05 in all analyzes.

The results showed that single-leg squat exercises have a significant effect on static and dynamic balance, lower limb strength and quality of life in mentally retarded children.

Single-leg squat exercises can be used to improve static, dynamic balance, lower limb strength, and quality of life in mentally retarded children.

 The control ability different positions of body in space was due to interaction between neural, sensory, and muscle-skeletal systems, which is generally defined as postural control. Limitations in mobility: The prevalence of balance and gait problems is also high in persons with intellectual disabilities. Thus, the present research aimed to examine the effect of visual, proprioception, and vestibular systems manipulation on postural control in three groups of girls with Intellectual Disability.

 The method of the present study is comparative-causative. The statistical population of this study was all girls with oral disabilities in special schools in Rasht. Sixty girls with Intellectual Disability were assessed in groups of 7-9, 10-12, and 18-16 years old (N=20). Postural control was evaluated in four conditions: open and closed eyes and on hard and soft surfaces. Collected data were analyzed using one-way ANOVA and post hoc test via SPSS software, V. 21 (P<0.05).

 The research findings indicated that there were significant differences in postural control in all of the three groups. Based on the results in conditions 1, 2, and 3, there are significant differences between groups 1 and 3 and 2 and 3.

 These results support recent findings suggesting that Sensory systems for children with Intellectual Disabilities up to the age of 16-18 are still growing and maturing in terms of organizing and integrating with other systems in postural control. In each of the three age groups, the central nervous system, based on the proprioception information, provided better postural control.

Behavioral and emotional problems are one of the most common psychological problems in childhood and adolescence. Evidence suggests that behavioral problems are more prevalent among intellectual disability children than normal children. Therefore, the present study aimed to determine the effectiveness of a parent-centered intervention based on localized play therapy on behavioral problems of 5-7 years old intellectual disability children. This study was experimental with pretest-posttest design and follow-up with control group. The statistical population consisted of 128 educable intellectual disability children who were educated in special centers in Lordegan in 1397. Thirty people were selected randomly and assigned to two groups of 15 (experimental and control). Rutter Behavioral Problems Questionnaire was administered to two groups as pre-test. Then, the experimental group's parents received a 12-session localized game therapy intervention and the parents of the control group did not receive the intervention. At the end of the intervention period and 3 months later, Rutter's Behavioral Problems Test was again administered to the two groups as posttest and follow up, respectively. Data were analyzed using ANOVA with repeated measures. Results showed that there was a statistically significant difference between the performance of the two experimental and control groups in the rate of behavioral problems (p <0.001). Therefore, it can be concluded that the localized play therapy intervention program has been effective in reducing the behavioral problems of intellectual disability children and the survival of the intervention program remained after 3 month.

The purpose of this study was to determine the effects of a curriculum known as Sports, Play and Active Recreation for Kids (SPARK) on fine and gross motor skills and brain-derived neurotrophic factor (BDNF) in educable intellectual disabled children.

Twenty intellectual disabled boy students aged 7 to 9 years were randomly divided into experimental (n=10) and control (n=10) groups. The experimental group performed a selected SPARK program 3 days a week for 12 weeks. Fine and gross motor skills and BDNF level were measured before and after the intervention. Multivariate analysis of variance (MANOVA) with repeated measures was used for data analysis (α = 0.05).

Data revealed that there were no significant differences between two groups in any of the measured variables at the baseline. After the intervention, the experimental group performed significantly better in fine motor skills and had higher level of BDNF as compared to the control group. Regarding gross motor skills, there were no significant differences between experimental and control groups in the post-test.

According to the results, it can be argued that the selected SPARK program increases BDNF level and improves fine motor skills however it has not significant effect on gross motor skills in the educable intellectual disabled boy students. Thus, it seems that improves in fine motor skills partially are due to increases of brain-derived neurotrophins especially BDNF levels in the educable intellectual disability boy students.

of this research was providing normative data for physical fitness of intellectual disability students by the Canadian Standardized Test of Fitness (CSTF). For this purpose, 314 students (115 females, 199 male) with educable intellectual disability (IQ Score: 50-70; age: 18.53±2.55 years) were selected from Special schools in Hamadan province.

At first, the height, weight, and body mass index (BMI) of the students were measured. Then, flexibility, muscle endurance, muscle strength, and maximum oxygen uptake (VO2max), were estimated by the CSTF battery test. Descriptive statistics, One-way ANOVA test, and Percentiles 20, 40, 60 and 80 were used to make the normative data and analyze the data.

There was a significant difference between females and males in muscle endurance and strength, and Vo2max levels (P<0.05). Flexibility did not show a significant difference (P>0.05). The mean and standard deviation of sit and reach test was 19.85±9.89 (cm), push-up was 11.89±8.48 (n), sit-up was 19.26±9.54 (n/min), hand grip was 14.74±5.64 (kg), and Vo2max was 60.51±5.97 (ml/kg.min) for all participants.

This normative data can be used for scoring and grading of female and male intellectual disability students of Hamedan province.

The purpose of this study is to make a comparison of Influence of feedback after successful unsuccessful attempts on learning the skills needed for shot put on shoulder about the retarded boys in Ahwaz city.

The statistical data includes the retarded boys with 9-12 years old, that 45 persons of this study were chosen by a available method. After process of pretest, they were placed randomly into three groups. To make analysis of data in process of pretest, the method of one way variance and in process of attainment, analyzing of multiplex variance via measurement on factor of blocks to determine the differences between intergroup and within- the -group is used.

The results show, there is no much difference between the participants of all three groups in pretest (p=0.35). also result in the acquisition and retention of a significant difference between the three groups (P

Children with intellectual disability experience many problems in their everyday lives and educational issues. One of these important issues exists in visual perception. Therefore, the aim of the present study was to examine the effect of sport vision training on visual perception of children with intellectual disability in Isfahan city. 30 children were selected from educable students with intellectual disability (7-11 years old) as the sample and were randomly assigned to two groups (each group 15 subjects):experimental and control. Before the training, children with intellectual disability underwent Wechsler IQ test and educable children entered the study. Also, before the training, the TVPS - II visual perception pretest was administered. Then, experimental group had their training for 8 weeks, 3 sessions per week and 45 minutes each session. In the final stage, TVPS - II visual perception pretest was conducted. Based on the results of the MANCOVA analysis (with the control of pretest scores) sport vision training had an effect on the mean of all visual perception components except for form constancy test in the posttest (P<0.05). The results of this study showed that sport vision training can improve the visual perception of children with intellectual disability. Therefore, it is suggested that sport vision training is also used to treat and rehabilitate these children in the treatment process.

Mental retardation is one of the most common mental disabilities and in these people there is a disturbance in balance. The purpose of this study was Comparing the effect of Core Stability Training program and Closed Kinetic Chain Training program on the dynamic balance of mentally retarded students. In semi-experimental study that 45 male mentally retarded students in three groups 15 people Control, Core Stability and closed kinetic chain was set. Training group performed core stabilization trainings and closed kinetic chain trainings for 8 weeks and three times per week were studied. The pre-test and post-test of Get Up and Go test was done for measure dynamic balance of three groups. ANOVA test used to analyze the data (p≤0.05). dynamic balance results showed significant differences in mean Core Stability and control groups (P=0.000), closed kinetic chain and control groups (P=0.006) and Core Stability and closed kinetic chain groups (P=0.002). Core stabilization training program and closed kinetic chain training program improve the static and dynamic balance of mentally retarded students and can be used for improve dynamic balance in rehabilitation of mentally retarded students.

Goal setting is a motivational item that is usually used for enhancing sport skills learning. The aim of the present study was to investigate the effect of easy versus difficult goals on acquisition and retention of basketball free throws in educable children with mental retardation (AWMR). A total of twenty one AWMR educable students (aged between 8 and 13) were assigned to either a difficult or easy goals group. Participants exercised the task for nine sessions across acquisition phase. Both groups performed a pretest before the acquisition sessions. Acquisition tests were taken during acquisition phase, and immediate and delayed retention tests were also taken after 2 and 10 days of no practice respectively. We performed statistical analyses with a repeated measures analysis of variance (ANOVA), and an independent t test. Results showed that easy goal setting group significantly improved their performance in acquisition and retention phases (P

The aim of this study was to compare the effect of individual and team plays on attention and short-term memory of educable mentally retarded children. Therefore, 36 mentally retarded students of Andishe Special School of Qazvin province were selected using convenience sampling method. Students’ chronological age range was between 8 and 15 years, their mental age was between 7 and 10 years with IQ of 50 to 70. After matching, subjects were divided into three groups: control, individual play and team play. This study had a quasi-experimental design administered as pretest-posttest. Data were collected by children WISC numbers subtest (short-term memory) and were analyzed using analysis of covariance with significance level of ... .

Physical activity by inducing the secretion of neurotrophic factors may affect the motor development and cognitive function. The aim of this study was investigating the effects of three months of regular physical activity on the serum Brain-derived Neurotrophic factor, intelligent quotation and motor development of mental retardation children’s. Forty children with mental retardation (12-16 years old) were availably selected and randomly assigned in control (n=20) and physical activity training (n=20) groups. Training program include 3 months (12 weeks), 3 d·wk–1 and 45 minutes in each session. Serum BDNF, intelligence quotient and motor development were determined 48 hours before and after physical activity program with an ELISA and Lincoln-Oseretsky motor development scale, respectively. The data were analyzed by using ANCOVA (P≤0.05). The results showed that 3 months regular physical activity increased significantly the level of BDNF and motor development of training group (P≤0.05). The total scores of perceptual-motor ability subscales such as speed, general dynamic coordination and hand dynamic coordination improved significantly after 3 months of regular physical activity (P≤0.05). There is no significant change of intelligence quotient scores in control and experimental groups. Therefore, regular physical activity may affect the motor development of children with mental retardation through brain derived neurothrophic factors.

The aim of this study was to investigate the effect of 8 weeks of core stability training on static and dynamic balance in mentally retarded educable children eight to ten years. The population of this study was all of mentally retarded children of Mehr School in Momarekeh city and sample consisted 24 educable mentally retarded students, with mean and standard deviation for age (9.12±0.74years), height (121.1±8.6Cm) and weight (23.25±6.9Kg), who were healthy physically and voluntarily participated in this research. In the first preliminary assessment of the state of static and dynamic balance subjects, Sharpend Rombrg and get up and go tests respectively were used. the subjects were randomly divided into two equal experimental and control groups (n=12).The experimental group had eight weeks of core stability training with three sessions per week and each session lasted for 45 minutes. During this period, the control group did not perform any specific types of exercise. After eight weeks, both groups were participated in the post tests that were the same as the pretests. Data were analyzed through descriptive and analysis of covariance at the 0.05 level. The results showed significant difference in static balance with eyes open (P=0.000), eyes­ close (P=0.000) and dynamic balance (P=0.000) between the experimental and control group after eight weeks of core stability training. Finally, core stability exercises can improve static and dynamic balance mentally retarded children eight to ten years. Therefore, coach and teacher can use theses exercise to enhance the motor performance and welfare of mentally retarded children.