جستجوی مقالات مرتبط با کلیدواژه "تبحر حرکتی" در نشریات گروه "پزشکی"

  Considering the motor and cognitive problems that arise following developmental coordination disorder (DCD), discovering new methods to deal with and reduce the adverse effects of this disorder is of particular importance. These people must promptly and effectively benefit from therapeutic and preventive interventions to improve their motor proficiency. This study aimed to investigate the effect of 8 weeks of exergame training on the motor proficiency of children and adolescents with typical development and those with developmental coordination disorders.

 This quasi-experimental research employed a pretest-posttest and between-group approach. To conduct this research, 40 female students with an average age of 11.29-14.24 years were grouped into 4: healthy (10-12 years), healthy (13-15 years), DCD (10-12 years), and DCD (13-15 years). Students with suspected developmental coordination disorder were identified by their parents by completing the developmental coordination disorder questionnaire (DCD-Q-2). They were selected as the research sample of the DCD group using the MABC-2 test. Then, all subjects participated in the MABC-2 test in the pretest stage. Afterward, all groups played with the Nintendo console (4 games out of 12 games) for 8 weeks (24 Sessions), and each session lasted 20 minutes. After the intervention, all groups participated in the posttest phase, similar to the pretest. After confirming the normality of data distribution through the Kolmogorov-Smirnov test, we examined the research hypotheses and analyzed the data using the paired t test, combined multivariate analysis of variance, and Bonferroni post hoc test at a significance level of P≤0.05.

 The paired t test results showed a significant difference in the subscales of balance, aiming and receiving, manual skill, and motor proficiency between the two age groups of 10-12 and 13-15 years in DCD subjects; however, no significant difference was observed in the posttest scores of 10-12 and 13-15 years old healthy students. Also, the independent t test results showed a significant difference between the scores of motor proficiency in the posttest of healthy and DCD individuals, and the mean scores of the healthy individuals were higher than those of DCD students. The combined multivariate analysis of variance supported only the significant effect of group (healthy and DCD) on MABC-2 subscales, and the impacts of age and age*group were not significant.

 The results of the present study show that exergame exercises significantly improve motor proficiency in DCD individuals; however, these interventions could not compensate for the developmental delay of these children compared to typically developed children. These results may be related to the duration of the interventions and the age range at the start of the interventions. These differences may disappear if appropriate interventions are presented at a younger age and for a long time.

Movement function and daily activities of hemiplegic children are defective; therefore, the aim of this study was to compare the effectiveness of a selected exercise program and rehabilitation and a selected exercise program with rehabilitation on the motor skills of unhealthy hands of hemiplegic children.

Methods and Materials:

 The research method is quasi-experimental. The statistical population consisted of hemiplegic children referring to Tavaniab, Zanko and Kimia rehabilitation centers in Kermanshah. The statistical sample of the study was 30 people based on the inclusion criteria who were randomly divided into 3 groups of 10 people and in the next stage 24 people remained based on the exclusion criteria. The research instrument was a demographic questionnaire and MABC-2 test. Dependent t-test and one-way analysis of variance were used to analyze the data.

The results showed that there was a significant difference between pre-test and post-test of both experimental groups in all variables (p <0.001). There was a significant difference in the nail and board variable between the rehabilitation group and the selected group with rehabilitation (P ≤ 0.001). But there was no significant difference between the other groups (P ≥ 0.001). There is a significant difference in the page threading variable between the rehabilitation group and the selected group with rehabilitation (P ≤ 0.001). But there was no significant difference between the other groups (P ≥ 0.001). There is a significant difference in the maze drawing variable between the rehabilitation group and the selected group with rehabilitation (P ≤ 0.001). But there was no significant difference between the selected group and rehabilitation (P ≥ 0.001).

It can be concluded that the selected group with rehabilitation has a better effect on the variables of beanbag, nail and board, threading and drawing maze than other groups.

Background and Aims:

 Education in school is a key element of health and helps to freshness and vitality of the community through the promotion of the physical activity. In this regard, some practitioners try to be effective in community health through linear or non-linear training methods. Thus, this study tried to determine which educational method (linear, nonlinear) is effective in promoting perceived and real motor competence in children.

Methods :

In this study, two boy schools were selected whose education in the physical education class was linear in one and non-linear in the other. Therefore, 50 children from each school were selected as a sample randomly (Mean±SD age: 8.47±1.14 ). Motor proficiency was assessed by the Bruininks-Oseretsky Test, and perceived motor competence was assessed by the Incentive Motivation Questionnaire. 

Results:

 The results of the analysis of covariance by eliminating the effect of the pre-test showed that the nonlinear group in motor skills (P=0.00) and perceived motor competence (P=0.02) scored significantly higher than the linear group

Conclusion:

 The results emphasize the importance of using nonlinear training in physical education with manipulation of the environment and task without direct instructions and feedback. Nonlinear methods as new methods in schools can replace traditional methods. In this method, by manipulating the constraints, children can be helped to grow in various dimensions, including real and perceived motor skills. The results of this study are useful for teachers who teach basic motor skills in school.

Children with dysgraphia have some problems with motor skills and self-regulation. The aim of this study was to predict working memory (visual-spatial) based on motor skills and self-regulation from the perspective of Barkley's theory in children with dysgraphia aged 8-12 years old.

This study was a correlational study. The study sample consisted of 150 male students who were referred to the Goftegoo clinic and were selected by convenience sampling method. For data collection, diagnostic dysgraphia test, Bronineks-Ozertsky motor skills test, Beaufort self-regulatory questionnaire and Andre Ray spatial-visual memory test were used.

%33 of the variance of working memory can be explained based on the linear combination of large and fine motor skills variables in the selective attention test. 59% of the variance of spatial-visual working memory can be explained based on the linear combination of variables of cognitive strategies and metacognitive strategies.

  The variables of motor skills and self-regulation have a significant role in predicting spatial-visual memory.

Hemiplegic children have several neurological defects that are involved in motor function and daily activities; Therefore, the aim of this study was to compare the effectiveness of a selected exercise program and rehabilitation and a selected exercise program with rehabilitation on healthy hand motor skills of hemiplegic children.

The research method is quasi-experimental and the research design is pre-test post-test with experimental and control groups. The statistical population consisted of hemiplegic children referring to Tavaniab, Zanko and Kimia rehabilitation centers in Kermanshah. The statistical sample of the study was 30 people based on the inclusion criteria who were randomly divided into 3 groups of 10 people and in the next stage 24 people remained based on the exclusion criteria (selected exercises 9 people, selected exercises with rehabilitation 8 people and exercises Rehabilitation 7 people). The research instrument was a demographic questionnaire and MABC-2 test. Dependent t-test and one-way analysis of variance were used to analyze the data.

The results showed that there was a significant difference between pre-test and post-test of both experimental groups in all variables (p ≤0.001). Also, there was no significant difference in the ball receiving variable between any of the groups (P ≥ 0.001). However, there was a significant difference in the bean bag throwing variable between the rehabilitation group and the selected group with rehabilitation (P ≤ 0.001).

It seems that the selected group with rehabilitation has a better effect on bean bag throwing variable than other groups.

Developmental Coordination Disorder (DCD) is a motor neurodevelopmental disorder characterized by a significant delay in acquiring coordinated motor skills as expected according to the chronological age and learning opportunities. Motor and behavioral problems in children with chronic DCD severely limit their daily activities, academic achievement, and class performance. Children with DCD show great difficulties in social and academic tasks and scholastic achievements. It is found that motor coordination difficulties in 5-8 years old children were associated with impaired reasoning, numerical skills, pattern imitation, fine motor skills, and memory function. Therefore, children with DCD experience more learning-related problems than normal children. One of the psychological aspects that is affected by DCD is perceived competence. This competence is one of the crucial factors in social activities such as participation in games and sports and is one of the most important prerequisites of motivation. This study aimed to compare the effectiveness of school group games on motor skills and perceived competence between normal girls and those with DCD.

The method of the present study was quasi-experimental with a pretest-posttest design and a control group. The study's statistical population consisted of all primary school students in Babol City, Iran, aged 9 to 12 years, and studying in the academic year 2019-2020. Of them, 30 DCD children and 30 normal children were selected and divided into four groups: control-DCD, experimental-DCD, control-normal, and experimental-normal (n=15 for each group). Initial diagnosis of DCD was performed using the Revised Developmental Coordination Disorder Questionnaire (DCDQ-7) (Wilson et al., 2009). The final diagnosis of DCD and motor proficiency was performed using Movement Assessment Battery for Children-Second Edition (MABC-2) (Henderson et al., 2007). To evaluate the perceived competence, we used the Physical Self-Description Questionnaire (Marsh et al., 1994). Both experimental groups underwent the training program 5 days a week for 8 weeks, while the two control groups performed only daily activities. In the end, all four groups participated in the posttest. The obtained data were analyzed using descriptive (mean and standard deviation) and inferential statistics (analysis of variance, analysis of covariance, and LSD post hoc test) in SPSS software version 19. The significance level of all statistical tests was 0.05.

The results showed a significant difference between the four groups in the variables of manual dexterity (p<0.001), receiving and throwing (p<0.001), balance (p<0.001), the total score of motor skills (p<0.001), and perceived competence (p<0.001). Experimental groups performed better than control groups in the posttest of all studied variables (p<0.05). Also, the difference in the scores of the experimental groups of DCD and normal was negative in all variables. However, this difference was significant only in the subscales of receiving and throwing (p=0.023) and balance (p=0.009).

According to the findings, group games improve motor skills and perceived competence in normal and DCD children. However, these games have a more significant impact on DCD children.

Attention–Deficit/Hyperactivity Disorder (ADHD) is defined as a pattern of severe persistent problems, such as difficulty sustaining attention, hyperactivity, and impulsive behavior, associated with a greater frequency of developmental disorders, compared to Typically–Developing (TD) children. This disorder is described as a persistent pattern of attentional deficits or impulsive and active behaviors. ADHD is a multifactorial condition with an unrecognized exact etiology. Failure to pay attention to the diagnosis and treatment of this disorder, i.e., increasing, will lead to numerous adjustment, educational, and behavioral problems, aggression, etc., in adulthood. Perceptual–Motor games can play a stimulating role on the nervous system and increase motor skills in children. Motor mastery is referred to physical skills, resulting from the performance of a skill of choice that can affect physical activity. Motor skills are critical in children. This is because they are a prerequisite for participation in social activities, such as group play and sports; thus, they influence their self–esteem and social wellbeing. Additionally, promoting participation in routine childhood activities, such as sports participation, leisure activities, writing, and daily living activities, like tie shoelaces plays an essential role in the development of the child's self–concept. Some studies suggested that motor skills in children with ADHD are also poorer, compared to their TD peers. Therefore, these children have difficulty understanding, processing, and using sensory information. In other words, there is a relationship between ADHD and different aspects of motor skills (fine motor skills, coarse motor skills). ADHD is defined as a pattern of severe attention deficit and hyperactivity or continuous neglect with more repetition than children with the same growth rate. The present study aimed to determine the effects of cognitive–motor skills learning training on motor skills and the symptoms of ADHD.

This was a quasi–experimental study with pretest–posttest and a control group design. The statistical population of this study included all children of preschool centers of Tehran Province, Iran. Of them, 90 subjects were purposively selected and randomly assigned to the experimental and control groups. The necessary data were obtained using the Brauninx–Oseretsky Motion Excellence Scale short–form (1978), and the Conners–Wald Formula Child Behavioral Scale (Ritman et al., 1998). Data analysis was performed using Analysis of Covariance (ANCOVA) by SPSS. The significance level was set at 0.05.

The obtained findings suggested that the cognitive–motor learning program improved motor skills (p<0.001) and resulted in the reduction of total ADHD symptoms (p<0.001) in the examined children.

The obtained data indicated that perceptual–motor games training is beneficial for improving social adjustment and motor skills, and reducing the total ADHD symptoms scores. Thus, this method can be implemented for the empowerment of children with ADHD.

Virtual reality (VR) is an attempt to remove the boundaries between real and virtual space. It is a computer environment that mimics real-world scenarios and, of course, a fun platform that can be appealing to children with cerebral palsy. The present study aims to investigate the effect of video games in a virtual reality environment on motor function of children with cerebral palsy.

The method of this study was quasi-experimental with pre-test and post-test with a control group. Thirty patients with cerebral palsy were selected in Tabriz city in 2019 and were divided into two groups of experimental and control (15 in each). The experimental group received 20 minutes of 45-minute sessions using video games in virtual reality environments; however, the control group did not receive any intervention. In the end, to evaluate the differences, the above test (post-test) was performed again for both groups. Data were analyzed by SPSS-23 software. In addition to descriptive statistics, multivariate analysis of covariance was used to analyze the data.

The data analysis showed that video games in a virtual reality environment had a significant effect on the motor function of children with cerebral palsy (p<0/01).

According to the results of this research, it can be concluded that virtual reality video games can be used as a complementary therapy along with other conventional treatments for people with cerebral palsy.

Attention Deficit Hyperactivity Disorder is one of the most common disorders in primary school children, which affects their motor, educational, and psychological functioning. The purpose of the current study was to determine the effect of rhythmic motor games on motor proficiency, aggression, and academic achievement in children with hyperactivity/attention deficit.
The present study was an experimental and pre-test post-test design. A total of 40 children, aged 8 and 9, with hyperactivity/attention deficits participated in the study from among the second and third grade students of Poldokhtar city. First, students were identified using the Conners Questionnaire for parenting forms and clinical interviews. Then, to assess motor proficiency, aggression, and academic achievement tests, we used the short form of Bruininks-Oseretsky test 2nd version (bot-2), Aggression Scale Shahim, and the participants' average scores for Mathematics, Science, and Farsi courses, respectively.
Statistical analyses showed that rhythmic motor games had a significant positive effect on motor proficiency (P = 0.001, F=189.3), aggression (P = 0.001, F=6/10), and academic achievement (P=0.004, F =4/30) in children with hyperactivity/deficiency (P>0.05).
Regarding the attractiveness and the variety of motor games, it is suggested that teachers and rehabilitation trainers use these music, lyrics, and songs to increase the skillfulness of motor, aggression, and academic achievement in children with hyperactivity/attention Disorder.

Developmental coordination disorder is an obvious problem in school aged children which affects motor performance, educational achievement and self-esteem; so the aim of present study is investigating the effect of rhythmic motor games on Motor Proficiency, educational achievement and self-esteem of DCD children.

A semi-experimental method and a pre-posttest design with control was considered for this study. Sample was included of 36 children (18 experimental and 18 control group) which recognized as DCD and was chosen among students of elementary schools of rejoin 6 of Tehran city and in the range of 10 to 11 years old. Persian Version of Motor Observation Questionnaire for Teachers (PMOQ-T) was used for recognition of DCD and average scores in Persian, mathematics, science and dictate lessons were used for educational achievement. Also a Cooper-smith self-esteem inventory for assessment of self-esteem and a Bruininks-Oseretsky test 2nd version (bot-2) for evaluating motor competence was used. Children in experimental group participated in rhythmic motor games for 12 weeks and 36 sessions while children in control group were inactive. After the end of intervention variables were assessed and were analyzed with descriptive statistics and covariance analyze test in a significant level of 0.05.

Results showed that participation in rhythmic motor games has a positive significant impact on motor competence (F=1.93, P=0.000), educational achievement (F=61.64, P=0.000) and self-esteem (F=32.67, P=0.000) of DCD children (P<0.05).

according to the results it is suggested that in regard to improvement in motor competence, educational achievement and self-esteem of DCD children, rhythmical motor games can be used.

One of the most common abnormalities of learning is dysgraphia, which refers to a serious defect in mechanical writing skills. Children with dysgraphia may not be able to perform the actions required to write or transfer information within the hearing or vision to exercise and poorly performing in cognitive skills such as organization, attention and memory. Evidence suggests that active memory plays a crucial role in learning and performing complex cognitive tasks, including writing. In addition, regular exercise is considered as a key indicator of improving cognitive performance of individuals. Learning written skills through enhanced motor skills, which affects performance, motor schema and information processing and improves cognitive processes such as memory. The purpose of this study is to investigate the effect of motor exercises on active memory, writing skill and motor efficiency in children with dysgraphia. The research is a pre-test and post -test with a control group. The study population included all 3rd to 5th grade male students with a dysgraphia that had been introduced to the center of learning disability due to issues in the formal education process for the teachers in the classroom, and the specialists of the organization identified these people as having a dysgraphia. In order to performance of research, 32 male students from 3rd to 5th grade students with dysgraphia were selected through available sampling. The Minnesota handwriting skill test was then used to accurately identify students with dysgraphia (handwriting test results are also recorded as pre-test), and the Ravens color intelligence test was taken from the students (IQ above 90). They were then randomly assigned to control and experimental groups. Then, each group was evaluated using Lincoln-Oseretsky for measuring motor skills and Wechsler's numerical memory test for evaluation of active memory. The exercise program included aerobic exercises, which lasted for 3 consecutive sessions each week for 12 weeks, 45 minutes per week. The training program included 5 to 10 minutes of warming, 25 minutes of aerobic exercises (step by step, step 7, rhythmic play) and 5 minutes of cool down.48 hours after the last training session in the same conditions with the control group. From all cases, the numerical memory test for active memory measurement and the Minnesota handwriting skill test were used to examine the skills of handwriting (writing) and the Linck- Ozeretsky motor efficiency test to measure motor efficiency. The results confirmed the Covariance analysis was used to analyze the data (P≤0.5). The results showed that after a rhythmic exercise period, the values of motor efficiency and active memory significantly increased, the findings also showed that rhythmic exercises had a positive effect on the skills of handwriting in students with dysgraphia. On the other hand, the results showed there is a significant relationship between active memory with scores of motor skills and writing skill. The results of handwriting regression analysis in terms of memory components and the Linck-Ozeretsky motor growth components showed that about 48 percent of the handwriting changes can be explained by the memory scores and the Linck-Ozersky growth test scores. The results of this study showed that motor skills may improve information processing and improve active memory and improve the writing scores in children with dysgraphia due to improving motor efficiency and motor – sensitive coordination. Using these exercises improves the coordination of the eyes and hands, motion sequences, physical schemas and information processing. Learning written skills is effective and feasible by performing reinforced motor skills that enhance the performance of the child. The use of such training can enhance learning and motor efficiency, improve the writing and improve the active memory of children with dysgraphia. These findings can be explained by the underlying mechanisms of brain plasticity. The hypothesis of human brain plasticity suggests that if the less active regions involved in the learning disorder are stimulated appropriately and repeatedly, these changes will remain stable due to changes that are supposed to be made in the structure of the neurons.

The aim of the present study was to evaluate any possible effects of family-based tele-intervention of the SPARK program for improving the motor proficiency and reducing the severity of autism symptoms in children with high-functioning ASD. This research was a quasi-experimental study with pretest-post test design without a control group. Nine families of children with high-functioning ASD were recruited from rehabilitation centers for children with ASD in Tehran, Isfahan, Ghods and Kermanshah cities. The tele-rehabilitation procedure was administered by the parent to their children during 24 sessions each 45 minutes for 8 weeks. The Gilliam Autism Rating Scale (GARS) (Gilliam, 1995) and short form of Bruininks-Oseretsky Test of Motor Proficiency (BOTMP) (Bruininks, 1978) were used for data collection. Data were analyzed using pair t test. The results demonstrated that (p< 0.5) family-based tele-intervention of SPARK program has significant effect in motor proficiency, but this effect was not significant in reducing the severity of autism symptoms in children with high-functioning. The results of this study showed that family-based tele-rehabilitation has appeared to be an effective intervention to reduce motor problems in children with autism spectrum disorders.

Motor proficiency plays an important role in mobility. But various factors have effect on the motor proficiency. The purpose of this study was to compare the effect of body mass index, and age on motor proficiency in children, adolescents, and adults. This research is descriptive type causal comparative study. 360 boys from Tehran (120 people for each age group) were selected by targeted clustering method. The motor proficiency was evaluated by the Bruninx-Oseretsky test, whose validity and reliability were appropriate for this sample study. Body mass index was calculated using the weight and height formula and categorized using international body mass index charts. The statistical test of LSD was used to examine the difference between groups at a significant level (p<0.05). The results showed that age does not effect motor proficiency; but body mass index effects motor proficiency. Thus skinny and obese children are less skilled than normal and overweight children, as well as overweight and obese adolescents and adults are less skilled than normal and lean adolescents and adults. The effect of body mass index on motor proficiency varies in different age groups. According to the results of this research, educators and specialists must identify and treat vulnerable groups at different ages in proportion to body mass index.

Backgroundand Aim: Developmental Coordination Disorder (DCD) is a serious defect in the development of motor coordination. This disorder affects educational achievement and activities of daily living to a considerable amount. The purpose of the present investigation was to study the correlation between motor proficiency with executive function and educational performance of 7-11 year-old children with DCD in Ilam province, Iran.

A descriptive-analytic study was conducted on 53 DCD children, who met the inclusion criteria conditions, randomly selected from the pool of all children in Ilam primary schools. Next, the children's motor proficiency, executive function, and educational performance were evaluated using Bruininks Oseretsky test, Behavior Rating Inventory of Executive Function (BRIEF), and a researcher-made test, respectively. Results were analyzed using SPSS software (version 16) and pearson correlation coefficient.

Significant correlations were found between the total scores of Bruininks Oseretsky test with the total scores of BRIEF (p

The present study showed that there is a significant correlation between the motor proficiency with executive function and academic performance of children with DCD, which could be used by clinicians for early intervention to improve executive function and educational performance of children with DCD.

Assessment of motor skills and the use of a suitable tool to identify children with developmental coordination disorder (DCD) appear to be critical in preschool ages. Therefore the main aim of this study was to evaluate the sensitivity and specificity of the Bruininks-Oseretsky Test of Motor Proficiency-Second Edition-Short Form (BOT-2 SF), in preschool children.
A total of 306 preschool children participated in this study (4-7 years). Among them, 30 children with DCD were selected. To assess the ability of the BOT-2 SF to detect DCD, we measured the sensitivity and specificity using receiver operating characteristic (ROC) curve method.
The area under ROC curve for the sensitivity and specificity were 0.91 and 0.93, respectively. In general, the area under the curve was 0.97.
The BOT-2 SF has high sensitivity and specificity in preschoolers; therefore it can be useful in evaluating motor skills and identifying children with DCD.