جستجوی مقالات مرتبط با کلیدواژه « Perceptual motor performance » در نشریات گروه « پزشکی »

Bender-Gestalt is one of the well-known neurocognitive tests designed by Lorta Bender to evaluate perceptual-motor development level in children. Besides its principle application in evaluation of cerebral damage, Bender test has other important applications, such as evaluating children for entering school, anticipating educational progress, diagnosing children with reading and learning disorders, studying growth retardation, as well as a nonverbal intelligence test to evaluate children’s reading readiness to enroll in elementary school. Because of the importance of this test in many diagnostics aspects, it is necessary to prepare a normalized form of this test. In this study, we tried to provide this form in a more comprehensive and updated form compared to previous studies.
This is a descriptive-analytic research. The study population comprised all preschool children in Tehran. In this research, we surveyed 523 (271 boys and 252 girls) preschool children in 3 groups of 4-5 years old (200 children, 95 boys and 105 girls), 5-6 years old (199 children, 112 boys and 87 girls), and 6-7 years old (124 children, 64 boys and 60 girls) who were selected by cluster sampling method from some preschools centers in south, north, and center of Tehran during the spring of 2012. The inclusion criteria were having normal intelligence quotient and being in the range of preschool age. Obtained protocols were numbered on the basis of expanded Koppitz scoring system, and finally were analyzed using the Chi-squared test.
Data analysis for 4-5 years old group revealed the result of M(SD) as 14.75(1.82). The most frequent errors belonged to distortion in plans A, 7, and then 8. Also, the least frequent errors belonged to linear drawing of plans 3 and 6. With regard to misproportion error in plan A and repetition error in plan 2, girls made significantly less errors than boys, while with regard to spin errors of plan 7 and misproportion in plan 7, boys got the higher scores. In 5-6 years old group of children, M(SD) was 9.67(4.38). Also, the most frequent errors belonged to distortion in plans 8 and A. Furthermore, the least frequent errors belonged to linear drawing in plan 3, distortion in plan 7, and isproportion of components in plan 5. With regard to inappropriate composition and linear drawing of plan 5, boys made significant higher errors than girls. For children of 6-7 years old, M(SD) was 8.14(4.17). The most common errors in drawing belonged to first distortion errors in plans A and 8, and then spins in plans 7 and 3, and lastly to misproportion in plan 7. The least frequent errors belonged to linear drawing of plans 5 and 3, spin in plans 8 and 1, and finally distortion in plan 1. Male gender was effective in committing errors of wrong composition of plans A and 3, spin in plan 1, figure distortion in plans 6 and 7, also female gender in errors of wrong composition of plan 2, spin in plans 2 and 8.
Consistent with Koppit’z maturational hypothesis and previous studies (Iranian and foreign), our results showed visual-motor improvement of perceptual performance with increasing age. In conclusion, koppitz scoring system is applicable to Iranian children protocols.

Fundamental motor skills are the foundation of special skills. The purpose of this study was to study the effectiveness of the teaching of perceptual-motor practices and rhythmic movement on motor development in children with intellectual disability. In this quasi-excremental study, 30 children aged 7 to 10 years old were selected through random cluster sampling method from elementary schools in Tabriz city. They were homogenized in two experimental groups (perceptual-motor practices and rhythmic movement) and one control group based on their age and IQ. Programs were held in 9 weeks, two sessions per week, and each session was 45 minutes. Before beginning the training and at the end of the last session, pre-test and post-test were conducted. In order to assess motor development TGMD-2 test was used, and to analyze data covariance and bonferroni postdoc test were used. The results showed that both perceptual-motor practices and rhythmic movement groups performed better in locomotors and object control skills than the control group (P≤ 0.05) and there was no significant difference between these two groups (P≥0.05)Perceptual-motor skills training group had a greater impact on the development of control object skills than rhythmic movement group. Program rhythmic movement group had a greater impact on the development of object control skills than the control group. According to the results, educational programs which are used can be as an appropriate experiencing motion for children. These programs can be used at schools to to provide suitable program and the opportunity for training and developing motor skills.