Morteza Pourazar; Fazollah Bagherzadeh; Davood Hoominian
Abstract
Introduction: Purpose of the present study was to investigate the effect of virtual reality training on proprioceptive function of elbow joint in hemiplegic children. methods: Twenty boys ranging from 7 to 12 years, from special schools in Tehran, were randomly divided into the experimental and ...
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Introduction: Purpose of the present study was to investigate the effect of virtual reality training on proprioceptive function of elbow joint in hemiplegic children. methods: Twenty boys ranging from 7 to 12 years, from special schools in Tehran, were randomly divided into the experimental and control groups. The devise used for virtual reality intervention was Xbox 360 Kinect (Microsoft, New York, and United State). Gyroscope device was used for measuring elbow’s joint position sense. Participants in the experimental group took part in the Virtual Reality (VR) program; participants in the control group continued their traditional therapy program. Paired sample t test and independent sample t test were used using SPSS software version 18 at p <0.05 level.Results: Results of independent sample t test showed that although a significant difference was no observed in joint position sense between the experimental and control groups during the pre-test phase (t=0.07, df=18, p=0.944); in the post-test phase, virtual training resulted in better scores for the experimental group (t=2.3, df = 18, p=0.03). Based on the results of paired sample t test, virtual training resulted in significant progress for joint position sense in the experimental group. Conclusion: Our results about using VR systems for patients with CP were in agreement with the findings by Denise Reid. VR intervention results in CP children could be justified by self-efficacy and motor learning theories. This type of therapy yields significant improvements for participants, since it lets them explore new experiences that would otherwise be difficult or dangerous.
Morteza Pourazar; Morteza Homayounnia Firouzjah
Abstract
Introduction: Sport is an important part of students' life. The social development of athletes could be different based on their gender and type of sport. The present study aimed to compare the social development of athletes (team and individual sports disciplines) and non-athlete students of Farhangian ...
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Introduction: Sport is an important part of students' life. The social development of athletes could be different based on their gender and type of sport. The present study aimed to compare the social development of athletes (team and individual sports disciplines) and non-athlete students of Farhangian University.Methods: In a descriptive cross-sectional survey research, 2000 male and female students of Farhangian University of Mazandaran province were recruited as a statistical population. 300 students were selected using the cluster random sampling method. Witsman's Social Development Questionnaire (1990) was used as the research instrument. To analyze the data, a two-way analysis of variance and Tukey's post hoc test were used.Results: Based on the results of the two-way analysis of variance, significant results were found for the main effect of gender and group variables. However, the interaction effect of group and gender was not significant. The social development of female students was higher compared with male students. Based on the results of Tukey's post hoc test, athletes had significantly higher social development than non-athletes. Although the social development of athletes in individual sport discipline had a higher mean than the team athletes, the difference was not significant.Conclusion: Considering the higher social development of athletes compared with non-athletes and also, almost identical social development scores for both groups of athletes (team and individual sports disciplines), it is suggested that coaches foster a supportive environment by emphasizing the importance of equality of each athlete to provide the basis for social development among all people.
Morteza Pourazar; Fazlolah Bagherzadeh; Davoud Houmanian
Abstract
Defects such as spasm, concurrent muscle activity, muscle weakness, and range of motion affect the fine and fine motor function of children with cerebral palsy and lead to movement limitations. Despite the potential of using virtual reality in the rehabilitation of children with cerebral palsy, few studies ...
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Defects such as spasm, concurrent muscle activity, muscle weakness, and range of motion affect the fine and fine motor function of children with cerebral palsy and lead to movement limitations. Despite the potential of using virtual reality in the rehabilitation of children with cerebral palsy, few studies have been conducted in this area.The purpose of the present study was to examine the effects of movement practices in virtual reality environment on range of motion in cerebral palsy children. Twenty children 7-12 years old with cerebral palsy were selected by a convenience sampling method. Participants were homogeneously placed in experimental and control groups based on the average scores. The experimental group performed bowling practice in virtual environment for 3 weeks, but the control group continued their traditional therapy program. Xbox device and universal goniometer were used as instruments. Multivariate analysis of covariance (MANCOVA) and Analyze of Covariance (ANCOVA) were used at p < 0.05 level. Based on MACNOVA test results, there was a significant difference between experimental and control groups at least in one dependent variable (shoulder, elbow, & wrist range of motion) (F = 96/43, p= 0/001). Based on the results of ANCOVA test, experimental group achieved higher averages in shoulder, elbow and wrist range of motion than control group. Virtual reality technology can be used as a treatment approach for improving upper extremity range of motion in children with hemiplegic cerebral Palsy.
Fatemeh Mirakhori; Morteza Pourazar; Fazlollah Bagherzadeh
Abstract
The purpose of the present study was to examine the effects of motor practices using virtual reality practices on static balance of children with cerebral palsy.Twenty girls with cerebral palsy (ranged 7-12 years old) were selected by a convenience sampling method and were divided into the experimental ...
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The purpose of the present study was to examine the effects of motor practices using virtual reality practices on static balance of children with cerebral palsy.Twenty girls with cerebral palsy (ranged 7-12 years old) were selected by a convenience sampling method and were divided into the experimental and control groups. The apparatus of the study was Xbox device. Sharpend Rumberg Test was used to assess the static balance scores. Experimental group performed their practice in the virtual environment during 4 weeks, 3 days per week, and 1 hour per day. Control group continued their common occupational therapy programs. MANCOVA and ANCOVA Tests were used at p
Fazlollah Bagherzadeh; Fatemeh Mirakhori; Morteza Pourazar
Abstract
Self-controlled feedback is a kind of augmented feedback which is represented by the request of learner. The aim of the present study was to compare self–control and instructor-control feedbacks after good and poor trials on acquisition and learning of a throwing task in children with cerebral ...
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Self-controlled feedback is a kind of augmented feedback which is represented by the request of learner. The aim of the present study was to compare self–control and instructor-control feedbacks after good and poor trials on acquisition and learning of a throwing task in children with cerebral palsy. 60 children with cerebral palsy (age range: 7-12 years old) were selected by convenience sampling method from special schools in Tehran city. Participants were randomly divided into three groups: instructor-control feedback after good trials, instructor-control feedback after poor trials, and self-control feedback. At the end of the acquisition phase, participants of self–control group were divided into 2 groups (self–control feedback after good trials and self–control feedback after poor trails). One-way ANOVA test and Tukey post hoc test were used at (P<0.05). In the acquisition phase, no significant differences were observed among the groups (P=0.64). But self-control feedback group after good trials outperformed all groups in retention (P=0.001) and transfer (P=0.001) phases. In instructor-control condition, among those participants receiving feedback after good trials and in feedback received after poor trials condition, self-control subjects showed more progress. Thus, due to the low capacity of information processing in children, motivational role of feedback in self-control condition and after good trials leads to their better learning.
Morteza Pourazar; Rasool Hemayattalab; Elahe Arabameri
Abstract
Cerebral palsy is a term commonly used for conditions characterized by motor dysfunction due to non-progressive brain damage in early life. The aim of this study was to compare the effects of self-control and experimental-control feedback frequencies on the acquisition, retention and transfer of a throwing ...
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Cerebral palsy is a term commonly used for conditions characterized by motor dysfunction due to non-progressive brain damage in early life. The aim of this study was to compare the effects of self-control and experimental-control feedback frequencies on the acquisition, retention and transfer of a throwing task in children with spastic cerebral palsy. From 1750 students with cerebral palsy in Tehran special schools, 30 children (7-12 years old) with spastic hemiplegic cerebral palsy (SHCP) were selected by a convenience sampling method. A pretest consisting of 10 trials was performed to homogenize the participants. Participants were randomly divided into three self-control groups (with 25%, 50% and 75% feedback frequencies) and three experimental-control groups (with 25%, 50% and 75% feedback frequencies) in acquisition, retention, and transfer phases. In the acquisition phase, subjects completed 10 blocks of 8 trials (total of 80 trials). Retention and transfer phases were conducted 24 hours after the acquisition phase. These phases consisted of 10 trials without feedback, except that the subjects performed the transfer phase from 4m distance (vs. 3m distance in acquisition and retention phases). One-way ANOVA test showed no significant difference between the groups receiving the same frequencies (self-control and experimental-control groups) in the acquisition phase while self-control group outperformed in retention and transfer phases. Furthermore, participants who received higher feedback frequencies (self-control or experimental-control group) outperformed those in lower feedback frequencies in all acquisition, retention, and transfer phases. Thus, while the advantages of self-control feedback against experimental-control feedback were observed in the same feedback frequencies, it seems that children use feedbacks in a manner different from adults during motor learning. Thus children may require higher feedback frequencies than adults in order to optimize their motor learning.