Motor Development and Learning
Foad Niknasab; Mahmoud Sheikh; Fazlollah Bagherzadeh; Davood Homanian; Ali Moghadamzadeh
Abstract
Introduction: CTherefore, the present study was conducted to investigate the effect of virtual reality training on gross and fine motor skills in children with developmental coordination disorder.
Methods: In this semi-experimental study with a repeated measures design, 24 boys aged 7 to 10 years from ...
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Introduction: CTherefore, the present study was conducted to investigate the effect of virtual reality training on gross and fine motor skills in children with developmental coordination disorder.
Methods: In this semi-experimental study with a repeated measures design, 24 boys aged 7 to 10 years from Tehran diagnosed with developmental coordination disorder (DCD) were selected based on inclusion criteria and randomly assigned to two groups: virtual reality training and control. Participants completed the Bruininks-Oseretsky Test of Motor Proficiency (BOT-2) at pretest. The intervention phase lasted six weeks, with three 20-minute sessions per week, during which the virtual reality group performed the prescribed training program while the control group engaged in their usual daily activities. A posttest was conducted in the final session. Follow-up assessments were performed one day and 42 days after the posttest to evaluate short-term and long-term effects, respectively. Data were analyzed using repeated measures analysis of variance (ANOVA).
Results: The results showed that virtual reality training led to a significant improvement in both gross and fine motor skills in children with developmental coordination disorder (DCD) (p < 0.05). Additionally, the findings indicated that the improvements in gross and fine motor skills were maintained in both short-term and long-term follow-up tests (p < 0.05).
Conclusion: Based on the results, virtual reality training can likely be used in clinical and home programs to improve gross and fine motor skills in children with developmental coordination disorder (DCD), as it can stimulate interest and promote active participation.
Hamed Fahimi; Hassan Gharayagh zandi; Fazlallah Bagherzadeh; Ali Moghadamzadeh; Davood Homanian SharifAbadi
Abstract
.Introduction: The present study aimed to investigate the effect of strategic self-talk on volleyball players' performance and visual attention.Methods: This quasi-experimental research employed a pre-test/post-test design with a control group. Participants included 54 novice male volleyball ...
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.Introduction: The present study aimed to investigate the effect of strategic self-talk on volleyball players' performance and visual attention.Methods: This quasi-experimental research employed a pre-test/post-test design with a control group. Participants included 54 novice male volleyball players selected via convenience sampling. They were randomly assigned into five groups: instructional self-talk (n=10), motivational self-talk (n=11), instructional-motivational self-talk (n=10), motivational-instructional self-talk (n=11), and control (n=12). The self-talk intervention was conducted over 12 weeks, with three sessions per week. In both the pre-test and post-test phases, serving scores were recorded by the researcher, and participants' gaze behavior was measured using an eye tracker while performing a simple volleyball serve task. Data were analyzed using the Analysis of Covariance (ANCOVA) and Bonferroni post-hoc tests.Results: The findings revealed that strategic self-talk had a significant effect on simple serve performance (P=0.0001) and quiet eye duration (P=0.0001). Bonferroni post-hoc tests indicated that instructional self-talk improved motor performance and increased quiet eye duration. Combined self-talk groups (instructional-motivational and motivational-instructional) also exhibited enhanced motor performance and prolonged quiet eye duration. However, motivational self-talk alone had no significant effect on motor performance and quiet eye duration.Conclusion: The results underscore the importance of instructional self-talk in enhancing performance and visual attention in novice volleyball players, supporting the attentional mechanisms underlying self-talk.
Morteza Pourazar; Fazollah Bagherzadeh; Davood Hoominian
Abstract
Introduction: The present study aimed to investigate the effect of training interventions using the Virtual Reality (VR) approach on the proprioceptive function of elbow joints in children with hemiplegia.Methods: Twenty boys with cerebral palsy, aged 7 to 12 years, were selected based on available sampling ...
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Introduction: The present study aimed to investigate the effect of training interventions using the Virtual Reality (VR) approach on the proprioceptive function of elbow joints in children with hemiplegia.Methods: Twenty boys with cerebral palsy, aged 7 to 12 years, were selected based on available sampling by referring to special schools in Tehran and were randomly assigned into two experimental and control groups. Kinect Xbox 360 device (Microsoft, New York, USA) was used as a therapeutic tool for VR interventions. A gyroscope device was used to measure the elbow’s joint position sense. The experimental group participated in the VR program, but the control group continued their traditional therapy program. Paired sample t-test and independent sample t-test were used at the P<0.05 level of significance using SPSS version 18 software.Results: In pre-test phase, no significant difference was found in the joint position sense (t=0.07, df=18, p=0.944). In post-test phase, VR training led to better scores for the experimental group (t=2.3, df = 18, p=0.03). Based on the results of the paired sample t-test, VR training resulted in significant improvement in the joint position sense of experimental group (t=4.061, df = 9, p=0.003).Conclusion: VR can be used as a suitable therapy method to improve the proprioceptive sense in hemiplegic cerebral palsy children. This type of therapy resulted in a significant improvement in the joint position sense of hemiplegic cerebral palsy children, as it lets them explore new experiences that would be difficult or dangerous for them under normal situation.
samaneh nasr esfahani; davood hoomanian; samaneh Haji Hosseini
Abstract
Introduction: It is essential to become physically literate to develop movement skills, as the knowledge and motivation necessary to lead an active lifestyle. The aim of this study was to determine the validity and reliability of Canadian physical literacy knowledge and motivation questionnaires among ...
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Introduction: It is essential to become physically literate to develop movement skills, as the knowledge and motivation necessary to lead an active lifestyle. The aim of this study was to determine the validity and reliability of Canadian physical literacy knowledge and motivation questionnaires among 8-10-year-old children in Isfahan.Methods: These questionnaires were translated using the translation–back-translation methodology into Persian and adapted to the Iranian context. A Persian version of these questionnaires was evaluated for its psychometric properties by 384 students aged 8 to 10 in Isfahan city (Iran). The construct validity of the questionnaires was determined using exploratory and confirmatory factor analyses based on structural equation modeling, and the internal consistency was checked using Cronbach's alpha coefficient. The test-retest method determined the temporal reliability of the questionnaires.Results: Face validity was confirmed by five experts in the field of motor behavior. According to the obtained thresholds, the construct validity was acceptable based on the goodness of fit index. A Cronbach's alpha coefficient greater than 0.85 was obtained for the knowledge and motivation questionnaire as its dimensions. The test-retests within two weeks showed that the intragroup correlation coefficients for all five components were acceptable for both boys and girls.Conclusion: Based on the results, the Persian version of Canadian Physical Literacy Knowledge and Motivation Questionnaires for 8-10-year-old children had good validity and reliability. Therefore, it is appropriate to use these tools to measure the children's physical literacy in Isfahan city.
