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.
