Elmira Nazari; Salar Faramarzi
Abstract
The aim of this study was to examine the effect of play-based early intervention on psychomotor development of 4-6-year-old children suffering from autism spectrum disorder. The research design was semi-experimental with pretest-posttest and a control group. 30 qualified children (15 males and 15 females) ...
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The aim of this study was to examine the effect of play-based early intervention on psychomotor development of 4-6-year-old children suffering from autism spectrum disorder. The research design was semi-experimental with pretest-posttest and a control group. 30 qualified children (15 males and 15 females) were randomly selected from 4-6-year-old children of Isfahan city in 2015 by convenience sampling method and assigned to experimental and control groups. Data were collected by Gesell Motor Developmental Scale (1940) completed by parents in pretest, posttest and follow-up. Then, experimental group received ten 90-minute treatment sessions once a week in which children participated in play-based early intervention. Control group received no treatment. Follow-up was conducted 30 days later. Data were analyzed using analysis of variance with repeated measures. Results indicated a significant difference between experimental and control groups in psychomotor development. Moreover, intra-group differences, the interaction between two positions and changes in pretest, posttest and follow-up were significant in psychomotor development. Therefore, it can be concluded that play-based early interventions influence psychomotor development in children with autism spectrum disorder. Such interventions can be applied to improve and enhance these children’s skills.
Hasan Baghande; Elahe Arab Ameri; Foad Niknasab
Abstract
The aim of this study was to investigate the effect of traditional - local games on the development of gross motor skills of children with educable mental retardation. 30 educable mentally retarded children in Welfare Organization of Marivan city (mea age 12.8 ±1.12 yr and IQ 33.61±7.81) ...
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The aim of this study was to investigate the effect of traditional - local games on the development of gross motor skills of children with educable mental retardation. 30 educable mentally retarded children in Welfare Organization of Marivan city (mea age 12.8 ±1.12 yr and IQ 33.61±7.81) were studied with purposive sampling method. All children were pretested; then, samples were randomly divided into two groups: control and experimental. Each group consisted of 8 boys and 7 girls. In gross motor skills, Bruininks - Oseretsky test of Motor Proficiency was used. Traditional - local games were practiced by the experimental group during 32 sessions, each session 50-60 minutes for 4 days a week. The control group performed their daily routine. After 32 sessions of practice, both groups were post-tested. To study the research hypotheses, non-parametric Wilcoxon and U Mann Whitney tests were used (SPSS16). The results showed a significant difference in posttest scores between the two groups (P<0.05). The experimental group had higher scores. The findings suggested that the training program used (traditional - local games) in this study was appropriate to improve the gross motor skills in educable mentally retarded children and can be used as a training program in training centers.
Maryam Parvin; Ahmadreza Movahedi; Salar Faramarzi
Abstract
The present study examined the effect of juvenile physical plays on shyness of female primary school students. Participants were 33 female students aged between 9 and 11 who were randomly divided into experimental (n=18) and control (n=15) groups. The experimental group participated in selected juvenile ...
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The present study examined the effect of juvenile physical plays on shyness of female primary school students. Participants were 33 female students aged between 9 and 11 who were randomly divided into experimental (n=18) and control (n=15) groups. The experimental group participated in selected juvenile physical plays for 8 weeks, 2 sessions per week while the participants of the control group did not take part in any physical plays. Shyness of the participants was measured before and after the intervention. Children's Shyness Questionnaire (CSQ) (Crozier, 1995) was used to measure shyness. t test was applied for data analysis. Results showed that juvenile physical plays significantly improved shyness of the experimental group (P˂0.001) while no changes were observed in the shyness score of the control group. The findings suggested that officials of education should use juvenile physical plays as a proper intervention to improve shyness of elementary schools students
Hamide Jahanbakhsh; Parvane Shafienaya; Seyede Nahid Shetab Booshehri
Abstract
Normative feedback is a kind of feedback which involves information about an individual's performance in comparison with other peers unrealistically (positive or negative). The aim of the present study was to determine the effect of normative feedback on throwing aiming task learning in children aged ...
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Normative feedback is a kind of feedback which involves information about an individual's performance in comparison with other peers unrealistically (positive or negative). The aim of the present study was to determine the effect of normative feedback on throwing aiming task learning in children aged between 9 and 11 in Ahvaz city. For this purpose, 90 right-handed children were selected with convenience method as the statistical sample and were divided into three groups (each group 30 subjects) of positive normative feedback, negative normative feedback and control based on their age, height, weight, hand length, arm length and pretest scores. Acquisition phase included 6 blocks of 10 trials. In this phase, all groups received real feedback after each trial and positive and negative normative groups received normative feedback after each block in addition to real feedback. The transfer and retention tests were carried out immediately and after (delayed) the acquisition phase respectively. After checking the data normality and homogeneity of variances, data were analyzed with one-way ANOVA with repeated measures, one-way analysis of variance, and Bonferroni post hoc test (P≤0.05). There were significant differences in all three phases among the three groups and positive normative feedback group showed better performance (P=0.001). The findings showed that positive normative feedback had a facilitating effect on motor learning.
Ayoob Sabaghi; Ali Heirani
Abstract
This study aimed at comparing the effect of self-controlled feedback with 100% frequency on motor skill learning in children. 60 children (11.1±0.86 yr) were selected randomly and based on their pretest results divided into same three groups of 100% feedback, self-controlled and yoked. In the ...
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This study aimed at comparing the effect of self-controlled feedback with 100% frequency on motor skill learning in children. 60 children (11.1±0.86 yr) were selected randomly and based on their pretest results divided into same three groups of 100% feedback, self-controlled and yoked. In the acquisition phase, subjects completed 120 trials. At the end of the second day, subjects performed a 10-trial block as the acquisition test. After 48 hours, retention test was conducted like the acquisition test. MANOVA with repeated measures on the intra-group factor (trial blocks) was recruited in the acquisition phase and one-way ANOVA and LSD post hoc test was used for the retention phase. The results of the acquisition phase showed the significant effect of blocks (P<0.05). The findings of the retention phase showed that 100% feedback and self-controlled feedback groups had better results than the yoked group (P<0.05). Also, in two self-controlled subgroups, the group which received feedback above 50% had better performance. The pattern of these results supported former findings about the effectiveness of feedback in motor learning. In addition, it showed that frequency of feedback had to be high in children during self-controlled feedback.
Aioob Sabaghi; Naser Behpoor; Ali Heirani
Abstract
This study aimed at investigating the effect of the type of feedback and practice on the acquisition of parameter index. For this purpose, 8 groups (each 12 subjects) were formed: constant practice group with self–controlled feedback, constant practice group with yoked feedback (yoked group), blocked ...
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This study aimed at investigating the effect of the type of feedback and practice on the acquisition of parameter index. For this purpose, 8 groups (each 12 subjects) were formed: constant practice group with self–controlled feedback, constant practice group with yoked feedback (yoked group), blocked practice group with self–controlled feedback, blocked practice group with yoked feedback, random practice group with self–controlled feedback, random practice group with yoked feedback, serial practice group with self–controlled feedback and serial practice group with yoked feedback. The subjects threw towards a circle drawn on the ground with closed eyes from a 3m distance with the score range from 10 to 100 (failing to throw in the circle meant no score). The data were analyzed using mixed factorial analysis of variance and one-way analysis of variance (P<0.05). In the retention test, the self–controlled feedback prioritized the yoked feedback (P<0.05); however, the effect of practice type was not observed (P>0.05), that is, there was no difference between practice in contextual interference condition and practice in constant condition. The results observed in the transfer test were contrary to those observed in retention test, that is, the effect of feedback type was not observed (P>0.05). The results also showed that the children did not reach the final stage of self-regulation (i.e. generalization) while the effect of practice type was observed (P<0.05) and the practice groups in contextual interference condition were superior. Also, there was no statistically significant difference among practice groups in contextual interference condition (i.e. blocked, serial and random practice groups) in all acquisition stages. Overall, this study showed the beneficial effect of self–controlled feedback in the retention test and practice in contextual interference condition in the transfer test in children. As there was no difference among practice groups in contextual interference condition, the present results confirmed Magill and Hall's (1990) second hypothesis, because the effect of contextual interference was not observed in a similar motor program.
Seyed Kavoos Salehi; Davood Homenian; Mahdi Zarghami; Sadegh Satari Fard
Abstract
Learning motor tasks is one of the fundamental attributes of mankind'sexperiences and is a collection of sensitive, cognitive and motor processes. Manyof complex motor behaviors are performed based on a type of order or sequence.In the present study, the developmental differences in motor sequence learningwere ...
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Learning motor tasks is one of the fundamental attributes of mankind'sexperiences and is a collection of sensitive, cognitive and motor processes. Manyof complex motor behaviors are performed based on a type of order or sequence.In the present study, the developmental differences in motor sequence learningwere examined in three groups of children (age range 7,8,10 yr) and one controlgroup of adults. For this purpose, the professional software of sequential stimuli,time record and response error was designed in C++. 48 right-handed participants(3 groups of 12 children and 1 group of 12 adults) who were healthy in theirnervous system and had no prior experience of the mentioned task participated inthis study. The intervention included 10 stages (8 stages for acquisition and 2stages for retention). Performance was assessed by examining changes in accuracyand response coordination. The data were analyzed with factor analysis ofvariance and Kolmogorov-Smirnov test. The results showed a developmentalprogression in motor sequence learning in all groups. Interestingly, differentdevelopmental trajectories were observed in response accuracy and coordination.There was a significant difference in response accuracy between 7,8-year-oldgroups and adults and 10-year-old groups in the acquisition phase but nosignificant difference was observed between adults and 10-year-old-group. Forresponse coordination, adults responded to the stimuli more synchronously than allchildren and 10-year-old group responded more quickly than 6-year-old group. Inthe retention test, for response accuracy, 10-year-old group's performance wassimilar to adults and for response coordination, adults performed more
synchronously than all groups but 7-year-old group had a delay in responsecoordination compared to the other groups. Overall, the differences observed inresponse accuracy and coordination was consistent with the hypothesis thataccuracy may rely on cortical pathways that show their greatest maturationbetween ages of 7 and 10 whereas coordination may rely on subcortical pathwaysthat continue to develop into young adulthood. The findings suggested that in onehand, various aspects of motor development influence motor learning and on theother hand during the learning of different components of a task, parameters thatare more difficult with regard to motor control ( for example responsecoordination) are acquired and maintained in a longer process.
Rasoul Hemayattalab; Javad Afshari; Ahmad Nikravan; Ramin Baloochi
Volume 2, Issue 1 , April 2010, , Pages 75-89
Abstract
The purpose of this study was to investigate the effects of body mass index on fundamental motor skills performance in 7-8-year-old boys in Hamedan. Forthis purpose, 72 elementary students were selected via cluster randomization from the elementary schools of Hamedan and divided into three groups: fat, ...
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The purpose of this study was to investigate the effects of body mass index on fundamental motor skills performance in 7-8-year-old boys in Hamedan. Forthis purpose, 72 elementary students were selected via cluster randomization from the elementary schools of Hamedan and divided into three groups: fat, normal, and thin according to percentile diagram. Then, TGMD-2 was performed by children and data were analyzed via K-S, Leven test and ANOVA. The results indicated a significant difference in hop, broad jump and over arm throw and no difference in run and catch subscales. The post hoc test indicated that the normal group performed hop, broad jump and over arm throw better than fat group. In addition, thin group performed broad jump and over arm throw better than fat group. Presumably, the inverse relationship between high body mass index basic motor skills relate to mechanical and recognition factors, components of movement, moving body mass, component coordination and motion range.
