Elham Lashani; Shahzad Tahmasebi
Abstract
the purpose of this research was the effect of visual concurrent feedback on balance ability in 7-13 years old girls. Hence, for this purpose, thirty-four girls student (ranging 7-12 years old) were participated in this study. The students were divided to three group randomly, control, closed eyes and ...
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the purpose of this research was the effect of visual concurrent feedback on balance ability in 7-13 years old girls. Hence, for this purpose, thirty-four girls student (ranging 7-12 years old) were participated in this study. The students were divided to three group randomly, control, closed eyes and mirror visual concurrent feedback groups, after stork balance test pre-test. Then, groups under interventions completed related trainings. In the present study used paired t-test for comparison of intra-group and one- way ANOVA for inter group (p≤0.05). The result of ANOVA showed that there was no significant difference between pre-test (p≥0/05). But, there was significant improvement in mirror group compared to control group (p=0.001) and closed eyes group (p=0.001). In addition to, the result of paired t-test indicated that only the mirror group has significant progress (p=0.007) in balance and the other groups have significant decrements. Therefore, concurrent feedback in children by use of a mirror to show them self can be improve their balance ability
Hakimeh Akbari
Abstract
Fundamental motor skills are the bases of special motor skills. In addition tomaturation, environmental promotion can influence these skills. The aim of thisstudy was to investigate and compare the effect of developmental gymnasticinstructional program and Spark motor program as motor experiences onfundamental ...
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Fundamental motor skills are the bases of special motor skills. In addition tomaturation, environmental promotion can influence these skills. The aim of thisstudy was to investigate and compare the effect of developmental gymnasticinstructional program and Spark motor program as motor experiences onfundamental motor skills development in children aged between 6 and 8. For thispurpose, 120 children (6–8 years old) were selected from Tehran primary schoolsby cluster random sampling method. After the pretest (test of gross motordevelopment, second edition, Ulrich), the subjects were divided into three groupsof Spark motor program, developmental gymnastic instructional program andcontrol. The programs were performed for one year (36 weeks, one session perweek, 30 minutes per session). In the 37th week, the posttest was performed. Datawere analyzed by paired sample t test and one-way ANOVA. The results showedthat Spark program and gymnastic program outperformed the control group infundamental motor skills and locomotion (P˂0.05) and the difference between thetwo experimental groups was not significant. Spark program was more effectivethan gymnastic program and control group in the development of manipulationskills. Gymnastic program was more effective than the control group in thedevelopment of manipulation skills (P˂0.05). Thus, it can be concluded thatinstructional programs can be considered as a proper motor experience forchildren. These programs can be used to develop motor skills at schools through providing suitable opportunities for more training and presenting developmental motor tasks.