Journal of Sports and Motor Development and Learning

Scientific Journal

Document Type : Research Paper I Open Access I Released under CC BY-NC 4.0 license

Authors

¹ Department of Psychology, Payame Noor University, Tehran, Iran.

² , Department of Psychology , Payame Noor University , Tehran, Iran.

https://doi.org/10.22059/jsmdl.2024.372273.1765

Abstract

Introduction: Individuals with borderline intellectual functioning (BIF) include those whose IQ is in the range of 70 to 85, lower than normal individuals and higher than those diagnosed with mental retardation. Research has shown that individuals with BIF often exhibit weaknesses in their executive functions. Executive functions are the highest level of the cognitive and metacognitive functions of the brain, which form the basis of children's social, academic, and cognitive development. This study aimed to investigate the effect of perceptual-motor training on executive functions of children with BIF.
Methods: This study was quasi-experimental with a pre-test, post-test, and a control group design. Thirty students diagnosed with BIF were selected through purposive sampling and were assigned into two experimental (n=15) and control (n=15) groups. The experimental group was trained and performed perceptual-motor training for ten weeks, two 45-minute sessions per week. The data collection instrument was the Behavior Rating Inventory of Executive Function (BRIEF, 2000). The data was analyzed using one-way analysis of covariance (ANCOVA) in SPSS version 26.
Results: The findings showed that perceptual-motor training leads to the improvement of executive functions, including inhibition, attention, emotional control, initiation, working memory, planning, organization, and control (P<0.01) of children with BIF.
Conclusion: To enhance the executive functions of children with BIF, educational programs that include perceptual-motor training are recommended.

Keywords

References

Abdolmohamadi, K., Alizadeh, H., Farhad, G. S. A., Taiebli, M., & Fathi, A. (2017). Psychometric properties of Behavioral Rating Scale of Executive Functions (BRIEF) in children aged 6 to 12 years. Quarterly of Educational measurement, 8(30), 135-151. https://doi.org/10.22054/jem.2018.24457.1596(In Persian)

Baliyan, S. P. , Malebalwa, K. , Keregero, K. J. , & Mabusa, K. (2021). Poor academic performance of students in agriculture at primary schools in Botswana: Analysis of causes and ways to improve. International Journal of Learning, Teaching and Educational Research, 20(9), 116-135.. https://doi. org/10. 26803/ijlter. 20. 9. 8

Bertelli, M. O. , Deb, S. , Munir, K. , Hassiotis, A. , & Carulla, L. S. (Eds. ). (2022). Textbook of psychiatry for intellectual disability and autism spectrum disorder. Berlin: Springer.

Cameron, C. E., Brock, L. L., Murrah, W. M., Bell, L. H., Worzalla, S. L., Grissmer, D., & Morrison, F. J. (2012). Fine motor skills and executive function both contribute to kindergarten achievement. Child development, 83(4), 1229-1244. https://doi.org/10.1111/j.1467-8624.2012.01768.x

Campos, J. J., Anderson, D. I., Barbu-Roth, M. A., Hubbard, E. M., Hertenstein, M. J., & Witherington, D. (2000). Travel broadens the mind. Infancy, 1(2), 149-219. https://doi.org/10.1207/S15327078IN0102_1

Cristofori, I., Cohen-Zimerman, S., & Grafman, J. (2019). Executive functions. Handbook of clinical neurology, 163, 197-219. https://doi.org/10.1016/B978-0-12-804281-6.00011-2

Fernell, E. , & Gillberg, C. (2020). Borderline intellectual functioning. In Handbook of clinical neurology (Vol. 174, pp. 77-81). https://doi. org/10. 1016/B978-0-444-64148-9. 00006-5

Floyer-Lea, A., & Matthews, P. M. (2004). Changing brain networks for visuomotor control with increased movement automaticity. Journal of neurophysiology, 92(4), 2405-2412. https://doi.org/10.1152/jn.01092.2003

Fathi Azar, E., Mirzaie, H., Jamshidian, E., & Hojati, E. (2023). Effectiveness of perceptual‐motor exercises and physical activity on the cognitive, motor, and academic skills of children with learning disorders: A systematic review. Child: Care, Health and Development, 49(6), 1006-1018.

https://doi.org/10.1111/cch.13111

Gandotra, A., Csaba, S., Sattar, Y., Cserényi, V., Bizonics, R., Cserjesi, R., & Kotyuk, E. (2022). A meta-analysis of the relationship between motor skills and executive functions in typically-developing children. Journal of Cognition and Development, 23(1), 83-110. https://doi.org/10.1080/15248372.2021.1979554

Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Test review behavior rating inventory of executive function. Child Neuropsychology, 6(3), 235-238. https://doi.org/10.1076/chin.6.3.235.3152

Grant, K. W. (2023). Fundamentals of Psychological Diagnosis (Volume 2): DSM-5-TR Essentials for Clinicians. Kevin William Grant.

Haibach-Beach, P. S. , Perreault, M. , Brian, A. , & Collier, D. H. (2023). Motor learning and development. Human kinetics.

Huang, H. , Zhang, T. , Yang, C. , & Chen, C. P. (2019). Motor learning and generalization using broad learning adaptive neural control. IEEE Transactions on Industrial Electronics, 67(10), 8608-8617. https://doi. org/10. 1109/TIE. 2019. 2950853

Kashi, A., Rafiee, S., & Zereshkian, M. (2019). The effect of perceptual motor training and cognitive games on cognitive development in mentally retarded children. Journal of sports and Motor development and learning, 10(4), 485-504. https://doi.org/10.22059/jmlm.2018.243646.1305

Kim, H. , Duran, C. A. , Cameron, C. E. , & Grissmer, D. (2018). Developmental relations among motor and cognitive processes and mathematics skills. Child Development, 89(2), 476–494. doi:10. 1111/ cdev. 12752

Luz, C. , Rodrigues, L. P. , & Cordovil, R. (2015). The relationship between motor coordination and executive functions in 4th grade children. European Journal of Developmental Psychology, 12(2), 129–141. doi:10. 1080/17405629. 2014. 966073

MacDonald, M. , Lipscomb, S. , McClelland, M. M. , Duncan, R. , Becker, D. , Anderson, K. , & Kile, M. (2016). Relations of preschoolers’ visual-motor and object manipulation skills with executive function and social behavior. Research Quarterly for Exercise and Sport, 87(4), 396–407. doi:10. 1080/02701367. 2016. 1229862

McClelland, M. M., & Cameron, C. E. (2019). Developing together: The role of executive function and motor skills in children’s early academic lives. Early childhood research quarterly, 46, 142-151. https://doi.org/10.1016/j.ecresq.2018.03.014

Maurer, M. N. , & Roebers, C. M. (2019). Towards a better understanding of the association between motor skills and executive functions in 5-to 6-year-olds: The impact of motor task difficulty. Human movement science, 66, 607-620. https://doi. org/10. 1016/j. humov. 2019. 06. 010

Moreau, D., Morrison, A. B., & Conway, A. R. (2015). An ecological approach to cognitive enhancement: Complex motor training. Acta psychologica, 157, 44-55. https://doi.org/10.1016/j.actpsy.2015.02.007

Pangelinan, M. M., Zhang, G., VanMeter, J. W., Clark, J. E., Hatfield, B. D., & Haufler, A. J. (2011). Beyond age and gender: relationships between cortical and subcortical brain volume and cognitive-motor abilities in school-age children. Neuroimage, 54(4), 3093-3100. https://doi.org/10.1016/j.neuroimage.2010.11.021

Piaget, J. (1952). The origins of intelligence in children. International University.

Predescu, E., Sipos, R., Costescu, C. A., Ciocan, A., & Rus, D. I. (2020). Executive functions and emotion regulation in attention-deficit/hyperactivity disorder and borderline intellectual disability. Journal of clinical medicine, 9(4), 986. https://doi.org/10.3390/jcm9040986

Rasoulian, M. , Nadi, M. , Abedi, A. , & Sajjadian, I. (2020). Effectiveness of Early Intervention based on the Quinn Project on Cognitive, Verbal, and Socio-Emotional Learning of Children with Borderline Intellectual Functioning. The Scientific Journal of Rehabilitation Medicine, 9(4), 32-40.

Rodrigues, A. R., Santos, S., Rodrigues, A., Estevens, M., & Sousa, E. (2019). Executive profile of adults with intellectual disability and psychomotor intervention’effects on executive functioning. Physiotherapy Research and Reports, 2, 1-7.

Rudd, J. R. , O’Callaghan, L. , & Williams, J. (2019). Physical education pedagogies built upon theories of movement learning: How can environmental constraints be manipulated to improve children’s executive function and self-regulation skills?. International journal of environmental research and public health, 16(9), 1630. https://doi. org/10. 3390/ijerph16091630

Sarli1, A., Shahbazi M., Bagherzadeh F. (2014). Investigate effectiveness of perceptual- motor tasks on visual and auditory attention of children with Attention Deficit Hyperactivity Disorder. Motor Behavior, 6(15), 47-60.

Schmidt, M. , Jäger, K. , Egger, F. , Roebers, C. M. , & Conzelmann, A. (2015). Cognitively engaging chronic physical activity, but not aerobic exercise, affects executive functions in primary school children: A group-randomized controlled trial. Journal of Sport and Exercise Psychology, 37(6), 575–591. doi:10. 1123/jsep. 2015-0069

Soltani Kouhbanani, S., Arabi, S. M., Zarenezhad, S., & Khosrorad, R. (2020). The effect of perceptual-motor training on executive functions in children with non-verbal learning disorder. Neuropsychiatric Disease and Treatment, 1129-1137.

Vaughan, L., & Giovanello, K. (2010). Executive function in daily life: Age-related influences of executive processes on instrumental activities of daily living. Psychology and aging, 25(2), 343. https://doi.org/10.1037/a0017729

Journal of Sports and Motor Development and Learning

Volume 17, Issue 1
April 2025
Pages 39-51

Files

History

Receive Date: 07 February 2024
Revise Date: 16 May 2024
Accept Date: 19 June 2024

Share

How to cite

Statistics

Article View: 304
PDF Download: 32