Document Type : Research Paper I Open Access I Released under CC BY-NC 4.0 license
Authors
1 Assistant Professor of Farhangian University
2 assistant professor- farhangian university-tehran
Abstract
Cerebral palsy refers to a class of non-progressive neurological disorders that have permanent effects on people's sensory-motor abilities and appear in infancy or early childhood. Purpose of the present study was to examine the effect of linear and non-linear pedagogical training on static balance ability of children with hemiplegic cerebral palsy.
Twenty boys with cerebral palsy (ranged 7-12 years old) were selected by a convenience sampling method and were divided into the experimental and control groups. Sharpend Rumberg Test was used to assess the static balance scores. The linear and non-linear pedagogical groups performed exercises designed for each group during 4 weeks, three days a week and one hour for each day. MANCOVA and ANCOVA Tests were used at p<0.05 level to analyze the data.
According to the research findings, there was a significant difference between the two groups of linear and non-linear pedagogical methods at least in one variable of static balance (p= 0/001). Also, based on higher scores of non-linear pedagogical group, this training method compared to the linear resulted in better static balance scores (with eyes open and closed) in children with hemiplegic cerebral palsy.
In general, the results of the current research emphasize the importance of non-linear training in improving the static balance of children with hemiplegic cerebral palsy, and the results confirm the constraint-oriented approach.
Keywords
- Linear pedagogical training
- non- linear pedagogical training
- static balance
- hemiplegic cerebral palsy
Main Subjects
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