Research Paper I Open Access I Released under CC BY-NC 4.0 license
Hanieh Ghasemian Moghadam; Hasan Mohamadzadeh
Abstract
Introduction: The present study aimed to investigate the effect of a course of Taekwondo goal-oriented physical exercises on the cognitive functions of children with learning disorders.Methods: In this quasi-experimental study, which was conducted with a pre-test-post-test control group design, 20 boys ...
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Introduction: The present study aimed to investigate the effect of a course of Taekwondo goal-oriented physical exercises on the cognitive functions of children with learning disorders.Methods: In this quasi-experimental study, which was conducted with a pre-test-post-test control group design, 20 boys with learning disorders were selected from the centers for learning disabilities by referring to special education in Mashhad. In the pre-test stage, the participants' working memory and inhibition were measured by N-back and Stroop tests, respectively. After that, the exercise group participated in the selected Taekwondo exercise program for three 50-minute sessions per week for four weeks. In each session, a set of My Brain cognitive games was used before the implementation of the exercise protocol. In the first 10 minutes of the session, cognitive games were played, then 10 minutes of warming up, 30 minutes of teaching and practicing Taekwondo techniques, and finally 10 minutes of cooling down were conducted. During this period, the control group did their usual activities. Finally, the dependent variables were measured again in the post-test phase. Repeated measures analysis of variance test was used for statistical analysis. Results: Taekwondo goal-oriented physical exercises improved cognitive functions in the Exercise group; All these changes were significant compared to the control group (P<0.05).Conclusion: Taekwondo goal-oriented physical exercises can be effective as an intervention to improve the cognitive functions of this group of children.
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Hossein Samadi; Jalil Moradi; Mohammad Sohbatiha
Abstract
Introduction: Reactivity to stress is the basis of individual differences in mental, emotional, and physiological responses to stressful situations and is a valid indicator for current and future adverse health outcomes. Despite the importance of stress reactivity and its consequences, the conventional ...
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Introduction: Reactivity to stress is the basis of individual differences in mental, emotional, and physiological responses to stressful situations and is a valid indicator for current and future adverse health outcomes. Despite the importance of stress reactivity and its consequences, the conventional physiological calculation of reactivity is time-consuming, costly, and invasive. This study aimed to determine the validity and reliability of the Persian version of the Perceived Stress Reactivity Scale for Adolescent Athletes (PSRS-AA).
Methods: The research method was a descriptive-correlational type. The statistical sample was made up of 290 athletes (130 girls and 160 boys) of different sports fields with an age range of 12 to 20 years who participated in the present study using the available sampling method. First, the correctness of the translation of the Persian version of the questionnaire was confirmed using the back-translation method, and then confirmatory factor analysis based on structural equation modeling was used to determine the validity of the questionnaire, and Cronbach's alpha coefficient was used to determine the internal consistency.
Results: The results showed that the goodness of fit index and the comparative fit index are higher than 0.9. Cronbach's alpha coefficient for perceived stress reactivity scale for adolescent athletes and its dimensions were obtained above 0.7 (acceptable index value).
Conclusion: Based on the results, based on the results, the Persian perceived stress reactivity scale for adolescent athletes has good and acceptable construct validity and internal reliability, and it can be used as a valid and reliable tool.
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Parvin Mohammadi Farsani; Hamidreza Taheri Torbati; Mehdi Sohrabi; Ali Shoeibi
Abstract
Introduction: The goal of research is to create a learning environment that can increase learning. This study aimed to investigate the effect of contextual interference on spatial accuracy and motor reprogramming of the sequential motor task in people with Parkinson's disease.Methods: The research ...
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Introduction: The goal of research is to create a learning environment that can increase learning. This study aimed to investigate the effect of contextual interference on spatial accuracy and motor reprogramming of the sequential motor task in people with Parkinson's disease.Methods: The research method is a quasi-experimental type with a pre-test and post-test research design. 64 people with Parkinson's disease (mean age = 62.93 ± 3) were selected by convenience sampling method and randomly assigned into four equal groups (16 people) including blocked - high similarity, blocked - low similarity, random - high similarity, and random - low similarity. The participants performed 180 trials (12 blocks of 15 trials) for three sequential movement tasks. The error of movement patterns performance was calculated in all stages. In the acquisition stage, the 2 (contextual interference) × 2 (sequence similarity) × 11 (acquisition blocks) ANOVA with repeated measures of the last factor, and for the retention stage, the 2 (contextual interference) × 2 (similarity of sequence) × 3 (stages) ANOVA with repeated measures of last factor, and for the transfer and reprogramming stages, the 2 (contextual interference) × 2 (sequence similarity) ANOVA were used at P=0.05 level of significance.Results: The results showed that in the acquisition phase, the blocked-high similarity group performed better, and the interactive effect of the group and sequence similarity was not significant in the retention and transfer stages. In the reprogramming phase, the random-high similarity group was better.Conclusion: According to the elaboration hypothesis, random practice increases the strength of memory representation and forms deeper processing in memory.
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Porya Rahmani; Mohammad Karimi Zadeh Ardakani; Seyed Mohammad Hosseini
Abstract
Introduction: Forward head posture is one of the most common postural abnormalities among students, which affects their postural control (balance). Although there is a trend toward using exergames to improve balance, the effectiveness of exergames specifically designed to improve balance in students ...
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Introduction: Forward head posture is one of the most common postural abnormalities among students, which affects their postural control (balance). Although there is a trend toward using exergames to improve balance, the effectiveness of exergames specifically designed to improve balance in students with forward head posture is unclear. Therefore, the present study aimed to investigate the effect of exergames on the static balance of children with forward head posture. Methods: In this quasi-experimental study carried out using a pre-test, post-test, and a control group design, 30 boys with forward head posture in Takestan City with an age range of 7 to 12 years old were purposively selected and assigned to two groups, namely the Exergames and the Control groups. In the pre-test phase, the participants performed three attempts of the Stork test (static balance). The intervention phase was carried out over eight weeks with two sessions per week,each session lasting 30 minutes, during which the participants performed the relevant exercises. Following the training phase, the post-test phase was conducted, where the participants performed the static balance test as in the pre-test phase. The data were analyzed by univariate analysis of covariance.Results: The results showed that exergames significantly improved the static balance of children with forward head posture (F=22.94, P=0.001).Conclusion: In general, the results of the present study highlight the importance of exergames in the static balance of children with head forward posture, and it is recommended that the benefits of these exercises should be used to improve static balance.
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Fardin Qeysari; Mahmoud Sheikh
Abstract
Introduction: Considering the prevalence of visual-motor disorders among preterm children and the importance of visual-motor skills in performing daily tasks, A reliable and valid tool is needed to measure these skills in preterm children. The present study aimed to evaluate the psychometric properties ...
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Introduction: Considering the prevalence of visual-motor disorders among preterm children and the importance of visual-motor skills in performing daily tasks, A reliable and valid tool is needed to measure these skills in preterm children. The present study aimed to evaluate the psychometric properties of the Persian version of the test of visual-motor skills- 3rd edition (TVMS-3) in preterm children.Methods: For this purpose, 2100 students were selected from 7 to 12-year-old students across the country by multi-stage cluster random sampling method. Among these students, 376 preterm children who were born before 32 weeks of pregnancy or with a very low weight (1500 grams) were included in the research. The measurement tool of this study was the Persian version of TVMS-3, which was implemented in two stages, three weeks apart, on the research samples Also, the Bender Gestalt test was performed on the subjects in the first stage. Cronbach's alpha method was used to determine internal consistency or internal reliability, the intra-class correlation coefficient method was used to determine temporal reliability, and a one-way analysis of variance was used to determine construct validity and differences between groups. Pearson's correlation coefficient was also used to check the convergent validity.Results: The results of this study indicate the appropriate validity of the TVMS-3 for all 7 to 12-year-old age groups of preterm children. Also, the results of this study indicate the desirable and acceptable internal consistency and temporal reliability or reproducibility of this test.Conclusion: The TVMS-3 has appropriate validity and reliability for screening and identifying preterm children with visual-motor skills disorders.
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Mahboobe Alivandidarani; Hassan Kordi; Keyvan MolaNorouzi
Abstract
Introduction: Movement is a way of social communication of the child with other people in his life. By moving into the environment, the child gains various experiences, although his skills are not yet developed. This research aimed to investigate the effect of aquatic movement training on the development ...
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Introduction: Movement is a way of social communication of the child with other people in his life. By moving into the environment, the child gains various experiences, although his skills are not yet developed. This research aimed to investigate the effect of aquatic movement training on the development of social-emotional and gross motor skills of children aged 3 to 6 years old.Methods: The research was quasi-experimental with a pre-test, post-test, and a control group design. The statistical population was made up of female preschool children in Faridan City, Isfahan province. 23 people were selected conveniently and were randomly divided into two experimental (n=12) and control (n=11) groups. The experimental group performed 16 sessions of 50 minutes of aquatic movement training in water for 8 weeks, and the control group performed their daily activities according to their usual programs. Both groups performed the third version of Ulrich’s Test of Gross Motor Development and the Social Skills Rating Systems by Gresham and Elliott (1990) under completely similar conditions in the pre-test and post-test. Data analysis was done by multivariate analysis of covariance at a significance level of 0.05 in SPSS version 26 software.Results: The results showed that the aquatic movement games significantly led to the development of gross motor skills (locomotors and object manipulation) and more social-emotional skills (cooperation, assertion, self-control, and responsibility) than the control group (p≤0/05).Conclusion: By providing an educational program of aquatics movement games, an opportunity can be provided for the development of social-emotional skills and gross motor skills of preschool girls.
