Journal of Research in Rehabilitation Sciences

The Effect of Treadmill Exercises and Computer Games on Motor Skills of Educable Girls with Intellectuall Disability: A Randomized Clinical Trial Study

Document Type : Original Articles

Authors

1 PhD Student, Department of Motor Development, School of Physical Education and Sports Sciences, Kharazmi University, Tehran, Iran

2 Assistant Professor , Department of Motor Behavior, School of Physical Education and Sports Sciences, Kharazmi University, Tehran, Iran

3 Associate Professor, Department of Motor Behavior, School of of Sport Sciences, Alzahra University, Tehran, Iran

10.22122/jrrs.v16i0.3443

Abstract

Introduction: The purpose of this study was to investigate the effect of treadmill training and computer games on motor skills of educable girls with intellectuall disability.Materials and Methods: This study was a randomized clinical trial. Among the aducable children registered in intellectuall disability society of Alborz Province, Iran, 24 educable girls were selected from Kahrizak Rehabilitation Center, and randomly assigned into 3 groups of computer games, treadmill exercises, and control. At first, basic motor skills were measured, and then training sessions were conducted for 8 weeks, 3 sessions per week for experimental groups. The untreated control group did not receive any training during this time, and went through the usual routine of the center program. After the training sessions, motor skills were re-measured. Data were analyzed using analysis of covariance method.Results: The motor skill scores in treadmill group were significantly higher than of the computer game (P = 0.012) and untreated control group (P = 0.001). In other words, treadmill training significantly improved motor skill scores (P < 0.05), while computer game had no significant effect over the untreated control group (P = 0.066).Conclusion: The results showed the significant effect of treadmill training on motor skills of educable mentally retarded children. Based on the results, it is suggested that treadmill exercises can be offered in the education and treatment centers for the children with intellectuall disability.

Keywords

  1. Rahmani P, Shahrokhi H, Daneshmandi H. The investigation of spinal abnormalities and balance and relation between them in patients with Down syndrome. J Mod Rehabil 2014; 8(4): 63-9. [In Persian].
  2. McDermott S, Royer J, Cope T, Lindgren S, Momany E, Lee JC, et al. Using medicaid data to characterize persons with intellectual and developmental disabilities in five U.S. States. Am J Intellect Dev Disabil 2018; 123(4): 371-81.
  3. Cantin N, Ryan J, Polatajko HJ. Impact of task difficulty and motor ability on visual-motor task performance of children with and without developmental coordination disorder. Hum Mov Sci 2014; 34: 217-32.
  4. Carmeli E, Zinger-Vaknin T, Morad M, Merrick J. Can physical training have an effect on well-being in adults with mild intellectual disability? Mech Ageing Dev 2005; 126(2): 299-304.
  5. Kamijo K, Hayashi Y, Sakai T, Yahiro T, Tanaka K, Nishihira Y. Acute effects of aerobic exercise on cognitive function in older adults. J Gerontol B Psychol Sci Soc Sci 2009; 64(3): 356-63.
  6. Flynn RM, Colon N. Solitary Active Videogame Play Improves executive functioning more than collaborative play for children with special needs. Games Health J 2016; 5(6): 398-404.
  7. Ziereis S, Jansen P. Effects of physical activity on executive function and motor performance in children with ADHD. Res Dev Disabil 2015; 38: 181-91.
  8. Ghorbanzadeh B, Lotfi M. Effect of rhythmic movement on executive function in children with educable intellectual disability. J Health Promot Manag 2015; 4(4): 22-31. [In Persian].
  9. Goodway JD, Ozmun JC, Gallahue DL. Understanding motor development: infants, children, adolescents, adults. Burlington,
  10. MA: Jones & Bartlett Learning; 2019.
  11. Goodway JD, Branta CF. Influence of a motor skill intervention on fundamental motor skill development of disadvantaged preschool children. Res Q Exerc Sport 2003; 74(1): 36-46.
  12. Payne VG, Isaacs LD. Human motor development: A lifespan approach. New York, NY: Routledge; 2017.
  13. Berkeley S, Zittel L, Pitney L, Nichols S. Locomotor and object control skills of children diagnosed with autism. Adapt Phys Activ Q 2001; 18(4): 405-16.
  14. Ganji M, Shafaimoghaddam E. The role of addiction to computer games in Student’s aggression and isolationism. Journal of Family and Research 2012; 9(2): 157-78. [In Persian].
  15. Ungan M, Yukselen A, Dogan O, Turan F, Cetin Z. Effects of exercises for fundamental movement skills in mentally retarded children. Middle East J Fam Med 2008; 6(5): 3-5.
  16. Salami A, Rieckmann A, Karalija N, Avelar-Pereira B, Andersson M, Wahlin A, et al. Neurocognitive profiles of older adults with working-memory dysfunction. Cereb Cortex 2018; 28(7): 2525-39.
  17. Colcombe SJ, Erickson KI, Scalf PE, Kim JS, Prakash R, McAuley E, et al. Aerobic exercise training increases brain volume in aging humans. J Gerontol A Biol Sci Med Sci 2006; 61(11): 1166-70.
  18. Chen CC, Lin YC. Jumping rope intervention on health-related physical fitness in students with intellectual impairment. The Journal of Human Resource and Adult Learning 2012; 8(1): 56-62.
  19. Aksay E. The Effects of physical activities on physical performance, motor skills, and bmi values in children and youth having Down syndrome (DS). Int J Med Med Sci 2014; 1(9): 136-42.
  20. Lotan M, Isakov E, Kessel S, Merrick J. Physical fitness and functional ability of children with intellectual disability: effects of a short-term daily treadmill intervention. ScientificWorldJournal 2004; 4: 449-57.
  21. Shilpa I, Venugopal R. The effect of a ten-week physical education training programme on mentally retarded children. Asian Man (The) - An International Journal 2012; 6: 166.
  22. Miklitsch C, Krewer C, Freivogel S, Steube D. Effects of a predefined mini-trampoline training programme on balance, mobility and activities of daily living after stroke: A randomized controlled pilot study. Clin Rehabil 2013; 27(10): 939-47.
  23. Ghorbanzadeh B, Lotfi M, Aazali Alamdari K, Bashiri M, Ebrahimi S. Study the effectiveness of teaching perceptual-motor practices and rhythmic movement on motor development in children with intellectual disability. J Rehab 2015; 16(3):
  24. -206. [In Persian].
  25. Nori J, Seifnaraghi M, Ashayeri H. The effect of sensory integration intervention on improvement of gross motor and fine motor skills inchildren with cerebral palsy aged 8–12. Journal of Exceptional Education 2011; 5(105): 21-31. [In Persian].
  26. Dehghanizade J, rahmati arani m, Heydari M. The effect of braitonic exercise on the motor skills of educable children with intellectual disability. Journal of Exceptional Children 2018; 18(1): 85-96. [In Persian].
  27. Asgari T. The effect of interrater and intrarater reliability of Berg Balance Scale in balance evaluation of children with spastic cerebral palsy [MSc Thesis]. Tehran, Iran: Tehran University of Medical Sciences; 2007. p. 35. [In Persian].
  28. Lotfi M, Farrokhi A, Faghihzadeh S. Motor development skills among children with intellectual disabilities. Journal of Exceptional Children 2015; 14(4): 59-68. [In Persian].
  29. Tavakol R, Hojat S, Kohandel M. The effect of a slow running on the static and dynamic balance of boys with DOWN syndrome. Journal of Exceptional Children 2013; 13(3): 57-66. [In Persian].
  30. Samouilidou A, Valkova H. Motor skills assessment and early intervention for preschoolers with mental and developmental disorders (case studies). Acta Gymnica 2007; 37(1): 19-30.
Journal of Research in Rehabilitation Sciences
Volume 16, Issue 1 - Serial Number 1
April 2020
Pages 151-160