The effect of 8 weeks of perceptual-motor exercises on improving some motor and cognitive abilities of children with developmental coordination disorders

Dissertation for obtaining a master's degree in physical education and sports science, motor behavior orientation

Abstract:

Developmental coordination disorder is usually associated with motor and cognitive disorders such as balance, motor coordination, problems in reaction time and prediction and memory in affected children. The purpose of this study is to investigate the effect of 8 weeks of perceptual-motor training program on the motor and cognitive abilities of children with developmental coordination disorder. The number of 20 children subjects in the age range of 8-12 years from children with developmental coordination disorder in Kermanshah special schools were selected as available samples and were randomly divided into two experimental and control groups. The training protocol included 8 weeks of perceptual-motor exercises, which were performed during three sessions a week and 50 minutes of exercises. Movement variables (such as static balance, dynamic balance, two-handed coordination, hand-eye coordination) and cognitive variables (such as simple and selective reaction time, prediction time, active memory) before and after the exercises were measured by valid tools (stork static balance test, Y dynamic balance test, two-handed coordination device and eye-hand coordination device, simple and selective reaction time measurement device, prediction time device, active memory software). After ensuring the normal distribution of the data using the Kolmograf-Smirnov test, correlated and independent t-tests were used to compare the results within and between groups. There was a significant improvement in all measured variables from pre-test to post-test in the experimental group (p<0.05). Also, the findings showed that the experimental group was significantly better than the control group in the measured variables (p<0.05). Therefore, the model of the research results suggests that performing perceptual-motor exercises improves the motor and cognitive performance of children with developmental coordination disorders. Introduction and statement of the problem In the life of a child before going to school, the development of motor skills plays an essential role in subsequent learning. A number of researchers (Kopart, Katman, Bark[1]) believe that motor learning is the origin of all learning and higher mental processes after the proper development of the motor system and the perceptual system, as well as the communication links between learning. movement and perception arise. In fact, the most basic behavioral responses of children are of the movement type. With the help of these movement behaviors, the child reaches an understanding of himself and the world around him, and these movement experiences provide the basis for his awareness and learning, and in childhood, the blending and continuity of movement and mental activities is very high. To a large extent, the roots of more evolved mental behaviors can also be sought in motor learning. The child's neuromuscular development provides the necessary basis for the growing growth and development of his psychomotor activity, and with the development of the neuromuscular system, the development of motor skills and basic motor abilities is separate (Daniel Day, Williams Ray, Sinclair, 1990). Rather, the role of exercise in human mental health is accepted by everyone. This is such that exercise is used as a therapeutic approach in the treatment of many disorders and disabilities, especially in children. One of the valid programs are perceptual-motor training programs that are set based on the level of development and have many other elements. Increasing physical, spatial, directional and temporal awareness as a means of guiding the child towards motor control increases and creates the ability to perform movements (Pelham[2], Bandar[3], 1983). Developmental motor coordination disorder (DCD) [4] is a term proposed by the American Psychiatric Association to describe children who have difficulty performing some motor skills and suffer from the motor competence necessary to cope with the motor needs of their daily lives. Based on the diagnostic criteria presented in the revised text of the Association Guide (DSM-IV-TR) [5] for diagnostic and statistical psychomotor disorders, criterion A: the coordination of this group of children is significantly lower than their age and intelligence ability; Criterion B: These coordination problems have certain negative effects on their academic progress and daily life activities; Criterion C: This disorder does not cause a specific medical condition or broad developmental disorders (American Psychiatric Association, 2012). Progressive coordination disorder (DCD) has been proposed as a significant impairment of motor coordination. It is diagnosed when the said motor disorders have negative effects.It is diagnosed when the aforementioned movement disorders have significant negative effects on some other aspects of a person's life, which usually has a significant impact on academic affairs and daily life activities. This disorder begins with minor and minor impairments in childhood and is usually diagnosed between the ages of 6 and 12. This disorder exists both separately and in combination with other disorders such as learning disorders [6] or ADHD [7]. When the word dyspraxia is used, the definition leans more toward planning organization and motor organization (Moren F. Bell, 2006).

The first years of life is a very important period for the development of the senses and, accordingly, perception and cognition. In these years, understanding and recognition of the environment increased and motor skills gradually grow. Some children have problems with movement skills such as their daily movements that require coordination. Disturbance in the execution of coordinated movements has been a constant concern of some parents, coaches, teachers and researchers of movement and rehabilitation sciences until 1930, the period of clumsiness syndrome was called (Amaratonga [8], 2004). This syndrome means the state of awkward movement behaviors that can be related to a specific nerve area and cause disorder or damage. Although this term is still used, the term developmental coordination disorder has become common in scientific and academic circles. In other words, they are children who have Developmental Coordination Disorder (DCD) (Moren F. Bell, 2002). Developmental coordination disorder (DCD) is a general term used to describe problems with physical skills that are not similar to a known disease or general delay that affects how the affected person functions. DCD occurs when there is a delay in the development of motor skills or when there is a problem during the execution of coordinated movements that will cause the inability to perform daily tasks. In other words, the plan and implementation of moving the person's movement will be damaged (Javis [9], 2003). Developmental coordination disorder is used to explain problems in the development of motor skills, this problem will be revealed as a problem at the beginning of learning or movements that require motor coordination. The prevalence of developmental coordination disorders among children (7 years old) has been reported to be around 5-6%, and problems such as developmental delay, balance disorder, perceptual disorder, and weakness and motor coordination have been confirmed in affected children (American Psychiatric Association, 1994) and according to reports, boys are three to seven times more likely to be affected by this disorder than girls (Kadsio[10] and Gilberg[11], 1999). Other problems of these children, which are divided into two physical and movement categories, include: low body awareness, problems in performing coarse and fine movements, delay in learning specific motor skills, impairment in performing activities that require a constant change of body position, and activities that require coordination of both sides of the body; and behavior including: early fatigue, low failure tolerance threshold and avoidance of play are divided (Missiona[12], 2011).

About 1/2 children in preschool age have developmental coordination disorders, severe difficulty while sitting, inability to stand without help, inability or severe difficulty while walking on all fours, walking very slowly, and a number of signs of elementary school age are seen, such as difficulty holding a pencil or drawing. difficulty in throwing a ball and riding a bicycle, weakness during exercise, difficulty in paying attention and concentrating and remembering, a kind of lack of control in all movements, constant falling down while playing and the inability to hold objects in the hand, etc. (Alizadeh, 2013). In the research work (Sajen[13] and Chambers[14], 2005), with the title of motor impairment in children and whether these children improve with age? 17 children were tested at the age of 6, and then at the age of 16, the tests were carried out again, and it was found that the problems that existed at the age of 6 continued at the age of 16. In another research work by Kirby [15] and colleagues, which was conducted in 2008, Swedish children were studied. that there was a significant relationship between the results of these two tests, so it can be concluded that these children do not get worse without therapeutic interventions, but they do not improve either (Kirbi et al., 2008).