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Publication Date: 2024
Perceptual and Motor Skills (1558688X) 131(3)pp. 770-784
Most children with Autism Spectrum Disorder (ASD) have some form of motor deficits. Additionally, based on executive dysfunction, working memory is often atypical in these children. Errorless learning reduces demands on working memory. In this study, we investigated the effectiveness of errorless training on these children’s ability to learn golf putting. Participants (N = 20), aged 9–13 years (M = 10.15, SD = 1.4), were randomly assigned to either: (a) an errorless (ER) training group (n = 10) or (b) an explicit instruction (EI) group (n = 10). The ER group practiced putting from different distances without any instruction, while the EI group practiced putting at a particular distance with instruction. We measured motor performance (e.g., putting accuracy) and kinematic variables (e.g., putter face angle). One-way analyses of variance showed that motor performance significantly improved in both groups, but that the ER group showed significantly better accuracy retention (p <.028) and transfer learning (p <.047) than the instructional group. Kinematic variables were also significantly different between the two groups on the transfer test. These findings supported the benefits of errorless training compared to explicit instruction to teach motor skills to children with ASD. © The Author(s) 2024.
Publication Date: 2022
Journal of Autism and Developmental Disorders (15733432) 52(5)pp. 2180-2186
This quasi-experimental study investigated effects of Tai Chi Chuan training on stereotypic behavior of children with autism spectrum disorder. Twenty-three participants (mean age = 9.60 ± 1.40 years) were assigned to experimental (N = 12) and control (N = 11) groups. The experimental group received 12 weeks of Tai Chi training and all participants had pre, post, and one-month follow-up assessments. Stereotypic behavior measured using Gilliam Autism Rating Scale 2 Scores, was significantly altered by ~ 25% in the Tai Chi Chuan group. Behavioral change was maintained at follow up since there was no significant difference between that and the posttest. In conclusion, Tai Chi Chuan training is a useful and appropriate intervention to modulate behavior in individuals with autism spectrum disorder. © 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
Publication Date: 2022
Early Child Development and Care (14768275) 192(5)pp. 807-815
It is still unknown whether visual illusion can bias motor performance in Autism Spectrum Disorders (ASD) individuals. The present study aimed to evaluate the effect of visual illusion on performance in children with ASD in a far-aiming skill. In a within-subject design, participants (n = 20, IQ > 70, mean age: 10.15) performed golf putting task in the control and visual illusion condition. The quiet eye duration (QED) was measured as an objective measure of planning in golf putting performance. The QED was recorded by the eye-tracking headset. Results showed visual illusion biased golf putting performance in ASD children, but it did not affect QED in children with ASD. The findings suggest that the effect of visual illusion would bias performance in children with ASD. The results are consistent with Glover and Dixon’s model. Usage of visual illusion in far-aiming skills can improve accuracy in children with ASD. © 2020 Informa UK Limited, trading as Taylor & Francis Group.
Publication Date: 2022
Journal of Intellectual Disabilities (17446295) 26(1)pp. 185-194
The purpose of the present study was to examine the effects of easy goals versus difficult goals on acquisition and retention of basketball free throws in children with intellectual disability. Twenty-one children with intellectual disability were randomly assigned to an easy goals or difficult goals group. The participants were required to improve their basketball free throws according to their own scores in the previous exercise session. More difficult goals were set for the difficult goals group than for the easy goals group. The groups exercised the task for nine sessions. Both groups performed pretest, acquisition, and retention tests. Results showed that participants with easy goals improved their performance while the participants with difficult goals failed to improve their performance. These findings indicate that providing children with intellectual disability with easy goals facilitates the process of sport skill learning. © The Author(s) 2020.
Publication Date: 2020
International Journal of Developmental Disabilities (20473877) 66(2)pp. 122-132
Objectives: The aim of this study was to examine the combined effects of perceptual-motor exercises and vitamin D3 supplementation on the reduction of stereotypical behavior in children with autism spectrum disorder (ASD). Methods: In this study, 100 eligible children with age ranging from 6 to 9 years were randomly selected and divided into four groups: Group A—perceptual-motor exercises (n = 25); Group B—25-hydroxycholecalciferol (25 (OH) D) (n = 25); Group C—perceptual-motor exercises and 25 (OH) D (n = 25); and Group D—control (n = 25). Results: The stereotypes decreased from elementary level, 17% in Group A, 13% in Group B and 28% in Group C among the participants. There was no change in the stereotypical in the control group during the interventions. Also, the stereotypes in Group C showed the highest decrease, compared to the other three groups. Conclusions: We concluded that combination of perceptual-motor exercises and vitamin D3 supplementation in children with ASD leads to significant reduction in their stereotypic behaviors. © 2018, © The British Society of Developmental Disabilities 2018.
Publication Date: 2018
Complementary Therapies in Clinical Practice (17443881) 31pp. 139-145
The present study investigated the effects of different combinations of perceptual-motor exercises, music, and Vitamin D consumption on the nerve growth factor (NGF) in children with high-functioning autism. 48 children with autism, aged between six and nine years, were divided into four groups: Group A— perceptual-motor activities along with music (n = 12); Group B—Vitamin D supplementation (n = 12); Group C—perceptual-motor activities along with music and Vitamin D (n = 12); and Group D—control (n = 12). Participants’ blood NGF level was measured before and after the intervention. The results showed a significant improvement in the NGF levels in Groups B and C due to the interventions. Also, in Group A, the NGF levels increased compared to Group D, although this increase was not significant. In addition, the intake of Vitamin D along with perceptual-motor exercises resulted in a significant increase in the levels of NGF compared to Groups A, B and D. These findings suggest that perceptual-motor exercises along with music as well as taking Vitamin D may provide two appropriate interventions for improving NGF in children with autism. © 2018 Elsevier Ltd
Publication Date: 2016
Journal of Autism and Developmental Disorders (15733432) 46(3)pp. 978-986
This investigation examined the long term effect of Karate techniques training on communication of children with autism spectrum disorders (ASD). Thirty school aged children with ASD were randomly assigned to an exercise (n = 15) or a control group (n = 15). Participants in the exercise group were engaged in 14 weeks of Karate techniques training. Communication deficit at baseline, post-intervention (week 14), and at 1 month follow up were evaluated. Exercise group showed significant reduction in communication deficit compared to control group. Moreover, reduction in communication deficit in the exercise group at one month follow up remained unchanged compared to post-intervention time. We concluded that teaching Karate techniques to children with ASD leads to significant reduction in their communication deficit. © 2015, Springer Science+Business Media New York.
Publication Date: 2014
Archives of Physical Medicine and Rehabilitation (1532821X) 95(5)pp. 900-907
Objective To compare the efficacy of posterolateral hip muscle strengthening versus quadriceps strengthening in reducing pain and improving health status in persons with patellofemoral pain (PFP). Design Comparative control trial. Setting Rehabilitation facility. Participants Persons with a diagnosis of PFP (N=36; 18 men, 18 women). Interventions Patients were alternately assigned to a posterolateral hip muscle strengthening group (9 men and 9 women) or a quadriceps strengthening group (9 men and 9 women). The posterolateral hip muscle strengthening group performed hip abductor and external rotator strengthening exercises, whereas the quadriceps strengthening group performed quadriceps strengthening exercises (3 times a week for 8wk). Main Outcome Measures Pain (visual analog scale [VAS]) and health status (Western Ontario McMaster Universities Osteoarthritis Index [WOMAC]) were assessed at baseline, postintervention, and 6-month follow-up. Results Significant improvements in VAS and WOMAC scores were observed in both groups from baseline to postintervention and baseline to 6-month follow-up (P<.001). Improvements in VAS and WOMAC scores in the posterolateral hip exercise group were superior to those in the quadriceps exercise group postintervention and at 6-month follow-up (P<.05). Conclusions Although both intervention programs resulted in decreased pain and improved function in persons with PFP, outcomes in the posterolateral hip exercise group were superior to the quadriceps exercise group. The superior outcomes obtained in the posterolateral hip exercise group were maintained 6 months postintervention. © 2014 by the American Congress of Rehabilitation Medicine.
Publication Date: 2014
Journal of Motor Behavior (00222895) 46(1)pp. 17-23
The authors main purpose was to determine whether learning of a real-world sport skill (basketball free throws) is specific to the sources of afferent visual information available during practice. Twenty-eight male high school students (inexperienced in the experimental task) were randomly assigned to a full vision or target only vision group. Participants trained under full vision or target only condition for 15 sessions. Following training, in immediate tests, they were examined under full vision and then under target only conditions. Ten days later, in delayed tests, they performed the task under full vision and then under target only conditions. Results showed both groups performed the task similarly across the experimental period. Interestingly, it was found that immediate and delayed retention performance is specific to the training visual context. The groups performances dropped significantly when we tested them at a visual condition that differed from what they had experienced while learning the task. Performance of the task seemed to have integrated with the visual information available during the task acquisition. These findings provide evidence for the specificity of practice hypothesis in the field of motor learning and control. © 2014 Taylor and Francis Group, LLC.
Publication Date: 2013
Research in Autism Spectrum Disorders (17509467) 7(9)pp. 1054-1061
The purpose of the present study was to investigate the effects of long term Kata techniques training on social interaction of children with autism spectrum disorders (ASD). We assigned 30 school aged children with ASD to an exercise (n = 15) or a no-exercise group (n = 15). We required participants of the exercise group to exercise Kata techniques for 14 weeks, while participants of the control group received no exercise. We evaluated the social interaction of the participants at baseline, post-intervention (week 14), and at one month follow up. Results revealed that Kata techniques training significantly improved social dysfunction in the exercise group. Interestingly, at one month follow up improvement in social deficiency in the exercise group remained unchanged compared to post-intervention time. The social deficiency of participants of the control group was not changed across the experimental period. We concluded that teaching martial arts techniques to children with ASD leads to significant improvement in their social interaction. © 2013 Elsevier Ltd. All rights reserved.
Publication Date: 2012
Journal of Visual Impairment and Blindness (0145482X) 106(8)pp. 466-474
Introduction: Maintaining balance while walking is of utmost importance for individuals with visual impairments because deficits in dynamic balance have been associated with a high risk of falling. Thus, the primary aim of the study presented here was to determine whether balance training effects the dynamic balance of children with visual impairments. Methods: The study included 19 children with visual impairments (aged 8 to 14) from the school for students with visual impairments in Isfahan, Iran, who were randomly assigned to a balance-training (n = 9) or control (n = 10) group. The balance-training group was required to participate in an eight-week balancetraining program, while the control group did not participate in any organized balance-training program. The Modified Bass Test of Dynamic Balance was used to measure the dynamic balance of the participants. Both groups performed a pretest prior to the experimental period and performed a posttest immediately after the experimental period. Results: The scores on the pretest showed no significant difference between the balance-training group and the control group. However, after the balance-training group completed the balance-training program, a between-group difference was found in the participants' task scores, t (18) = 4.095, p <.05. Discussion: The findings indicate that involvement in a balance-training program will significantly improve the dynamic balance of individuals with visual impairments relative to a control group. Implications for practitioners: The study showed that if instructors require individuals with visual impairments to perform balance-improving exercises, the result can be an outstanding improvement in their dynamic balance. With improved balance, individuals with visual impairments may encounter fewer falls and experience a healthier lifestyle. © 2012 AFB, All Rights Reserved.
Publication Date: 2012
Research in Developmental Disabilities (18733379) 33(4)pp. 1183-1193
The effects of 14 weeks of Kata techniques training on stereotypic behaviors of children with autism spectrum disorders (ASD) were investigated. The study included 30 eligible (diagnosed ASD, school age) children with ages ranging from 5 to 16 years whom they assigned to an exercise (. n=. 15) or a no-exercise control group (. n=. 15). Participants of the exercise group received Kata techniques instruction four times per week for 14 weeks (56 sessions). Stereotypy was assessed at baseline (pre-intervention), week 14 (post-intervention), and at one month follow up in both groups. Results showed that Kata techniques training significantly reduced stereotypy in the exercise group. Following participation in Kata techniques training, stereotypy decreased from baseline levels by a . M of 42.54% across participants. Interestingly, after 30 days of no practice, stereotypy in the exercise group remained significantly decreased compared to pre-intervention time. The participants of the control group did not show significant changes in the stereotypy. Teaching martial arts techniques to children with ASD for a long period of time consistently decreased their stereotypic behaviors. © 2012 Elsevier Ltd.
Publication Date: 2012
Journal of Isfahan Medical School (10277595) 30(186)
Background: Cardiac biomarkers are factors that are used in the diagnosis of heart tissue damage and acute myocardial infarction. The main purpose of this study was to compare 3 types of endurance, resistance, and combined exercise on cardiac biomarkers, i.e. cardiac troponin T (cTnT) and creatine kinase isoenzymes MB (CK-MB), in active men. Methods: A total number of 15 healthy active young men with a mean age of 23 ± 1.60 years, mean height of 173 ± 3.75 cm, mean weight of 69 ± 8.74 kg, and maximal oxygen uptake (VO2 max) of 51.48 ± 1.84 mL/kg.min were selected. Each subject performed the 3 types of exercise with 7-day intervals. Blood samples were obtained before and immediately after exercise and cardiac biomarkers were evaluated. Statistical analyses were conducted using paired t-test and analysis of variance (ANOVA). Findings: Our results indicated that CK-MB increased significantly after resistance, endurance, and combined exercise (pretest value = 20.87 ± 2.39; posttest values = 25.98 ± 3.86, 26.34 ± 4.21, and 27± 2.66, respectively; α = 0.01). However, the 3 types of exercise did not result in significantly different CK-MB levels. CTnT levels did not change significantly after resistance, endurance, or combined exercise (pretest value = 0.65 ± 0.11; posttest values = 0.48 ± 0.11, 0.65 ± 0.11, and 0.77 ± 0.11, respectively; α = 0.01). Nevertheless, cTnT levels were higher after endurance and combined exercise compared to resistance exercise. Conclusion: The results indicated that despite the increased amounts of CK-MB which might have been caused by the nature of exercises and muscle damage due to intense muscular activity, none of endurance, resistance, and combined exercises triggered significant changes in cTnT levels in active men. Therefore, these types of exercise cannot be followed by heart damage.
Publication Date: 2011
Research in Developmental Disabilities (08914222) 32(1)pp. 58-62
The purpose of the present study was to determine whether there was a significant difference in measure of socialization between visually impaired student-athletes and non-athletes. We compared the social skills of Iranian visually impaired student-athletes (n= 51) and visually impaired student non-athletes (n= 56) with ages ranging from 13 to 19 years enrolled in academic year 2009-2010. Socialization was measured with the Social Maturity Scale (Weitzman, 1949). The results indicate that the two examined groups differ in regards to socialization and that the visually impaired student-athletes scored significantly higher than the visually impaired student non-athletes on the socialization test, proving the notion that participation in sports results in better improvements in socializations. If officials and parents encourage sports participation in visually impaired individuals, they will have a better opportunity of having more social skills in life. © 2010 Elsevier Ltd.
Publication Date: 2010
Research in Developmental Disabilities (08914222) 31(1)pp. 81-86
The purpose of this study was to investigate the effect of five variations of imagery and physical practice on learning of Basketball free throws in adolescents with mental retardation (AWMR). Forty AWMR were randomly assigned to five groups and performed a variation of practice: physical practice, mental practice, physical practice followed by mental practice, mental practice followed by physical practice, and no practice. The groups exercised the task for 24 sessions. Following training, posttest and retention test were taken. All variations of practice resulted in performance improvement, yet the mental practice followed by physical practice resulted in better improvement. The results suggest that mental practice associated with physical practice results in an outstanding performance improvement in AWMR. © 2009 Elsevier Ltd. All rights reserved.
Publication Date: 2007
Journal of Motor Behavior (00222895) 39(6)pp. 457-462
The authors propose a practice-specificity-based model of arousal for achieving peak performance. The study included 37 healthy male physical education students whom they randomly assigned to a high-arousal (n = 19) or low-arousal group (n = 18). To manipulate participants' level of arousal, the authors used motivational techniques. They used heart rate and the Sport Competition Anxiety Test (R. Martens, 1977) to measure the level of arousal that participants achieved. At the determined and given arousal state, the 2 groups performed the task (basketball free throws) for 18 sessions. Both groups performed a retention test at the 2 arousal levels immediately after the last exercise session, in the posttest, and after 10 days. Results showed that both groups learned the task similarly and achieved their peak performance at their experienced arousal level. When tested at an arousal level that differed from the one that they experienced throughout practice sessions, participants' performance had deteriorated significantly. Performance of the task seemed to have integrated with the arousal level of the participants during the task learning. The findings of this study suggest a practice-specificity-based explanation for achieving peak performance. Copyright © 2007 Heldref Publications.
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