‎‌The‌‎ ‎‌effect‌‎ ‎‌of‌‎ ‎‌eight‌‎ ‎‌weeks‌‎ ‎‌of‌‎ ‎‌perceptual‌‎-‎‌motor‌‎ ‎‌exercises‌‎ ‎‌on‌‎ ‎‌executive‌‎ ‎‌functions‌‎ ‎‌and‌‎ ‎‌the‌‎ ‎‌development‌‎ ‎‌of‌‎ ‎‌fundamental‌‎ ‎‌motor‌‎ ‎‌skills‌‎ ‎‌in‌‎ ‎‌children‌‎ ‎‌with‌‎ 
‎‌intellectual‌‎ ‎‌disabilities‌‎

Anbari‏‎, Yones‏‎; Mohammadi, ‎‏Farzad; Salehi‏‎ ‎‏Mobarakeh, ‎‏Negar

doi:10.22034/26.4.43

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Volume 26, Issue 4 (Winter 2024)

EBNESINA 2024, 26(4): 43-56

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‎‌The‌‎ ‎‌effect‌‎ ‎‌of‌‎ ‎‌eight‌‎ ‎‌weeks‌‎ ‎‌of‌‎ ‎‌perceptual‌‎-‎‌motor‌‎ ‎‌exercises‌‎ ‎‌on‌‎ ‎‌executive‌‎ ‎‌functions‌‎ ‎‌and‌‎ ‎‌the‌‎ ‎‌development‌‎ ‎‌of‌‎ ‎‌fundamental‌‎ ‎‌motor‌‎ ‎‌skills‌‎ ‎‌in‌‎ ‎‌children‌‎ ‎‌with‌‎ ‎‌intellectual‌‎ ‎‌disabilities‌‎

Yones‏‎ Anbari‏‎

, ‎‏Farzad Mohammadi ^*

, ‎‏Negar Salehi‏‎ ‎‏Mobarakeh

Department‏‎ ‎‏of‏‎ ‎‏Physical‏‎ ‎‏Education‏‎ & ‎‏Sport‏‎ ‎‏Sciences‏‎, ‎‏Abadan‏‎ ‎‏Branch‏‎, ‎‏Islamic‏‎ ‎‏Azad‏‎ ‎‏University‏‎, ‎‏Abadan‏‎, ‎‏Iran , ‎‏Farzad.Mohammadi‏‎@‎‏iau.ac.ir‏‎

Keywords: Perceptual‌‎ ‎‌Motor‌‎ ‎‌Performance‌‎, ‎‌Executive‌‎ ‎‌Function‌‎, ‎‌Motor‌‎ ‎‌Skills‌‎, ‎‌Intellectual‌‎ ‎‌Disability‌‎

Full-Text [PDF 1637 kb] (271 Downloads) | Abstract (HTML) (875 Views)

Type of Study: Original |
Received: 2024/08/4 | Revised: 2025/03/12 | Accepted: 2024/10/30 | Published: 2024/12/21

Extended Abstract: (503 Views)

Introduction

Intellectual disability is characterized by significant limitations in cognitive functioning and adaptive behavior, which affect a wide range of social and functional everyday skills [2]. Children with intellectual disabilities often have deficits in executive functions [6, 7] and exhibit poorer motor skills performance based on age-related norms compared to typical children [8]. Executive functions refer to a set of interconnected cognitive skills essential for learning, coping, and managing daily life. This term describes the processes that support the voluntary control of cognition and behavior [10]. Research indicates that executive functions significantly influence the learning of motor skills [15, 16]. Conversely, sensory-motor skills, such as standing balance, are crucial predictors of learning difficulties in preschool children, highlighting the importance of promoting sensory-motor development alongside executive functions to enhance school readiness [15].
Understanding and investigating executive functions and motor skills in children with intellectual disabilities is vital for designing effective intervention programs that can improve cognitive and physical abilities [16]. Studies have shown that early motor training interventions can effectively address issues related to executive functions [7] and facilitate learning motor skills [17] in these children. Perceptual-motor training, a method for environmental enrichment, has proven effective in enhancing executive functions. These exercises involve a complex and multidimensional set of developmental abilities, focusing on perception and movement [18], which assist children in movement, environmental manipulation, and the organization of complex skills and movement patterns relevant to sports [19]. Thus, the present study aimed to investigate the effects of perceptual-motor exercises on the executive functions and motor skill development of children with educable intellectual disabilities.

Methods

This quasi-experimental study utilized a pre- and post-test design with a control group. The sample comprised 20 children aged 7 to 10 years with intellectual disabilities from special education schools, selected through convenience sampling and randomly divided into two homogeneous groups - experimental and control - based on age, weight, height, and IQ. Inclusion criteria included parental consent, individual interest, an IQ score between 50 and 70, being right-handed, and the absence of physical-motor disabilities, cardiovascular issues, and autism or other conditions affecting cognitive development. Exclusion criteria included withdrawal from the study and failure to attend training sessions, pre-tests, or post-tests.
In the pre-test phase, both groups underwent the TGMD-3 test to measure fundamental motor skills, the Connors Neurocognitive Test to assess neuropsychological skills, and the Wechsler Memory Test for intelligence measurement. The experimental group participated in two 45-minute perceptual-motor training sessions per week for eight weeks, while the control group maintained their normal daily activities.
To test the research hypotheses, independent and correlated t-tests and one-way analysis of variance were employed. All statistical analyses were conducted using SPSS software version 26 at a significance level of 0.05.

Results

The results indicated a significant effect of perceptual-motor training on the development of fundamental motor skills in the areas of locomotor skills, ball skills, and the TGMD-3 test for children with intellectual disabilities (p<0.05). Additionally, the impact of this training on executive functioning—specifically in problemsolving, planning, emotional-behavioral organization, and the overall executive function score—was also significant (p<0.05).

Discussion and Conclusion

The findings demonstrate that implementing selected perceptual-motor training can effectively enhance executive functions and the development of fundamental motor skills in children with intellectual disabilities. Perceptual-motor training programs are valid interventions adjusted based on the children’s developmental levels and share many common elements. Enhancing physical, spatial, directional, and temporal awareness guides children toward improved motor control and movement abilities. These activities significantly contribute to the development of both motor and cognitive skills in children. Therefore, it is advisable to incorporate regular perceptual-motor exercises into early intervention programs for children with intellectual disabilities, both in extracurricular physical education classes and at home. Educators and occupational therapists should also prioritize these exercises in their agendas for children with special needs.

Ethical Considerations

Informed consent for participation in the research was obtained from the parents of the subjects. This study adhered to the ethical guidelines outlined in the Declaration of Helsinki. A code was assigned to protect the subjects' information, and the research did not pose any harm or risk to the participants.
This article derives from a thesis titled " The effect of perceptual-motor exercises on executive function and learning motor skills of children with mental Retardation" with ethical approval obtained from the Ethics and Research Committee Working Group at the Islamic Azad University, Ahvaz Branch (IR.IAU.AHVAZ.REC.1401.054). Also, this study has been registered with the clinical trial code IRCT20240805062657N1.

Funding

There is no funding support.

Authors’ Contribution

Authors contributed equally to the conceptualization and writing of the article. All of the authors approved the content of the manuscript and agreed on all aspects of the work.

Conflict of Interest

Authors declared no conflict of interest.

Acknowledgements

We would like to express our gratitude to all research participants, center administrators, and parents for their cooperation in this study.

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Anbari‏‎ Y, Mohammadi ‎, Salehi‏‎ ‎‏Mobarakeh ‎. ‎‌The‌‎ ‎‌effect‌‎ ‎‌of‌‎ ‎‌eight‌‎ ‎‌weeks‌‎ ‎‌of‌‎ ‎‌perceptual‌‎-‎‌motor‌‎ ‎‌exercises‌‎ ‎‌on‌‎ ‎‌executive‌‎ ‎‌functions‌‎ ‎‌and‌‎ ‎‌the‌‎ ‎‌development‌‎ ‎‌of‌‎ ‎‌fundamental‌‎ ‎‌motor‌‎ ‎‌skills‌‎ ‎‌in‌‎ ‎‌children‌‎ ‎‌with‌‎ ‎‌intellectual‌‎ ‎‌disabilities‌‎. EBNESINA 2024; 26 (4) :43-56
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