نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه علوم ورزشی رفتاری و شناختی، دانشکده علوم ورزش و بهداشت، دانشگاه تهران، تهران، ایران
2 گروه علوم ورزشی رفتاری و شناختی، دانشکده ورزش و علوم بهداشتی، دانشگاه تهران، تهران، ایران
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Background and Aims:
Attention Deficit Hyperactivity Disorder (ADHD) is a common, long-term, and manageable psychiatric disorder in childhood, characterized by a developmentally inappropriate pattern of inattention and impulsivity. The global prevalence of this disorder is estimated to be 5 to 7 percent, while in Iran, its prevalence is approximately 6 to 10 percent among children, and it is observed two to three times more frequently in boys than in girls. A combination of genetic, environmental, neurological, and brain structure factors contribute to its development. While genetics is considered the most significant factor, environment and life experiences can also influence the severity and manifestation of symptoms. Research has increasingly indicated that both perceptual-motor training and structured physical education programs can significantly enhance cognitive functioning in children diagnosed with attention deficit hyperactivity disorder (ADHD). These programs are particularly important as ADHD is characterized by challenges in maintaining attention, controlling impulses, and managing hyperactive behavior. The primary objective of this study was to compare the impacts of perceptual-motor training and physical education on cognitive performance, with a specific focus on cognitive flexibility and working memory, in children diagnosed with ADHD.
Materials and Methods: This study utilized a quasi-experimental design, incorporating a pre-test-post-test control group to ensure a comprehensive analysis of the interventions' effectiveness. A sample of 36 children diagnosed with ADHD was selected and randomly divided into three groups: a perceptual-motor training group, a physical education group, and a control group. The tools used in this research included the Wisconsin Card Sorting Test (WCST) and the Wechsler Intelligence Scale for Children (WISC). The Wisconsin Card Sorting Test is utilized to assess cognitive functioning. This test can be scored in various ways, with the most common method being the recording of the number of categories achieved and perseverative errors, which indicate the level of cognitive performance. The validity of this test has been reported as 0.86, and its test-retest reliability as 0.85. Additionally, to measure working memory, the Digit Span subtest of the Wechsler Intelligence Scale was used. The test-retest reliability coefficient of this subtest, according to Shahin et al., is 0.68. In the pre-test phase, the subjects performed the Wisconsin Card Sorting Test and the Wechsler Children's Intelligence Scale. Then, after warming up, the subjects performed the interventions related to the group they were in according to the table below and then cooled down at the end of the session. This selected protocol was derived from various research in the field of perceptual motor training and physical activity in schools and was approved by professors of motor behavior and physical education. The experimental groups underwent 12 sessions of intervention for four weeks, 3 sessions of 45 minutes each week. The control group did not perform any specific activity during this period. One day after the intervention, the subjects were given a post-test according to the pre-test.
Results: The results of the paired t-test indicated significant improvements in perseverative errors, total errors, and numerical memory in both the perceptual-motor exercises group and the physical activity group from pre-test to post-test (p < 0.005). The mixed ANOVA results revealed significant differences among the three groups in all scores of perseverative errors (p < 0.0005), total errors (p < 0.005), and numerical memory (p < 0.005) at the post-test stage. Post-hoc analysis showed that the perceptual-motor exercises group achieved significantly better scores in perseverative errors (p < 0.005), total errors (p < 0.005), and numerical memory (p < 0.005) compared to the physical activity group.
Conclusion: Perceptual-motor exercises, focusing on the specific needs of children with ADHD, can enhance cognitive functioning. Additionally, physical activities in schools, such as running, fitness exercises, and soccer, can also improve cognitive performance in children. These benefits reflect the positive correlation between cognition and physical activity, and such advantages may lead to changes in executive functioning after long-term training. However, perceptual-motor exercises specifically target the improvement of executive skills such as planning, organization, time management, and impulse control. These skills are strengthened through complex tasks that require children to simultaneously manage attention and movement. In contrast, general sports primarily focus on enhancing physical strength and motor coordination, with less impact on cognitive skills. Perceptual-motor exercises require multitasking, meaning the child must process information and respond to physical movements simultaneously. This active engagement of the mind and body helps the child improve their cognitive abilities, whereas traditional sports tend to focus more on a single aspect (either motor or cognitive).
کلیدواژه‌ها [English]
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