Hanieh Ghasemian Moghadam, Mahdi Sohrabi,
Volume 14, Issue 27 (8-2024)
Abstract
This study aimed to investigate the effectiveness of basic taekwondo exercises on the executive functions of children with a learning disorder. For this purpose, 20 boys aged 10 to 12 years with learning disorder in Mashhad were selected and randomly assigned to exercise and control groups. The exercise group practiced Taekwondo for 12 sessions, each session lasting 50 minutes, repeating three days a week. The control group also engaged in their normal daily activities during this period. Changes in subjects' executive functions were measured before and after the exercise period by the N-back and the Tower of London tests. Analysis of variance with repeated measures was used for statistical analysis. The results showed that basic taekwondo exercises improve executive functions in the exercise group; All these changes were significant compared to the control group (p<0/05). Therefore, based on the results of the present study, it can be concluded that basic taekwondo exercises help to improve the executive functions of children with learning disorder by affecting brain areas related to executive functions.
Mrs Hanieh Ghasemian Moghadam, Dr Hasan Mohamadzadeh,
Volume 100, Issue 100 (10-2020)
Abstract
The purpose of this study was to investigate the effect of sensory-motor exercises with a game sense approach on the executive and motor control of children with learning disorder. For this purpose, 36 female children aged 7-9 years were randomly selected by referring to learning disorder centers in Mashhad and divided into two exercise groups (sensory-motor group with a game sense approach, sensory-motor group with a goal-oriented approach) and a control group. The exercise groups participated in the exercises in the form of two 60-minute sessions per week for a period of 8 weeks. During this period, the control group performed its normal activities. The changes in inhibition and gross motor skills of the subjects before and after the exercise period were measured by Stroop and Burininks-Oseretsky tests, respectively. The results of the Mixed analysis of variance analysis test showed that sensory-motor exercises with the game sense approach improved executive and motor control in the game sense group compared to the control group (p<0.05). Therefore, sensory-motor exercises with a game sense approach can help improve the executive and motor control of these children.
