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JRSM 2025, 15(30): 284-301 |
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Alikhani H, Naziri Nilash S, Mirza Aghajani A, Sayari N. The Effect Of Perceptual Motor Skill Practice On Theory Of Mind And Stroop Performance In Children. JRSM 2025; 15 (30) :284-301
URL: http://jrsm.khu.ac.ir/article-1-3358-en.html
URL: http://jrsm.khu.ac.ir/article-1-3358-en.html
1- Assistant Professor, Department of Physical Education and Sports Sciences, Lahijan Branch, Islamic Azad University, Lahijan, Iran. , alikhanihasan@yahoo.com
2- Master of Sports Physiology ,Department of Physical Education and Sports Sciences, La.C., Islamic Azad University, Lahijan, Iran.
3- PhD student in sports psychology , Department of Physical Education and Sports Sciences, Ar.C., Islamic Azad University,
2- Master of Sports Physiology ,Department of Physical Education and Sports Sciences, La.C., Islamic Azad University, Lahijan, Iran.
3- PhD student in sports psychology , Department of Physical Education and Sports Sciences, Ar.C., Islamic Azad University,
Abstract: (3416 Views)
Aim: This study aimed to investigate the effect of perceptual–motor training programs on Stroop performance and the enhancement of theory of mind among 8–12-year-old girls in Rasht city. This study aimed to investigate the effect of perceptual–motor training programs on Stroop performance and the enhancement of theory of mind among 8–12-year-old girls in Rasht city.
methods: This quasi-experimental study employed a pretest–posttest design with a control group. Participants were 24 children (mean age = 10.5 ± 1.2 years) selected through convenience sampling and then randomly assigned to equal experimental and control groups (n = 12 each). The intervention program lasted eight weeks, comprising 16 sessions of 45 minutes each, and included exercises targeting balance, spatial awareness, temporal awareness, body awareness, and orientation. Stroop performance was assessed using the computerized Stroop test, while theory of mind was evaluated using the 38-item Steerneman Scale. Data were analyzed using independent t-tests in SPSS version 23, with the significance level set at p < 0.05.
Results: The results showed that the experimental group demonstrated significantly greater improvements than the control group in emotion recognition and pretence (p = 0.023), understanding of false belief (p = 0.011), comprehension of humor and second-order false belief (p = 0.048), and Stroop reaction time (p = 0.015).
Conclusion: According to the findings, perceptual–motor training can effectively improve Stroop task performance and theory of mind in children.
methods: This quasi-experimental study employed a pretest–posttest design with a control group. Participants were 24 children (mean age = 10.5 ± 1.2 years) selected through convenience sampling and then randomly assigned to equal experimental and control groups (n = 12 each). The intervention program lasted eight weeks, comprising 16 sessions of 45 minutes each, and included exercises targeting balance, spatial awareness, temporal awareness, body awareness, and orientation. Stroop performance was assessed using the computerized Stroop test, while theory of mind was evaluated using the 38-item Steerneman Scale. Data were analyzed using independent t-tests in SPSS version 23, with the significance level set at p < 0.05.
Results: The results showed that the experimental group demonstrated significantly greater improvements than the control group in emotion recognition and pretence (p = 0.023), understanding of false belief (p = 0.011), comprehension of humor and second-order false belief (p = 0.048), and Stroop reaction time (p = 0.015).
Conclusion: According to the findings, perceptual–motor training can effectively improve Stroop task performance and theory of mind in children.
Type of Study: Research |
Subject:
motor behavior
Received: 2024/06/7 | Accepted: 2025/04/15 | ePublished ahead of print: 2025/04/15 | Published: 2025/12/31
Received: 2024/06/7 | Accepted: 2025/04/15 | ePublished ahead of print: 2025/04/15 | Published: 2025/12/31
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