Volume 15, Issue 30 (12-2025)
JRSM 2025, 15(30): 232-258 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Ghasemian Moghadam H, Mohamadzadeh H. The Effect Of Sensory-Motor Exercises With a Game Sense On The Executive And Motor Control Of Children With learning Disorder. JRSM 2025; 15 (30) :232-258
URL: http://jrsm.khu.ac.ir/article-1-3359-en.html
URL: http://jrsm.khu.ac.ir/article-1-3359-en.html
1- Ph.D in Motor Behavior, Faculty of Sport Sciences, Urmia University, Urmia, Iran. , h.ghasemian6970@gmail.com
2- Professor of Motor Behavior Department, Faculty of Sport Sciences, Urmia University, Urmia, Iran.
2- Professor of Motor Behavior Department, Faculty of Sport Sciences, Urmia University, Urmia, Iran.
Abstract: (3946 Views)
Aim: Childhood is considered a critical period for developing motor skills through appropriate physical exercises, which ultimately enhance brain function and performance. The present study aimed to investigate the effect of sensory–motor exercises with a game sense approach on executive and motor control in children with learning disorder.
Methods: This quasi-experimental, applied research employed a pretest–posttest design with a control group. The statistical population included 36 female children with learning disorder (mean age = 8.39 ± 0.49 years) who were recruited from learning disorder centers in Mashhad and randomly assigned to two intervention groups (sensory–motor with a game sense approach, sensory–motor with a goal-oriented approach) and one control group. The intervention groups participated in sensory–motor integration training twice a week for eight weeks (60 minutes per session). During this period, the control group continued their usual activities. Executive control (inhibitory control) and motor control (gross motor skills) were assessed before and after the intervention using the Stroop Test and the Burininks-Oseretsky Test, respectively.
Results: A mixed MANOVA showed that sensory–motor exercises with a game sense approach significantly improved executive and motor control across all variables compared to the control group. In comparison with the goal-oriented group, improvements were observed only in running speed and agility (p < 0.05).
Conclusion: Sensory–motor exercises based on a play-oriented approach can serve as an effective intervention to enhance executive and motor control in children with learning disorder.
Methods: This quasi-experimental, applied research employed a pretest–posttest design with a control group. The statistical population included 36 female children with learning disorder (mean age = 8.39 ± 0.49 years) who were recruited from learning disorder centers in Mashhad and randomly assigned to two intervention groups (sensory–motor with a game sense approach, sensory–motor with a goal-oriented approach) and one control group. The intervention groups participated in sensory–motor integration training twice a week for eight weeks (60 minutes per session). During this period, the control group continued their usual activities. Executive control (inhibitory control) and motor control (gross motor skills) were assessed before and after the intervention using the Stroop Test and the Burininks-Oseretsky Test, respectively.
Results: A mixed MANOVA showed that sensory–motor exercises with a game sense approach significantly improved executive and motor control across all variables compared to the control group. In comparison with the goal-oriented group, improvements were observed only in running speed and agility (p < 0.05).
Conclusion: Sensory–motor exercises based on a play-oriented approach can serve as an effective intervention to enhance executive and motor control in children with learning disorder.
Type of Study: Research |
Subject:
motor behavior
Received: 2024/06/22 | Accepted: 2025/04/16 | ePublished ahead of print: 2025/04/16 | Published: 2025/12/31
Received: 2024/06/22 | Accepted: 2025/04/16 | ePublished ahead of print: 2025/04/16 | Published: 2025/12/31
References
1. Iraqi NM, Azari ZP, Orangi BM, Baghban AA, Mahmoudi E, Shahriarpour S. Comparing Sensory Processing and Perceived Motor Competence between Three Groups of Students with Special Learning Disabilities. Journal of Modern Rehabilitation. 2022;16(3):280-9. (in Persian) [DOI:10.18502/jmr.v16i3.10152]
2. Barkley RA. Behavioral inhibition, sustained attention, and executive functions: constructing a unifying theory of ADHD. Psychological bulletin. 1997;121(1):65. https://psycnet.apa.org/buy/1997-02112-004 [DOI:10.1037/0033-2909.121.1.65]
3. Miyake A, Friedman NP, Emerson MJ, Witzki AH, Howerter A, Wager TD. The unity and diversity of executive functions and their contributions to complex "frontal lobe" tasks: A latent variable analysis. Cognitive psychology. 2000;41(1):49-100. [DOI:10.1006/cogp.1999.0734]
4. Alizadeh H, Zahedipour M. Executive functions in children with and without developmental coordination disorder. 2005. (in Persian) http://icssjournal.ir/article-1-91-en.html
5. Wang L-C, Tasi H-J, Yang H-M. Cognitive inhibition in students with and without dyslexia and dyscalculia. Research in developmental disabilities. 2012;33(5):1453-61. [DOI:10.1016/j.ridd.2012.03.019]
6. Alexander KW, Goodman GS, Schaaf JM, Edelstein RS, Quas JA, Shaver PR. The role of attachment and cognitive inhibition in children's memory and suggestibility for a stressful event. Journal of Experimental Child Psychology. 2002;83(4):262-90
https://doi.org/10.1016/S0022-0965(02)00149-2 [DOI:10.1016/S0022-0965(02)00149-2.]
7. Abd El-Hady SS, Abd El-Azim FH, El HAE-AM. Correlation between cognitive function, gross motor skills and health-Related quality of life in children with Down syndrome. Egyptian Journal of Medical Human Genetics. 2018;19(2):97-101. https://www.ajol.info/index.php/ejhg/article/view/169815 [DOI:10.1016/j.ejmhg.2017.07.006]
8. Fathirezaie Z, Matos S, Khodadadeh E, Clemente FM, Badicu G, Silva AF, et al., editors. The Relationship between Executive Functions and Gross Motor Skills in Rural Children Aged 8-10 Years. Healthcare; 2022: MDPI. (in Persian) [DOI:10.3390/healthcare10040616]
9. Liu J, Li Y, Zhou T, Lu Y, Sang M, Li L, et al. Relationship Between Gross Motor Skills and Inhibitory Control in Preschool Children: A Pilot Study. Frontiers in human neuroscience. 2022;16. [DOI:10.3389/fnhum.2022.848230]
10. Ghasemian Moghadam H, Sohrabi M, Taheri H. The effect of paaryaad perceptual-motor exercises on working memory of children with specific learning disorder. Quarterly Journal of Child Mental Health. 2018;5(3):102-14. (in Persian) http://childmentalhealth.ir/article-1-331-en.html
11. Esteban-Cornejo I, Cadenas-Sanchez C, Contreras-Rodriguez O, Verdejo-Roman J, Mora-Gonzalez J, Migueles JH, et al. A whole brain volumetric approach in overweight/obese children: Examining the association with different physical fitness components and academic performance. The ActiveBrains project. Neuroimage. 2017;159:346-54. [DOI:10.1016/j.neuroimage.2017.08.011]
12. Lott MA, Jensen CD. Executive control mediates the association between aerobic fitness and emotion regulation in preadolescent children. Journal of pediatric psychology. 2017;42(2):162-73. [DOI:10.1093/jpepsy/jsw052]
13. Cho S-Y, So W-Y, Roh H-T. The effects of taekwondo training on peripheral neuroplasticity-related growth factors, cerebral blood flow velocity, and cognitive functions in healthy children: A randomized controlled trial. International journal of environmental research and public health. 2017;14(5):454. [DOI:10.3390/ijerph14050454]
14. Macdonald K, Milne N, Orr R, Pope R. Relationships between motor proficiency and academic performance in mathematics and reading in school-aged children and adolescents: a systematic review. International journal of environmental research and public health. 2018;15(8):1603. [DOI:10.3390/ijerph15081603]
15. Alizadeh L, Mohammadzadeh H. The Effects of Game Sense Pedagogy on Decision Making, Supporting and Implementing Basketball Skills in Female Students. Sports Psychology. 2021;1400(2):73-87 (in Persian) [DOI:10.48308/mbsp.6.2.73]
16. Reményi T. Prevention and treatment of behavioural and learning disorders with sensory integration therapy. Gyermeknevelés Tudományos Folyóirat. 2022;10(2-3):86-109. [DOI:10.31074/gyntf.2022.3.86.109]
17. Armstrong S, Nicolson R, editors. Sensory processing profile of children and adults with learning difficulties. Poster session presented at: British Dyslexia Association International Conference in February; 2018. links/5ad88b5c0f7e9b28593b54d8
18. Baradaran F, Safavi Homami S, Faramarzi S. The effect of motor games versus computer games on the executive academic functions and motor proficiency in students with mathematics learning disorders. Journal of Motor Learning and Movement. 2021;13(2):163-84. (in Persian) [DOI:10.22059/jmlm.2021.319740.1561]
19. Ghasemian Moghadam H, Sohrabi M, Taheri H. The Effect of Selected Perceptual ـMotor Exercises on Motor Proficiency of Children with Learning Disorder. Motor Behavior. 2020;12(39):51-68 . (in Persian) [DOI:10.22089/mbj.2018.4788.1557]
20. Ghasemian Moghadam H, Sohrabi M, Taheri H. The Effect of Selected Motor Games on Static and Dynamic Balance in Children with Specific Learning Disorder. Journal of Motor Learning and Movement. 2019;11(1):103-21 (in Persian) [DOI:10.22059/jmlm.2019.262860.1396]
21. Sadati Firoozabadi S, Abbasi S. The effectiveness of sensorimotor integration in improving motor skills in students with learning disabilities. Motor Behavior. 2016;8(26):105-18. (in Persian) [DOI:10.22089/mbj.2016.874]
22. Firouzjah MH-N, Sheikh M, Hemayat-Talab R, Homayouni A, Nazari S. The Effects of Selected Physical Activities on Perceptual Motor Abil-ity in Pre-school Children with Neuropsychological Learning Disabilities. Archives of Rehabilitation. 2014;15(3):36-43. (in Persian) https://rehabilitationj.uswr.ac.ir/browse.php?a_id=1317&sid=1&slc_lang=en
23. Safavi S, Faghirpour M, Salehi S. The effect of sensory motor integration method in increasing learning in the children with nonverbal learning disabilities. International Journal of Physical and Social Sciences. 2013;3(11):151-71. (in Persian) https://www.indianjournals.com/ijor.aspx?target=ijor:ijpss&volume=3&issue=11&article=014
24. Dortaj F, Asemi S. The effect of a selected motor program on perceptual motor ability and academic achievement in borderline second grade elementary school students. 2013. (in Persian) https://jsp.uma.ac.ir/article_48.html?lang=en
25. Ayres A. Sensory integration and learning disorders. Los Angeles: Western Psychological Services; 1972. Ayres AJ Sensory Integration and Learning Disorders Los Angeles: Western Psychological Services. 1972. https://cir.nii.ac.jp/crid/1130282273180619136
26. Hong CS, Rumford H. Sensory motor activities for early development: a practical resource: Routledge; 2020. [DOI:10.4324/9780429299735]
27. Yavari A, Valizadeh A, Maroufizadeh S, Panahian M. The prevalence of dyslexia among school age Persian speaking students in Arak, Iran. (in Persian) [DOI:10.34171/fdj.2.13]
28. Chen A-G, Yan J, Yin H-C, Pan C-Y, Chang Y-K. Effects of acute aerobic exercise on multiple aspects of executive function in preadolescent children. Psychology of Sport and Exercise. 2014;15(6):627-36. [DOI:10.1016/j.psychsport.2014.06.004]
29. Khodadadi M, Mashhadi A, Amani H. Simple Stroop Sofware. Tehran: Institute for Behavioral & Cognitive Sciences. 2014. (in Persian) https://www.sinapsycho.com/Shop/Product/1328
30. MacLeod CM, Dunbar K. Training and Stroop-like interference: evidence for a continuum of automaticity. Journal of Experimental Psychology: Learning, Memory, and Cognition. 1988;14(1):126. https://doi: 10.1037//0278-7393.14.1.126 [DOI:10.1037//0278-7393.14.1.126]
31. Hamid S, Mahshid Z, Babak S. [Validity and reliability of the persian version of motor observation questionnaire for teachers [PMOQ-T]]. 2012. (in Persian) https://pesquisa.bvsalud.org/portal/resource/pt/emr-127664
32. Ghasemian Moghadam H, Mohamadzadeh H. The Effect of Goal-Oriented Physical Exercises on Cognitive Functions of Children with Learning Disorder. Journal of Sports and Motor Development and Learning. 2023. (in Persian) [DOI:10.22059/jsmdl.2023.362812.1742]
33. Ghasemian Moghadam H, Sohrabi M. The Effect of Basic Taekwondo Exercises on Executive Functions of Children with Learning Disorder. Research in Sport Management and Motor Behavior.2023 .(in Persian) https://jrsm.khu.ac.ir/browse.php?a_id=3234&sid=1&slc_lang=en&ftxt=0
34. Desai IK, Kurpad AV, Chomitz VR, Thomas T. Aerobic fitness, micronutrient status, and academic achievement in Indian school-aged children. PLoS One. 2015;10(3):e0122487. [DOI:10.1371/journal.pone.0122487]
35. Neudecker C, Mewes N, Reimers AK, Woll A. Exercise interventions in children and adolescents with ADHD: a systematic review. Journal of attention disorders. 2019;23(4):307-24. [DOI:10.1177/1087054715584053]
36. McCormack T, Atance CM. Planning in young children: A review and synthesis. Developmental Review. 2011;31(1):1-31. [DOI:10.1016/j.dr.2011.02.002]
37. Chang Y-K, Tsai Y-J, Chen T-T, Hung T-M. The impacts of coordinative exercise on executive function in kindergarten children: an ERP study. Experimental Brain Research. 2013;225(2):187-96. https://link.springer.com/article/10.1007/s00221-012-3360-9 [DOI:10.1007/s00221-012-3360-9]
38. Poyraz Fındık OT, Erdoğdu AB, Fadıloğlu E. Motor skills in children with specific learning disorder: A controlled study. Düşünen Adam-The Journal of Psychiatry and Neurological Sciences. 2022. [DOI:10.14744/DAJPNS.2022.00181]
39. Blanchet M, Assaiante C. Specific Learning Disorder in Children and Adolescents, a Scoping Review on Motor Impairments and Their Potential Impacts. Children. 2022;9(6):892. [DOI:10.3390/children9060892]
40. Movahedi Y, Esmaeili S. Effectiveness of physical exercise on the growth of the Psycho-motor skills in children with learning disorder. Shenakht journal of psychology & psychiatry. 2015;2(3):16-28. (in Persian) http://shenakht.muk.ac.ir/article-1-112-en.html
41. Hatami S, Hoseini F, Hatami S, Molarahimi R. Effect of motor selected program improvement of fine motor skills and academic achievement of students with mathematical disorder. The second National Conference and the First International Conference on New Research in the Humanities. 2015. (in Persian) https://civilica.com/doc/390682/
42. Korkman M, Kirk U, Kemp S. NEPSY [: A Developmental Neuropsychological Assessment: Psychological Corporation; 1998. https://cir.nii.ac.jp/crid/1573950399556875904
43. Gelisli Y, Yazici E. A study into traditional child games played in Konya region in terms of development fields of children. Procedia-Social and Behavioral Sciences. 2015;197:1859-65. [DOI:10.1016/j.sbspro.2015.07.247]
44. KESHAVARZ M, Mohammad ZH. The Effectiveness of Local Games with Hybrid of Teaching Game For Understanding and Game Sense Approaches on the Motor Skills in Students. 2022. (in Persian) [DOI:10.22059/jsmdl.2022.341810.1648]
45. Kolovelonis A, Pesce C, Goudas M. The effects of a cognitively challenging physical activity intervention on school children's executive functions and motivational regulations. International journal of environmental research and public health. 2022;19(19):12742. [DOI:10.3390/ijerph191912742]
46. Lee J, Zhang T, Chu TLA, Gu X, Zhu P. Effects of a fundamental motor skill-based afterschool program on children's physical and cognitive health outcomes. International journal of environmental research and public health. 2020;17(3):733. [DOI:10.4196/kjpp.2015.19.4.341]
47. Baldensperger DP. An investigation of the impact of brain/mind learning on creativity: Walden University; 2014. https://www.proquest.com/openview/597581b5fe5e1b9865bc672ead26a9bf/1?pq-origsite=gscholar&cbl=18750
48. Jongmans MJ, Smits-Engelsman BC, Schoemaker MM. Consequences of comorbidity of developmental coordination disorders and learning disabilities for severity and pattern of perceptual-motor dysfunction. Journal of learning disabilities. 2003;36(6):528-37. [DOI:10.1177/00222194030360060401]
49. Lotfi G, Salehi SK, Karami S. The effect of Practice variability on Cognitive and Motor performance in children with Attention Deficit hyperactivity Disorder. Rooyesh-e-Ravanshenasi Journal (RRJ). 2022;11(8):35-46. (in Persian) http://frooyesh.ir/article-1-3666-en.html
Send email to the article author
| Rights and permissions | |
 | This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
