@2024 Afarand., IRAN
ISSN: 2008-2630 Iranian Journal of War & Public Health 2020;12(4):271-277
ISSN: 2008-2630 Iranian Journal of War & Public Health 2020;12(4):271-277
Designing a Perceptual-Motor Training Package and Evaluating its Effectiveness on Motor Skills of Children with Visual Impairment during COVID-19 Epidemic
ARTICLE INFO
Article Type
Original ResearchAuthors
Rashidipour Sh. (1)Meshkati Z. (*1)
Badami R. (1)
Fallah M.H. (2)
(1) Motor Behavior Department, Physical Education and Sports Sciences Faculty, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
(2) Educational Sciences, Psychology & Counseling Department, Humanities Faculty, Yazd Branch, Islamic Azad University, Yazd, Iran
Correspondence
Address: Isfahan (Khorasgan) Branch, Islamic Azad University, Arghavanieh, Eastern Jey, Isfahan, Iran. Postal Code: 81551-39998Phone: +98 (31) 35354135
Fax: +98 (31) 35354135
zmeshkati@gmail.com
Article History
Received: March 18, 2021Accepted: April 18, 2021
ePublished: May 5, 2021
ABSTRACT
Aims
Confirmed and suspected cases of COVID-19 are spreading in Iran and the world. The overwhelming demand for the COVID-19 outbreak has challenged healthcare workers, the medical procurement system, and sports professionals. This study aimed to design and implement a perceptual-motor training package and determine its effectiveness on motor skills of children with visual impairment during the Coronavirus epidemic.
Materials & Methods A quasi-experimental study was performed on a population of 6 to 11 years old children with visual impairment in Yazd province in the summer of 2020. Thirty-six children with blindness and low vision from the counseling centers of Yazd province were selected by cluster sampling method and randomly divided into two groups of experimental (n=18) and control (n=18). In order to measure motor proficiency, the abbreviated form of the Bruininks-Oseretsky motor proficiency test was used. In designing and compiling the perceptual-motor training package, 17 educational games were organized using library studies and the experiences of executive experts. The experimental group was trained in 24 sessions of 60 minutes. Analysis of covariance in SPSS 22 software was used to analyze the data.
Findings In all subscales of agility, balance, running speed, strength, motor coordination, response speed, and visual-motor control, a significant difference was observed between the experimental and control groups after the educational intervention (p≤0.01).
Conclusion Perceptual-motor training package is effective on motor skills of children with visual impairment.
Materials & Methods A quasi-experimental study was performed on a population of 6 to 11 years old children with visual impairment in Yazd province in the summer of 2020. Thirty-six children with blindness and low vision from the counseling centers of Yazd province were selected by cluster sampling method and randomly divided into two groups of experimental (n=18) and control (n=18). In order to measure motor proficiency, the abbreviated form of the Bruininks-Oseretsky motor proficiency test was used. In designing and compiling the perceptual-motor training package, 17 educational games were organized using library studies and the experiences of executive experts. The experimental group was trained in 24 sessions of 60 minutes. Analysis of covariance in SPSS 22 software was used to analyze the data.
Findings In all subscales of agility, balance, running speed, strength, motor coordination, response speed, and visual-motor control, a significant difference was observed between the experimental and control groups after the educational intervention (p≤0.01).
Conclusion Perceptual-motor training package is effective on motor skills of children with visual impairment.
CITATION LINKS
[1]King AJ, Burke LM, Halson SL, Hawley JA. The challenge of maintaining metabolic health during a global pandemic. Sports Med. 2020;50(7):1233-41.
[2]Fitzgerald H, Stride A, Drury S. COVID-19, lockdown and (disability) sport. Manag Sport Leis. 2020 Jun 5:1-8.
[3]Parnell D, Widdop P, Bond A, Wilson R. COVID-19, networks and sport. Manag Sport Leis. 2020 Mar 31:1-7.
[4]Wheeler MJ, Dempsey PC, Grace MS, Ellis KA, Gardiner PA, Green DJ, et al. Sedentary behavior as a risk factor for cognitive decline? a focus on the influence of glycemic control in brain health. Alzheimers Dement. 2017;3(3):291-300.
[5]Safani P, Safani AM, Ariadoost H. Investigating the educational and physiological structures of the corona crisis in industry. Educ Psychol. 2020;16(55):95-108. [Persian]
[6]Khoramipour K, Basereh A, Hekmatikar AA, Castell L, Ruhee RT, Suzuki K. Physical activity and nutrition guidelines to help with the fight against COVID-19. J Sports Sci. 2021;39(1):101-7.
[7]Brown T, Link J. The association between measures of visual perception, visual-motor integration, and in-hand manipulation skills of school-age children and their manuscript handwriting speed. Br J Occup Ther. 2016;79(3):163-71.
[8]Mirzaie H, Hosseini SA, Riazi A, Ghasemi Fard F, Jafari Oori M, Hossein Zadeh S, et al. The effect of a perceptual-motor program based on Johnstone and Ramon method on gross motor skills of children with visual impairment: A randomized controlled trial. Arch Rehabilit. 2020;21(1):88-105. [Persian]
[9]Matsuguma S, Kawashima M, Negishi K, Sano F, Mimura M, Tsubota K. Strengths use as a secret of happiness: Another dimension of visually impaired individuals' psychological state. PloS One. 2018;13(2):0192323.
[10]Cmar JL, Markoski K. Promoting self-determination for students with visual impairments: A review of the literature. J Visual Impair Blin. 2019;113(2):100-13.
[11]Payne G, Isaacs L. Human motor development: A lifespan approach. London: Routledge; 2017.
[12]Rainey L, Elsman EBM, Van Nispen RMA, Van Leeuwen LM, Van Rens GHMB. Comprehending the impact of low vision onthe lives of children and adolescents: A qualitative approach. Qual Life Res. 2016;25(10):2633-43.
[13]Vervloed MPJ, Van Den Broek ECG, Van Eijden AJPM. Critical review of setback in development in young children with congenital blindness or visual impairment. Int J Disabil Dev Educ. 2020;67(3):336-55.
[14]Aleman-Ramirez C. Gait of individual with visual impairment: Literature review. MHSalud. 2020;17(1):64-74.
[15]Pashmdarfard M, Amini M, Amini M. Rehabilitation of blind people and people with low vision in Iran. Iran Rehabilit J. 2016;14(2):77-84. [Persian]
[16]Case-Smith J, Obrien JC. Occupational therapy for children and adolescents. Amsterdam: Elsevier Health Sciences; 2014.
[17]Sajedi F, Barati H. The effect of perceptual motor training on motor skills of preschool children. Iran Rehabilit J. 2014;12(19):14-7. [Persian]
[18]Bakke HA, Cavalcante WA, Oliveira IS, Sarinho SW, Cattuzzo MT. Assessment of motor skills in children with visual impairment: A systematic and integrative review. Clin Med Insights Pediatr. 2019;13:1-10.
[19]Booth FW, Roberts CK, Thyfault JP, Ruegsegger GN, Toedebusch RG. Role of inactivity in chronic diseases: Evolutionary insight and pathophysiological mechanisms. Physiol Rev. 2017;97(4):1351-402.
[20]Kashi A, Sarlak Z, Naqibi S. The effect of tile training package on improving information processing speed and reducing psychological and neurological complications in men with Down syndrome. J Motor Behav. 2014;5(14):47-66. [Persian]
[21]Rajabi S, Alimoradi K. Comparison of spatial memory and spatial orientation between blind, sighted and healthy people. J Except Child. 2016;16(3):49-64. [Persian]
[22]Bruininks RH, Bruininks BD. Bruininks-Oseretsky test of motor proficiency (BOT-2). London: Pearson; 2005.
[23]Rasoli N, Ghasemi A. The effects of eight weeks motor intervention on academic achievement and fine motor skills students fall behind in school. J Motor Behav Sci. 2019;1(1):18-28. [Persian]
[24]Soltanikouhbanani S, Zarenezhad S. The effectiveness perceptual skills rebuilding program on improving motor problem in students with developmental coordination disorder. Rehabilit Med. 2020;1(2):34-58. [Persian]
[25]Davis P. Including children with visual impairment in mainstream schools: A practical guide. London: Routledge; 2013.
[26]Chen D, editor. Essential elements in early intervention: Visual impairment and multiple disabilities. Arlington County: American Foundation for the Blind; 2014.
[27]audiogames.net [Internet]. Unknown City: Audio Games; 2016 [Cited 2018, January 1]. Available from: https://www.audiogames.net/.
[28]Better world ed. Social emotional learning stories that weave math, literacy, empathy and our shared humanity [Internet]. Unknown City: Better World ed; 2017 [Cited 2020, June 10]. Available from: https://betterworlded.org/
[29]pinterest.com [Internet]. San Francisco: Pinterest; 2018 [Cited 2020, March 22]. Available from: https://www.pinterest.com/.
[30]Brian A, Bostick L, Starrett A, Klavina A, Miedema ST, Pennell A, et al. The effects of ecologically valid intervention strategies on the locomotor skills of children with visual impairments. Adapt Phys Activ Q. 2020;37(2):177-92.
[31]Chokron S, Kovarski K, Zalla T, Dutton GN. The inter-relationships between cerebral visual impairment, autism and intellectual disability. Neurosci Biobehav Rev. 2020;114:201-10.
[32]Ghasemifard F, Mirzaeie H, Jafari Oori M, Hosseini SA, Riazi A, Hooshmandzadeh N. Psychometric properties of gross motor development test in children with visual impairment in Tehran. J Paramed Sci Rehabilit. 2020;9(3):31-8. [Persian]
[33]Juliana IJ, Izuagbe R, Itsekor V, Fagbohun MO, Asaolu AO, Nwokeoma N. The role of the school library in empowering visually impaired children with lifelong information literacy skills. Pennsylvania: IGI Global; 2018.
[34]Yousefian M, Yousefi S, Najafifard T, Ahmadi F. The effect of mobility training and initial orientation on advanced motor skills of Tehran visual impairment boys aged between 5 to 14. Shenakht J Psychol Psychiatry. 2016;3(1):102-12. [Persian]
[35]Schwab S, Memmert D. The impact of a sports vision training program in youth field hockey players. J Sports Sci Med. 2012;11(4):624-31.
[36]Piekarski S, Lajoie Y, Paquet N. Effect of transient perturbations of short-term memory on target-directed blind locomotion. J Mot Behav. 2018;50(1):2-7.
[37]Cattaneo Z, Vecchi T, Cornoldi C, Mammarella I, Bonino D, Ricciardi E, et al. Imagery and spatial processes in blindness and visual impairment. Neurosci Biobehav Rev. 2008;32(8):1346-60.
[38]Ahmadi Barati A, Ahmadi Barati S, Ghaeini S, Behpour N, Letafatkar A. Comparing the effect of mental, physical and mental-physical exercises on the balance capability of blind students. J Res Rehabilit Sci. 2013;9(3):415-23. [Persian]
[39]Cuturi LF, Aggius-Vella E, Campus C, Parmiggiani A, Gori M. From science to technology: Orientation and mobility in blind children and adults. Neurosci Biobehav Rev. 2016;71:240-51.
[2]Fitzgerald H, Stride A, Drury S. COVID-19, lockdown and (disability) sport. Manag Sport Leis. 2020 Jun 5:1-8.
[3]Parnell D, Widdop P, Bond A, Wilson R. COVID-19, networks and sport. Manag Sport Leis. 2020 Mar 31:1-7.
[4]Wheeler MJ, Dempsey PC, Grace MS, Ellis KA, Gardiner PA, Green DJ, et al. Sedentary behavior as a risk factor for cognitive decline? a focus on the influence of glycemic control in brain health. Alzheimers Dement. 2017;3(3):291-300.
[5]Safani P, Safani AM, Ariadoost H. Investigating the educational and physiological structures of the corona crisis in industry. Educ Psychol. 2020;16(55):95-108. [Persian]
[6]Khoramipour K, Basereh A, Hekmatikar AA, Castell L, Ruhee RT, Suzuki K. Physical activity and nutrition guidelines to help with the fight against COVID-19. J Sports Sci. 2021;39(1):101-7.
[7]Brown T, Link J. The association between measures of visual perception, visual-motor integration, and in-hand manipulation skills of school-age children and their manuscript handwriting speed. Br J Occup Ther. 2016;79(3):163-71.
[8]Mirzaie H, Hosseini SA, Riazi A, Ghasemi Fard F, Jafari Oori M, Hossein Zadeh S, et al. The effect of a perceptual-motor program based on Johnstone and Ramon method on gross motor skills of children with visual impairment: A randomized controlled trial. Arch Rehabilit. 2020;21(1):88-105. [Persian]
[9]Matsuguma S, Kawashima M, Negishi K, Sano F, Mimura M, Tsubota K. Strengths use as a secret of happiness: Another dimension of visually impaired individuals' psychological state. PloS One. 2018;13(2):0192323.
[10]Cmar JL, Markoski K. Promoting self-determination for students with visual impairments: A review of the literature. J Visual Impair Blin. 2019;113(2):100-13.
[11]Payne G, Isaacs L. Human motor development: A lifespan approach. London: Routledge; 2017.
[12]Rainey L, Elsman EBM, Van Nispen RMA, Van Leeuwen LM, Van Rens GHMB. Comprehending the impact of low vision onthe lives of children and adolescents: A qualitative approach. Qual Life Res. 2016;25(10):2633-43.
[13]Vervloed MPJ, Van Den Broek ECG, Van Eijden AJPM. Critical review of setback in development in young children with congenital blindness or visual impairment. Int J Disabil Dev Educ. 2020;67(3):336-55.
[14]Aleman-Ramirez C. Gait of individual with visual impairment: Literature review. MHSalud. 2020;17(1):64-74.
[15]Pashmdarfard M, Amini M, Amini M. Rehabilitation of blind people and people with low vision in Iran. Iran Rehabilit J. 2016;14(2):77-84. [Persian]
[16]Case-Smith J, Obrien JC. Occupational therapy for children and adolescents. Amsterdam: Elsevier Health Sciences; 2014.
[17]Sajedi F, Barati H. The effect of perceptual motor training on motor skills of preschool children. Iran Rehabilit J. 2014;12(19):14-7. [Persian]
[18]Bakke HA, Cavalcante WA, Oliveira IS, Sarinho SW, Cattuzzo MT. Assessment of motor skills in children with visual impairment: A systematic and integrative review. Clin Med Insights Pediatr. 2019;13:1-10.
[19]Booth FW, Roberts CK, Thyfault JP, Ruegsegger GN, Toedebusch RG. Role of inactivity in chronic diseases: Evolutionary insight and pathophysiological mechanisms. Physiol Rev. 2017;97(4):1351-402.
[20]Kashi A, Sarlak Z, Naqibi S. The effect of tile training package on improving information processing speed and reducing psychological and neurological complications in men with Down syndrome. J Motor Behav. 2014;5(14):47-66. [Persian]
[21]Rajabi S, Alimoradi K. Comparison of spatial memory and spatial orientation between blind, sighted and healthy people. J Except Child. 2016;16(3):49-64. [Persian]
[22]Bruininks RH, Bruininks BD. Bruininks-Oseretsky test of motor proficiency (BOT-2). London: Pearson; 2005.
[23]Rasoli N, Ghasemi A. The effects of eight weeks motor intervention on academic achievement and fine motor skills students fall behind in school. J Motor Behav Sci. 2019;1(1):18-28. [Persian]
[24]Soltanikouhbanani S, Zarenezhad S. The effectiveness perceptual skills rebuilding program on improving motor problem in students with developmental coordination disorder. Rehabilit Med. 2020;1(2):34-58. [Persian]
[25]Davis P. Including children with visual impairment in mainstream schools: A practical guide. London: Routledge; 2013.
[26]Chen D, editor. Essential elements in early intervention: Visual impairment and multiple disabilities. Arlington County: American Foundation for the Blind; 2014.
[27]audiogames.net [Internet]. Unknown City: Audio Games; 2016 [Cited 2018, January 1]. Available from: https://www.audiogames.net/.
[28]Better world ed. Social emotional learning stories that weave math, literacy, empathy and our shared humanity [Internet]. Unknown City: Better World ed; 2017 [Cited 2020, June 10]. Available from: https://betterworlded.org/
[29]pinterest.com [Internet]. San Francisco: Pinterest; 2018 [Cited 2020, March 22]. Available from: https://www.pinterest.com/.
[30]Brian A, Bostick L, Starrett A, Klavina A, Miedema ST, Pennell A, et al. The effects of ecologically valid intervention strategies on the locomotor skills of children with visual impairments. Adapt Phys Activ Q. 2020;37(2):177-92.
[31]Chokron S, Kovarski K, Zalla T, Dutton GN. The inter-relationships between cerebral visual impairment, autism and intellectual disability. Neurosci Biobehav Rev. 2020;114:201-10.
[32]Ghasemifard F, Mirzaeie H, Jafari Oori M, Hosseini SA, Riazi A, Hooshmandzadeh N. Psychometric properties of gross motor development test in children with visual impairment in Tehran. J Paramed Sci Rehabilit. 2020;9(3):31-8. [Persian]
[33]Juliana IJ, Izuagbe R, Itsekor V, Fagbohun MO, Asaolu AO, Nwokeoma N. The role of the school library in empowering visually impaired children with lifelong information literacy skills. Pennsylvania: IGI Global; 2018.
[34]Yousefian M, Yousefi S, Najafifard T, Ahmadi F. The effect of mobility training and initial orientation on advanced motor skills of Tehran visual impairment boys aged between 5 to 14. Shenakht J Psychol Psychiatry. 2016;3(1):102-12. [Persian]
[35]Schwab S, Memmert D. The impact of a sports vision training program in youth field hockey players. J Sports Sci Med. 2012;11(4):624-31.
[36]Piekarski S, Lajoie Y, Paquet N. Effect of transient perturbations of short-term memory on target-directed blind locomotion. J Mot Behav. 2018;50(1):2-7.
[37]Cattaneo Z, Vecchi T, Cornoldi C, Mammarella I, Bonino D, Ricciardi E, et al. Imagery and spatial processes in blindness and visual impairment. Neurosci Biobehav Rev. 2008;32(8):1346-60.
[38]Ahmadi Barati A, Ahmadi Barati S, Ghaeini S, Behpour N, Letafatkar A. Comparing the effect of mental, physical and mental-physical exercises on the balance capability of blind students. J Res Rehabilit Sci. 2013;9(3):415-23. [Persian]
[39]Cuturi LF, Aggius-Vella E, Campus C, Parmiggiani A, Gori M. From science to technology: Orientation and mobility in blind children and adults. Neurosci Biobehav Rev. 2016;71:240-51.