Comparison of the Impact of Body Percussion Exercises on Executive and Balance Performance in Intellectually Disabled and Healthy Girls of Ramhormoz City
Keywords:
Balance, Executive Function, Intellectually Disabled Children, Body PercussionAbstract
Objective: The purpose of the present study was to compare the effects of body percussion exercises on the executive and balance performance of children with intellectual disabilities and their healthy counterparts.
Methods and Materials: The statistical population included healthy children and those with intellectual disabilities from Ramhormoz city, from which 20 healthy children (10 experimental, 10 control) and 20 children with intellectual disabilities (10 experimental, 10 control) aged 9 to 11 years were selected to participate in this research through pre-test and post-test evaluations using the Continuous Performance Test (sustained attention), Stroop Color and Word Test (response inhibition), Stork Stand (static balance), and Heel-Toe Walking (dynamic balance). The experimental groups (both healthy and with disabilities) received the selected body percussion intervention program in 45-minute group sessions twice a week for 8 weeks; however, the control groups (both healthy and with disabilities) engaged in usual school activities. Data analysis was performed using covariance analysis at the significance level of p ≤ 0.05.
Results: The results showed that the effect of body percussion exercises on sustained attention (p = 0.001), response inhibition (p = 0.001), and static and dynamic balance (p = 0.001) was significant, and participants in the experimental groups performed better than those in the control groups (p = 0.001).
Conclusions: Based on the findings, it seems that body percussion exercises are a beneficial intervention for improving motor and cognitive skills in both healthy children and those with intellectual disabilities; therefore, it is recommended that these exercises be used in physical education programs in schools and rehabilitation centers.
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