fa تأثیر تمرین انفرادی و زوجی برایتونیک بر کارکردهای اجرایی کودکان با کم توانی ذهنی تخصصي Special پژوهشي Research <div style="text-align: justify;"><span style="font-size:12px;"><span style="font-family:Tahoma;"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span class="MsoBookTitle" style="letter-spacing:0.25pt"><span style="font-weight:bold"><span style="font-style:italic"><span lang="AR-SA"><span style="font-style:normal">&nbsp;هدف</span><span style="font-weight:normal"><span style="font-style:normal">: کودکان کم &shy;توان ذهنی در مهارت&shy; های حرکتی پایه در سطح پایین&shy;تری قرار دارند و یادگیری در این کودکان زمان بیشتری می&shy;برد. این تحقیق با هدف بررسی تأثیر تمرین انفرادی و زوجی برایتونیک بر کارکردهای اجرایی کودکان با کم &shy;توانی ذهنی انجام شد.</span></span><span style="font-style:normal">روش&shy;:</span><span style="font-weight:normal"><span style="font-style:normal"> روش پژوهش نیمه تجربی بود که با طرح پیش‌آزمون و پس‌آزمون با گروه گواه انجام شد. جامعه آماری پژوهش، کودکان 8 تا 12 سال با میانگین سنی (39/1 </span></span></span></span></span></span><span class="MsoBookTitle" style="letter-spacing:0.25pt"><span style="font-weight:bold"><span style="font-style:italic"><span lang="AR-SA"><span style="font-weight:normal"><span style="font-style:normal">&plusmn;</span></span></span></span></span></span><span class="MsoBookTitle" style="letter-spacing:0.25pt"><span style="font-weight:bold"><span style="font-style:italic"><span lang="AR-SA"><span style="font-weight:normal"><span style="font-style:normal"> 8/9) دختر و پسر دارای معلولیت ذهنی شهرستان الیگودرز بودند که از بین آن‌ها به‌صورت نمونه‌گیری در دسترس 30 نفر انتخاب شد. شرکت‌کنندگان به‌صورت تصادفی به سه گروه 10 نفری تقسیم‌‌بندی شدند و در 21 جلسه 30 دقیقه &shy;ای طی هفت هفته در برنامه تمرینی شرکت کردند. جهت سنجش کارکردهای اجرایی از پرسشنامه بریف استفاده شد. برای پردازش داده‌ها از نرم‌افزار </span></span></span></span></span></span><span class="MsoBookTitle" style="letter-spacing:0.25pt"><span style="font-weight:bold"><span style="font-style:italic"><span dir="LTR"><span style="font-weight:normal"><span style="font-style:normal">SPSS</span></span></span></span></span></span><span class="MsoBookTitle" style="letter-spacing:0.25pt"><span style="font-weight:bold"><span style="font-style:italic"><span lang="AR-SA"><span style="font-weight:normal"><span style="font-style:normal"> نسخه 26 و برای تحلیل داده‌ها از آزمون کوواریانس و آزمون تعقیبی بونفرونی استفاده شد. در کلیه آزمون</span></span></span><span dir="LTR"><span style="font-weight:normal"><span style="font-style:normal">&shy;</span></span></span><span lang="AR-SA"><span style="font-weight:normal"><span style="font-style:normal">های آماری سطح معناداری 0.05 در نظر گرفته شد.</span></span><span style="font-style:normal">یافته</span></span><span dir="LTR"><span style="font-style:normal">&shy;</span></span></span></span></span><span class="MsoBookTitle" style="letter-spacing:0.25pt"><span style="font-weight:bold"><span style="font-style:italic"><span lang="AR-SA"><span style="font-style:normal">ها</span></span></span></span></span><span class="MsoBookTitle" style="letter-spacing:0.25pt"><span style="font-weight:bold"><span style="font-style:italic"><span lang="AR-SA"><span style="font-weight:normal"><span style="font-style:normal">: نتایج تحلیل واریانس نشان داد که در مؤلفه‌های مورد بررسی پژوهش تفاوت معناداری بین گروه</span></span></span></span></span></span><span class="MsoBookTitle" style="letter-spacing:0.25pt"><span style="font-weight:bold"><span style="font-style:italic"><span dir="LTR"><span style="font-weight:normal"><span style="font-style:normal">&shy;</span></span></span></span></span></span><span class="MsoBookTitle" style="letter-spacing:0.25pt"><span style="font-weight:bold"><span style="font-style:italic"><span lang="AR-SA"><span style="font-weight:normal"><span style="font-style:normal">های تحت بررسی وجود دارد. کارکردهای اجرایی در گروه تمرین به‌صورت فردی و زوجی از گروه گواه بهتر بود و همچنین عملکرد گروه زوجی در متغیرهای تحت بررسی به‌طور معناداری از عملکرد گروه فردی بهتر بود</span></span></span></span></span></span> <span lang="AR-SA"><span style="background:white"><span style="color:black">(</span></span></span><span lang="AR-SA"><span style="background:white"><span style="color:black">001/0=</span></span></span><span dir="LTR"><span style="background:white"><span style="color:black">P</span></span></span><span lang="AR-SA"><span style="background:white"><span style="color:black">).</span></span></span><span class="MsoBookTitle" style="letter-spacing:0.25pt"><span style="font-weight:bold"><span style="font-style:italic"><span lang="AR-SA"><span style="font-style:normal">نتیجه&shy; گیری</span><span style="font-weight:normal"><span style="font-style:normal">: اجرای برنامه فعالیت بدنی برایتونیک اثر مثبت و معناداری بر بهبود کارکردهای اجرایی کودکان با کم&shy; توانی ذهنی دارد. به نظر می</span></span></span></span></span></span><span class="MsoBookTitle" style="letter-spacing:0.25pt"><span style="font-weight:bold"><span style="font-style:italic"><span lang="AR-SA"><span style="font-weight:normal"><span style="font-style:normal">&shy;</span></span></span></span></span></span><span class="MsoBookTitle" style="letter-spacing:0.25pt"><span style="font-weight:bold"><span style="font-style:italic"><span lang="AR-SA"><span style="font-weight:normal"><span style="font-style:normal">رسد می</span></span></span></span></span></span><span class="MsoBookTitle" style="letter-spacing:0.25pt"><span style="font-weight:bold"><span style="font-style:italic"><span lang="AR-SA"><span style="font-weight:normal"><span style="font-style:normal">&shy;</span></span></span></span></span></span><span class="MsoBookTitle" style="letter-spacing:0.25pt"><span style="font-weight:bold"><span style="font-style:italic"><span lang="AR-SA"><span style="font-weight:normal"><span style="font-style:normal">توان از این تمرینات به‌عنوان مداخله &shy;ا&shy;ی هدفمند به‌صورت فردی </span></span></span></span></span></span><span class="MsoBookTitle" style="letter-spacing:0.25pt"><span style="font-weight:bold"><span style="font-style:italic"><span lang="FA"><span style="font-weight:normal"><span style="font-style:normal">یا</span></span></span><span lang="AR-SA"><span style="font-weight:normal"><span style="font-style:normal"> زوجی جهت بهبود عملکرد حرکتی این کودکان استفاده شود.</span></span></span></span></span></span></span></span></span></span></span></div> <div style="text-align: justify;"><span style="font-size:14px;"><span style="font-family:Times New Roman;"><span style="line-height:normal"><strong>Objective</strong><b>:</b> Children with intellectual disability get lower scores in basic motor skills than healthy people and need more time to learn than normal people. This research was conducted with the aim of investigating the effect of individual and dyad Brailletonik training on executive functions of children with intellectual disability.<b>Method:</b> The research method was semi-experimental, which was carried out with a pre-test and post-test design with a control group. The statistical population of the research was children aged 8 to 12 years with an average age of 9.8 &plusmn; 1.39, boys and girls with mental retardation in Aligoudarz city, from which 30 people were selected through available sampling. The participants were randomly divided into three groups of 10 people and performed the exercise program in 21 sessions of 30 minutes during seven weeks. To measure executive functions, a brief questionnaire was used. Spss version 26 software was used for data processing and covariance test and Bonferroni post hoc test were used for data analysis. In all statistical tests, a significance level of 0.05 was considered.<b>Result:</b> The results of analysis of variance showed that there is a significant difference between the groups under investigation in all the investigated components of the research. The results of Bonferroni&#39;s post hoc test indicated that the control group had a weaker performance than the individual and couple groups. The executive functions in the training group individually and dyad were better than the control group, and the performance of the dyad group in the variables under investigation was significantly better than the performance of the individual group (P&ge;0.05).<b>Conclusion:</b> Brailletonik physical activity program has a significant positive effect on improving balance, reaction time and executive functions of children with intellectual disability. It seems that these exercises can be used as a targeted intervention individually or dyad to improve the movement performance of these children.</span></span></span></div> کارکردهای اجرایی, کم توانی ذهنی, برایتونیک executive functions, intellectual disability, Brailletonik 81 92 http://joec.ir/browse.php?a_code=A-10-2147-1&slc_lang=fa&sid=1 zohreh janbozorgi زهره جان بزرگی zohrehj75@gmail.com 100319475328460016943 100319475328460016943 No M.A of Motor learning and Control, Faculty of Sport Sciences, Arak University, Arak, Iran. دانشکده علوم ورزشی دانشگاه اراک hasan khalaji حسن خلجی phd.khalaji@yahoo.com 100319475328460016944 100319475328460016944 No Associate Professor, Department of Motor Behavior and Sport Psychology, Faculty of Sport Sciences, Arak University, Arak, Iran. دانشگاه اراک jalil moradi جلیل مرادی jalilmoradi@gmail.com 100319475328460016945 100319475328460016945 Yes Associate Professor, Department of Motor Behavior and Sport Psychology, Faculty of Sport Sciences, Arak University دانشگاه اراک