Dual-Task Balance Training for Motor Skill Development among Children with Intelligence Quotient Discrepancy.

Ebrar Atak,Zeliha Candan Algun,Marco Tramontano

doi:10.1155/2022/2822171

Ebrar Atak, Zeliha Candan Algun + Show 1 more

Open Access

https://doi.org/10.1155/2022/2822171

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Abstract

The motor skills of people with mental disabilities are reportedly reduced compared with those of their peers. Therefore, any task incorporating both motor and cognitive skills was hypothesized to provide better motor recovery. The aim of this study is to find the effect of dual-task balance training (DTBT) on motor skill development in children of 6–13 years with intelligence quotient discrepancy (IQD) (score: 50–79). Overall, 30 individuals with mental disabilities aged 6–13 years having an IQ score of 50–79 were included. The participants were randomly divided into two groups that received dual-task training and standard balance training, respectively. IQ was measured with the Wechsler Intelligence Scale for Children-Revised, motor proficiency with the Bruininks–Oseretsky test, reaction time with COGNIBOARD, and balance with Functional Reach Test scores. Intervention was provided twice a week for 12 consecutive weeks. Participants in both groups showed higher test scores in all tests after the training program. Both training programs positively affected the motor performance of the participants. The DTBT was more effective in improving balance performance than the standard balance training. DTBT is a better tool than conventional balance training for improving motor skills and balance in children of 6–13 years with IQD (score: 50–79).

Highlights

Motor development is the process of generating, controlling, and using physical forces in bringing about movements that range from involuntary to voluntary
One of the common IQ problems seen in school-going children is intelligence quotient discrepancy (IQD), which is defined as the difference between verbal IQ and performance IQ obtained from the Wechsler Intelligence Scale [5]
We found from literature that during dual-task activity, cognitive resources are essential in postural control like standing [9] and walking unlike in normal circumstances [10] among children and adolescents

Summary

Introduction

Motor development is the process of generating, controlling, and using physical forces in bringing about movements that range from involuntary to voluntary. Recent theories state that executing a new motor skill will result in a new cognitive process that forms more neural networks and motor programs for future tasks. This enhances their perceptual skills by interacting with new objects and people in the environment. With adaptive motor behavior heavily depending on cognitive development, training motor skills among patients with cognitive deficits become a major challenge. It is proven in the past that IQD coexists with neurological deficits ranging from simple reading disabilities and arithmetic disabilities to complex language, speech, or learning difficulties [6]

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