Effects Of Perceptual-Motor Training Research Articles

Effects of Perceptual-motor Training on Collision Judgments with Peripheral Prism Expanded Vision.

Peripheral prisms (p-prisms) improve blind-side detection of hazards in hemianopia by shifting the image of the hazard into the intact visual field. Collision judgments can be made accurately after detection by using a gaze shift to fixate the hazard in the prism-free portion of the lens, but this is slow relative to normal peripheral vision. A prior study found that prism adaptation for visual direction did not occur with general wear. We developed a perceptual-motor training regimen that resulted in accurate pointing at p-prism targets after six 1-hour sessions. This study aimed to determine if improvements in pointing accuracy from perceptual-motor training generalized to collision judgments during simulated walking. Participants with hemianopia (n = 13) made collision judgments in virtual reality for a person appearing 0.4 to 13.5° from the walking path. Judgments were measured under fixed gaze, requiring collision judgments via the p-prism image only, and free gaze, representing a more natural scenario. Measurements were made without and with p-prisms immediately after fitting, after a 2-week acclimation, after training, and 3 months later. Controls (n = 13) did one visit without p-prisms. Controls had 100% detection and symmetrically distributed collision judgments for the central 33 and 36% of hazards under fixed gaze and free gaze, respectively. In hemianopia, the seeing side was not different from controls. Blind-side detection was reduced without p-prisms to 40% fixed gaze and 82% free gaze and improved with p-prisms to 99% fixed gaze and 97% free gaze (P < .001). When first worn, fixed-gaze prism side collisions were 63 versus 37% on the seeing side and 41 versus 39% for free gaze (P < .001). There was a small improvement for fixed gaze after the 2-week acclimation (53%, P < .001), but no improvements from training or an additional 3 months of use. P-prisms improved detection, but collision judgments were inaccurate when seen only via the p-prisms and did not improve with perceptual-motor training. Patients should continue to be advised to turn their head and eyes to fixate the hazard after detection.

The Effect of Perceptual-Motor Training on Executive Functions in Children with Non-Verbal Learning Disorder.

PurposeResearch shows an atypical cognitive process in children with nonverbal learning disorder (NLD) compared to typically developing children, but a wealth of information indicates that physical activity can influence cognitive processes. However, little is known about the effects of perceptual-motor training and its impact on the cognitive process of children with NLD. Thus, the major goals of this study are to compare the executive functions (EFs) in children with NLD with typically developing children and then to investigate the effect of perceptual-motor training on EFs of children with NLD.MethodsTo achieve the first goal, 400 typically developing (IQ >80) and NLD children (7–13 years old) were randomly selected in the city of Mashhad, Iran, during the period 2017–2018. As for the second goal, 50 children with NLD were randomly assigned to an experimental or control group. To evaluate executive functions, Delis–Kaplan executive function system test was used at the pretest, posttest, and 3-month follow-up. The experimental group received the Werner and Reini’s perceptual-motor training program in sixteen 45-min sessions (three sessions per week), but the control group did not receive any intervention.ResultsThe results showed that children with NLD were significantly weaker than typically developing children in London Tower Test (t (38) = −4.662, p <0.01), Trail Making Test (t (33.926) = −3.11, p <0.01), Card Sorting Test (t (38) = −3.427, p <0.01), and Stroop Color Test (t (30.035) = −5.876, p <0.01). The Pilates training had an obvious effect on enhancing the performance of participants in the experimental group (p<0.001), but similar results were not observed in the control group.ConclusionChildren with NLD have problems in EFs, but perceptual-motor training can be used as an effective intervention for these children.

Analysis of Kavale and Mattson's "balance beam" study (1983): criteria for selection of articles.

The effects of perceptual motor training in children with learning disabilities have been hotly debated for many years. Proponents have included many of the pioneers in the fields of learning disabilities and motor development. Among the challenges perhaps the most sophisticated one has been the meta-analysis by Kavale and Mattson. Their conclusion was that perceptual motor training was not an effective intervention for children with disabilities. The purpose of this project was to analyze critically the Kavale and Mattson meta-analysis from the perspective of an adapted physical educator and to consider the validity of this meta-analysis when examining multiple interventions dealing with a multitude of disabilities. A critical analysis of all 180 studies question their conclusions.

Effects of a Perceptual-Motor Training Program on Kindergarten Children

The immediate and long-term effects of perceptual-motor training on kindergarten children (6 girls, 4 boys) were measured by the Gesell Copy Forms Test. A significant increase from the pretest to the first posttest was made by the experimental group but none by the control group ( ns = 5). The second posttest showed that these gains were relatively long-term rather than short-term.

Effects of Perceptual-Motor Training on Preschool Children: A Multivariate Approach

Abstract This study was designed to assess the effects of a specifically designed perceptual-motor training program on the level of perceptual-motor development, self-concept, and academic ability of kindergarten children. Subjects for the study were 40 kindergarten children randomly assigned to 1 of 2 groups. Each group received the same kindergarten program with one exception, the experimental group was exposed to a specifically designed perceptual-motor program 30 min daily for 5 mo, while the control group received a free play period for 30 min daily. Results of the study indicated that the data tended to support the specificity of training concept. The variables showing the greatest change were the perceptual-motor tests which measured changes on specific aspects of the training program. There appeared to be some immediate transfer to academic abilities but this was not pronounced enough to suggest that perceptual-motor training was of real benefit in developing academic abilities for normal kinderga...

Effects of perceptual-motor training and manuscript writing on reading readiness skills in kindergarten.

Effects of perceptual-motor training and manuscript writing on reading readiness skills in kindergarten.

Effects of perceptual-motor training on the educable mentally retarded.

Effects of perceptual-motor training on the educable mentally retarded.

The Effect of Perceptual-Motor Training on Reading Achievement

The Effect of Perceptual-Motor Training on Reading Achievement