No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
The Effect of Gymnastic Exercises on Motor Skills in Autistic Children
Abstract
The aim of the present study was to evaluate the effect of 16 week of gymnastic exercises on motor and skills of children with autism. The statistical population consisted of autistic children in a charity centre in Karaj. Thirty autistic children 8-12 years of age, who were eligible to be included in the study, were randomly selected and assigned to two test and control groups. To evaluate motor development the short form of Bruininks-Oseretski test. The test group carried out gymnastic exercises for 16 weeks (3 sessions a week, with each session lasting for 45 minutes); the control group subjects were engaged in their daily activities during the period. One-way ANOVA was used to compare the two groups. There was a significant difference in the total motor skill scores between the two groups (P<0.05); however, there were no significant differences between the two groups in subscales such as the speed of running and agility, strength and the speed of reaction/response between the two groups (P>0.05). It can be concluded from the results of the present study that gymnastic exercises might have an effective role in improving motor skills of children with autism. © 2017, Indian Journal of Public Health Research and Development. All rights reserved.
... O total de participantes dos estudos foi de 284, dentro dos artigos que disponibilizam o sexo da criança em evidência, temos uma prevalência de 76% do público masculino e apenas 24% do feminino, com idades entre 6 e 12 (±9,64) anos. A data dos estudos variou de 2017 até 2022 (TSE et al., 2017;BARRIOS-FERNÁNDEZ et al., 2022;RAFIE et al., 2017;TOSCANO et al., 2017;KOZLOWSKI et al., 2020;YAMANER et al., 2022;ZAMANI et al., 2017). ...
... Os resultados dos estudos apontam uma melhora diante das habilidades motoras (TSE et al., 2017;RAFIE et al., 2017;YAMANER et al., 2022;ZAMANI et al., 2017), Artigos encontrados nas bases de dados (n = 788) ...
... Total de estudos incluídos na revisão (n = 7) Incluso coordenação (RAFIE et al., 2017;TOSCANO et al., 2017;KOZLOWSKI et al., 2020;YAMANER et al., 2022;ZAMANI et al., 2017), velocidade e agilidade (RAFIE et al., 2017;KOZLOWSKI et al., 2020;YAMANER et al., 2022), força (RAFIE et al., 2017;TOSCANO et al., 2017;KOZLOWSKI et al., 2020), equilíbrio (RAFIE et al., 2017;KOZLOWSKI et al., 2020;ZAMANI et al., 2017) x x X x x 5 Legenda: 2) Alocação aleatória, 3) Alocação cega, 4) Grupos similares, 5) Cegamento de participantes, 6) Cegamento de Terapeutas, 7) Cegamento de Avaliadores, 8) < 15% de perda amostral, 9) Análise por intenção de tratar, 10) Diferença entre grupos, 11) Medidas de tendência central e variabilidade Como resultado é apresentado melhora das crianças que tinham um estereótipo de batida de mão, já nas crianças que usavam estereótipos corporais, há recrutamento de mais entradas sensoriais vestibulares, e não apresentaram diferença ao grupo controle (TSE et al., 2017). Estudos com esta abordagem apresentam importante relevância e devem ser aplicados com a finalidade de compreender a influência dos fatores sensoriais na rotina de uma pessoa com TEA, assim como os aspectos positivos e/ou negativos, todavia, pode ser melhorado com exercícios físicos (TSE et al., 2017). ...
O Transtorno do Espectro Autista (TEA) é caracterizado pelo desenvolvimento atípico que afeta a vida de crianças influenciando na prática de atividade física, afetando por exemplo, o nível de atividade, questões de sobrepeso e obesidade. Objetivo: Identificar quais exercícios físicos que têm maior efeito na qualidade de vida em crianças com Transtorno do Espectro Autista (TEA). Método: Essa revisão é do tipo sistemática e seguiu as recomendações PRISMA. Resultados: Sete estudos foram incluídos na revisão. Os tipos de exercício variaram entre combinações, exercícios como treinamentos funcionais, força e exercícios aeróbicos. Os estudos apresentaram melhora na coordenação, habilidades motoras, velocidade, agilidade, força, equilíbrio, desempenho físico, controle visomotor, indicadores metabólicos, redução de estereotipias e melhora na qualidade de vida das crianças. Conclusão: Este estudo confirma a influência positiva dos diferentes tipos de exercício físico no desempenho e qualidade de vida em crianças com TEA, fornecendo evidências de que o exercício físico pode ser variado, conforme especificidade e preferência, assim como pode ser combinado, proporcionando inúmeros benefícios.
... The search identified 7972 studies. A total of 41 studies are included in the review (Ajzenman, Standeven, & Shurtleff, 2013;Alaniz, Rosenberg, & Beard, 2017;Arzoglou et al., 2013;Borgi et al., 2016;Brand, Jossen, Holsboer-Trachsler, Pühse, & Gerber, 2015;Bremer, Balogh, & Lloyd, 2015;Caputo et al., 2018;Cei, Franceschi, Rosci, Sepio, & Ruscello, 2017;Cheldavi, Shakerian, Shetab Boshehri, & Zarghami, 2014;Chu & Pan, 2012;Dickinson & Place, 2014;Edwards, Jeffrey, May, Rinehartc, & Barnetta, 2017;El Shemy & El-Sayed, 2018;Fragala-Pinkham, Haley, & O'Neil, 2011;Gabriels et al., 2012;Gabriels et al., 2015;Guest, Balogh, Dogra, & Lloyd, 2017;Hayward, Fragala-Pinkham, Johnson, & Torres, 2016;Henderson, Fuller, Noren, Stout, & Williams, 2016;Hilton et al., 2014;Ketcheson, Hauck, & Ulrich, 2017;Kokaridas, Demerouti, Margariti, & Krommidas, 2018;Lanning, Baier, Ivey-Hatz, Krenek, & Tubbs, 2014;Lourenco, Esteves, & Seabra, 2015;Najafabadi et al., 2018;Navaee, Abedanzadeh, Salar, & Sharif, 2018;Pan, 2010Pan, , 2011Pan et al., 2017;Rafie, Ghasemi, Zamani Jam, & Jalali, 2017;Samsudin & Low, 2017;Sarabzadeh, Azari, & Helalizadeh, 2019;Sarol & Cimen, 2015;Srinivasan et al., 2015;Taheri-Torbati & Sotoodeh, 2019;Toscano, Carvalho, & Ferreira, 2018;Travers et al., 2018;Tse, 2019;Tse & Masters, 2019;Wuang, Wang, Huang, & Su, 2010;Zamani, Talab, Sheikh, & Torabi, 2017). Table 1 includes study design, level of evidence, and strength of the research report for each study. ...
... Nine studies assessed outcomes of a motor activity intervention: two RCTs (Pan et al., 2017;Sarabzadeh et al., 2019), three non-randomized clinical trials (Arzoglou et al., 2013;Lourenco et al., 2015;Zamani et al., 2017), three prospective cohorts (Cei et al., 2017;Guest et al., 2017;Kokaridas et al., 2018), and one retrospective cohort (Hayward et al., 2016). These interventions included training of a motor activity, such as gymnastics, indoor climbing, a multi-sport camp, table tennis, Tai Chi Chuan, traditional Greek dance, trampoline, and soccer. ...
... Other reviews that focused on one type of motor intervention concluded that aquatic interventions improved swim skills (Dillon et al., 2017) and equine therapy interventions showed limited evidence for improving motor skills (Srinivasan, Cavagnino, & Bhat, 2018). We report improvements in swim skills after aquatic intervention (Pan, 2010(Pan, , 2011; locomotor skills after motor skill intervention (El Shemy & El-Sayed, 2018;Ketcheson et al., 2017;Sarabzadeh et al., 2019;Zamani et al., 2017); and manipulative skills after motor skill (Bremer et al., 2015;Ketcheson et al., 2017;Rafie et al., 2017;Sarabzadeh et al., 2019), motor activity (Lourenco et al., 2015), and simulated horse riding (Wuang et al., 2010) interventions. In these studies, a consistent finding is that children with ASD demonstrate improvement in the motor skills practiced. ...
Difficulty performing age-appropriate motor skills affects up to 83% of children with autism spectrum disorder. This systematic review examined the effect of motor and physical activity intervention on motor outcomes of children with autism spectrum disorder and the effect of motor learning strategies on motor skill acquisition, retention, and transfer. Six databases were searched from 2000 to 2019. Forty-one studies were included: 34 intervention studies and 7 motor learning studies. The overall quality of the evidence was low. Participants included 1173 children with autism spectrum disorder ranging from 3 to 19 years. Results from level II and III intervention studies supported that participation outcomes improved with a physical education intervention; activity outcomes improved with aquatic, motor activity, motor skill, and simulated horse riding interventions; and body structure and function outcomes improved with aquatic, exergaming, motor activity, motor skill, and simulated horse riding interventions. Results from level II and III motor learning studies supported that motor skill acquisition improved with visual, versus verbal, instructions but was not influenced by differences in instructional personnel. More rigorous research on motor intervention is needed with well-controlled study designs, adequate sample sizes, and manualized protocols. In addition, research on motor learning strategies is warranted as it generalizes across motor interventions.
... Walking Forward Heel to Toe Along a Line Test: Participants were required to walk heel to toe along a line for fifteen steps. The test was stopped if the participant deviated off the line, and the test was scored based upon the number of steps counted [11,[33][34][35][36][37][38][39]]. ...
... The CV%s that were deemed acceptable were based on a judgement made by the lead author. These CV%s were judged to be acceptable based upon a meta-analysis and percentage improvements following interventions in previous studies [11,26,27,30,[35][36][37][38][39]50]. The meta-analysis showed that the average Hedges' g following a balance intervention programme in autistic youth was 1.82 [27]. ...
Previous research has proven that the balance of autistic children is poor. However, the reliability of assessing balance in this cohort has been inadequately researched. This study therefore aimed to examine if field-based static and dynamic balance tests can be reliably assessed in autistic children, to determine the number of familiarisation sessions required and whether autistic severity impacts on the reliability of these balance tests. The balance of eighteen primary school-aged autistic children was assessed three times a week over five weeks, using the flamingo balance test, a modified version of the balance error scoring system (BESS), the low beam walking test, and the heel to toe walking test. Reliability criteria included an intraclass correlation coefficient (ICC) level of ≥0.75 and a coefficient of variance (CV%) of ≤46% for the low beam walking test, the heel to toe walking test, and the BESS, and a CV% of ≤82% or the flamingo balance test. Inter-session reliability was achieved and required the least number of familiarisation sessions for the flamingo balance test, compared to the low beam walking test, which required a greater number of familiarisation sessions to achieve inter-session reliability. The heel to toe walking test and the BESS achieved inter-session reliability and familiarisation in an acceptable time frame. Due to the large CV% values reported in the current study, practitioners need to be aware that balance interventions need to achieve improvements greater than the CV% in this cohort.
... Our systematic search produced 15 studies that fulfilled the above-mentioned criteria (Akyol & Pektas, 2018;Ansari et al., 2020;Arzoglou et al., 2013;Cai et al., 2020;El Shemy & El-Sayed, 2018;Huseyin, 2019;Kim et al., 2016;Lourenço et al., 2015aLourenço et al., , 2015bNajafabadi et al., 2018;Pan et al., 2016;Rafie et al., 2017;Sarabzadeh et al., 2019;Wuang et al., 2010;Zamani et al., 2017); and the first and second authors of this paper agreed on the selection of 12 of these 15 studies (80%) with disagreements for three studies. In one of these, the authors reported post-intervention mean scores (and SDs) and compared the intervention group with a control group that did not receive the treatment . ...
... For outcome measures, eight of the analyzed studies used Balance/Body Coordination scores from the Bruininks-Oseretsky Test of Motor Proficiency (BOTMP; (Bruininks, 1978;Bruininks & Bruininks, 2005)). More specifically, three studies (Najafabadi et al., 2018;Rafie et al., 2017;Wuang et al., 2010), used the original BOTMP (Bruininks, 1978), while five studies (El Shemy & El-Sayed, 2018;Lourenço et al., 2015aLourenço et al., , 2015bPan et al., 2016;Zamani et al., 2017) used the revised edition of the test (BOTMP-2; (Bruininks & Bruininks, 2005)). The BOTMP and BOTMP-2 are standardized, norm-referenced measures of fine and gross motor skills of children and youth. ...
Children with Autism Spectrum Disorder (ASD) often have deficits in motor skills, especially balance. This article presents a meta-analytic review of 15 intervention studies that aimed to improve balance in children and adolescents with ASD. Across these studies, there were 195 participants with ASD for whom pre-intervention and post-intervention balance scores were available. We measured the standardized mean difference (Hedges’ g) between their pre-intervention and post-intervention balance scores and found a large, positive effect from these balance interventions (standardized mean difference—1.82 (95% CI [1.34, 2.29]). Various balance intervention procedures were shown to be very efficacious for children and adolescents with ASD. Clearly, balance is a motor skill that is very susceptible to intervention efforts. We also provided recommendations to researchers regarding what information to include when conducting intervention studies.
Autism spectrum disorder (ASD) is a pervasive developmental disorder with limited social and communication skills, and limited and repetitive movements. Motor skills in these individuals may differ compared to their peers. It is known that it creates a special risk group because it increases the risk of heart diseases, diabetes and obesity. It is thought that physical activity will also be effective on individuals with autism in terms of proving that it is an effective tool in reducing these risks in individuals with normal development. Despite the partial success of standard treatment methods for ASD, there has been an increase in recent years that physical activity can have positive effects on children with autism. According to the studies examined, it is stated that physical activity reduces the maladaptive behavior patterns of people with ASD as well as physical development. In the studies reviewed in the literature, it has been determined that participation in physical activity in children with autism reduces stereotypic behaviors. In addition, it has been found that physical activity has positive effects on communication skills, sensory skills and academic skills of children with communication autism. In this review, the effects of physical activity interventions on individuals with ASD are discussed.
ResearchGate has not been able to resolve any references for this publication.