Volume 3, Issue 4 (December 2021)                   IEEPJ 2021, 3(4): 633-642 | Back to browse issues page

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Amooei M, Farsi A, Salehi H. (2021). Comparison of Skill-Based, Strength-Based, and Combined Training on Eye-Hand Coordination in Educable Children with Intellectual Disabilities. IEEPJ. 3(4), 633-642. doi:10.52547/ieepj.3.4.633
URL: http://ieepj.hormozgan.ac.ir/article-1-1153-en.html
Comparison of Skill-Based, Strength-Based, and Combined Training on Eye-Hand Coordination in Educable Children with Intellectual Disabilities
Maryam Amooei1 , Alireza Farsi *2 , Hamid Salehi3
1- Department of Physical Education, Farhangian University, Tehran, Iran
2- Associate Professor of Behavioral and Cognitive Sciences in Sport, Faculty of Sport Sciences and Health, Shahid Beheshti University, Tehran, Iran , ar.farsi@gmail.com
3- Associate Professor, Motor Behavir, Faculty of Sport Sciences, University of Isfahan, Isfahan, Iran
Abstract:   (31 Views)
This study examined the effects of skill-based, strength-based, and combined training programs on eye–hand coordination in educable children with intellectual disabilities. Using a quasi-experimental pretest–posttest design with a control group, the study involved female elementary students with intellectual disabilities in Isfahan, Iran, during the 2012–2013 academic year. Thirty-four students aged 7–14 years (mean age 12.26±1.89) were selected through convenience sampling and evenly assigned to four groups based on pretest scores. The three experimental groups participated in their respective training programs for eight weeks (three 45-minute sessions per week), while the control group followed routine school activities. Eye–hand coordination was assessed using the Vienna Test System (MLS) tracking task (Form S2), which measures number of errors, error time, and total time. Data were analyzed using mixed-design ANOVA (4 groups × 2 phases) and Bonferroni post‑hoc tests in SPSS 21. Results showed that all three training programs significantly reduced the number of errors (p<0.05). Skill-based training, similar to the control group’s routine activities, did not significantly change error time (p≥0.05). In contrast, both strength-based and combined training produced significant reductions in error time (p<0.05). Overall, combined training yielded the most comprehensive improvements across measures. These findings indicate that structured physical activity—particularly programs incorporating strength or multimodal components—can effectively enhance eye–hand coordination in educable children with intellectual disabilities. Integrating such targeted exercise interventions into their weekly schedule may support better motor functioning and contribute to improved daily performance.
Keywords: Intellectual disability, Eye-hand coordination, Vienna Test System, Exercise training
Full-Text [PDF 399 kb]   (27 Downloads)    
Type of Study: Original | Subject: Evolutionary Psychology
Received: 2021/02/14 | Accepted: 2021/07/25 | Published: 2021/12/1
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