Effectiveness of Exercises (Fitness and Aerobic) in the Executive Functions of Problem-Solving Process and Speed of Action in Children with Dyscalculia

Document Type : Original Article

Authors

1 Ph.D. Student in Exceptional Child Psychology and Education, Science and Research Branch, Islamic Azad University, Tehran, Iran

2 Professor of Psychiatry and Neurology, Iran University of Medical Sciences, Tehran, Iran

3 Assistant Professor of Psychology, Faculty of Psychology and Educational Sciences, Central Tehran Branch, Islamic Azad University, Tehran, Iran

4 Assistant Professor, Exceptional Child Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran

Abstract

Background: Cognitive rehabilitation and the application of sports exercises is one of the issues that can help improve the performance indicators of children with disabilities.
 
Objective: The present study aimed to determine the effectiveness of exercise (aerobics, aerobics, and fitness) in executive functions of the problem-solving process and speed of action in children with dyscalculia.
 
Methods: This quasi-experimental study was performed based on a pretest-posttest control group design. The statistical population of the study consisted of all male and female students referring to the White Tree Club and the Mentality Psychology Clinic in 2020. Among this population, 24 qualified volunteers were included in the study by convenience sampling method and randomly assigned to two groups of experimental and control (n=12 in each group). Research instruments included the KMat test (Kendall, 1986), the London Tower test (Shalis, 1982), and the Stroop test (1935). Data were analyzed in SPSS software (version 24) using the univariate analysis of covariance at a significance level of 0.05.
 
Results: The results of data analysis demonstrated that after removing the effect of the pre-test, there was a statistically significant difference between the two groups in the mean scores of executive functions of the problem-solving process (P<0.001) and speed of action (P<0.001) in the post-test.
 
Conclusion: As evidenced by the results of this study, it can be concluded that exercise can be used in children with dyscalculia and is effective in improving the executive functions of the problem-solving process and speed of action.
 

Keywords

Open Access Policy: This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. To view a copy of this licence, visit https://creativecommons.org/licenses/by/4.0/

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