نوع مقاله : مقاله پژوهشی
نویسندگان
گروه علوم ورزشی، دانشکده ادبیات و علوم انسانی، دانشگاه شهرکرد، شهرکرد، ایران
کلیدواژهها
موضوعات
عنوان مقاله English
نویسندگان English
Mental disability is a complex condition characterized by deficits in physical, psychological, social, and educational development, profoundly affecting all aspects of an individual's life (1). It is defined by an intelligence quotient (IQ) below 70 (2). Various classification methods exist, with the educational category facing more pronounced challenges in learning but demonstrating better responsiveness to educational interventions (3). Individuals with mental disability commonly experience difficulties in concentration, balance, impulse control, and memory due to impaired neurocognitive functions (4). This study aims to evaluate the effects of a combined strength and balance training program on static balance and concentration in educable individuals with mental disabilities.
Materials and Methods
This quasi-experimental study was conducted on a statistical population of 144 mentally disabled individuals from Ben City, Chaharmahal and Bakhtiari Province. Following screening against inclusion criteria and informed consent from guardians, 24 participants were selected via convenience sampling and randomized into an experimental group (n = 12) and a control group (n = 12). Inclusion criteria included IQ ranging from 50 to 75, capacity and willingness to participate, absence of neuroleptic or balance/concentration-affecting drug use, no recent musculoskeletal injuries or surgeries impairing gait or balance, no neuromuscular disorders, and normal or corrected vision without glasses. Exclusion criteria encompassed musculoskeletal pain during testing or reliance on assistive devices for balance or ambulation.
Participants were assessed using static balance tests—right leg stork, left leg stork, Romberg, and sharpened Romberg—as well as concentration measured via the digit span task of the Wechsler Adult Intelligence Scale – Fourth Edition. The experimental group undertook a combined strength and balance exercise regimen three times weekly for eight weeks, replacing the center’s existing exercise protocol (9,10). Exercises were individualized and progressively intensified following principles of overload, progression, and individual variability. Movements were selected based on participants’ comprehension and motor abilities under supervision.
Statistical analyses employed ANCOVA to control for pretest effects in between-group comparisons and paired t-tests for within-group analyses, with significance set at p < 0.05.
Findings
Participants’ demographics were as follows: mean age 20.31 ± 6.3 years (control) and 29.67 ± 2.83 years (experimental); mean height 167.85 ± 9.44 cm (control) and 166.02 ± 5.71 cm (experimental); mean weight 67.33 ± 6.12 kg (control) and 62.72 ± 3.96 kg (experimental).
The ANCOVA revealed significant post-intervention differences favoring the experimental group in static balance measures across all tests (p = 0.001), with improved scores in right stork, left stork, Romberg, and sharpened Romberg tests compared to controls. Concentration scores, assessed via digit span, also showed significant improvement in the experimental group (p = 0.001). Within-group paired t-tests indicated enhancements in static balance (stork, Romberg, sharpened Romberg) in the experimental group and in sharpened Romberg and concentration in the control group, attributed to ongoing general exercises.
Conclusion
The combined strength and balance training protocol effectively improved static balance and concentration in educable mentally disabled individuals. Neurologically, strength gains may be attributed to enhanced neural activation, increased motor neuron firing, and reduced inhibitory action from Golgi tendon organs. These physiological adaptations contribute to improved muscle function and coordination. Given that attention in educable individuals is experience-dependent, enriched environments and tailored exercise platforms facilitate cognitive and motor development. Enhancing static balance and concentration is crucial for injury prevention and fostering independence in this population. Consequently, multifaceted training addressing motor, physical, and cognitive domains appears superior to isolated interventions.
Article Message
This study demonstrates that combined exercise regimens significantly enhance motor abilities and concentration in individuals with learning disabilities, translating to improved quality of life and daily functioning. These findings provide an evidence base for the development of specialized educational and physical activity programs tailored to this population's needs.
Ethical Considerations
The study protocol was approved by the Ethics Committee of Shahrekord University (IR.SKU.REC.1403.036). Participant privacy, informed consent, and data confidentiality were maintained according to ethical guidelines.
Authors’ Contributions
Conceptualization and Design: Khodabakhshi, Mohammadi
Data Collection: Khodabakhshi
Statistical Analysis and Interpretation: Rabiei
Supervision: Mohammadi
Manuscript Drafting: Khodabakhshi, Mohammadi
Final Editing: Mohammadi
Conflict of Interest
The authors declare no conflicts of interest.
Acknowledgments
This research stems from a master’s thesis. The authors sincerely appreciate all participants who generously contributed their time and effort.
کلیدواژهها English
