Effect of a Perceptual-Motor Skills Training Program on Selective Attention and Improving Theory of Mind in Children Aged 8-12 Years

Document Type : Original article

Authors

1 PhD, Assistant Professor in Motor Behavior, Institute of Physical Education and Sport Sciences, Tehran, Iran

2 MSc in Motor Behavior, Science and Research Branch, Islamic Azad University, Tehran, Iran

3 PhD, Department of Motor Behaviour, Sport Science Research Institute of Iran (SSRI), Tehran, Iran

Abstract

Background and Aims: Theory of mind, as the central core of social cognition, is one of the
important components of psycho-social development during childhood and selective attention plays a critical role in developing the advanced aspects of this theory. Various interventions have been suggested so far for the rehabilitation of children with disorders, but deisgning interventions based on the perceptual-motor abilities have been overlooked. In the present study, therefore, the effect of a perceptual-motor skills training program on selective attention and improving theory of mind in children aged 8-12 years was studied.
Materials and Methods: The research method used was quasi-experimental with pre- and post-test design with a control group. A total of 24 girls, with an average age of 10.5 years, were selected among all students in Tehran and were randomly divided into two experimental and control groups (12 individuals in each group). Stroop and theory of mind tests were used to measure the variables before and after the experimental period (16 sessions, each session for 45 minutes, 4 session per week, for one month). The experimental protocol consisted of training perceptual-motor skills with emphasis on balance, spatial awareness, temporal awareness, body awareness, and lateralization. Data analysis
was performed using covariance analysis at the 95% confidence level.
Results: The effects of group on selective attention (p=0.015), recognition of emotions and pretense (p>=0.023), understanding of false belief (p>=0.011), and understanding of humor and second-order false belief (p>=0.048) were significant after controlling for the effects of pre-test levels. Therefore, the experimental group, as compared with the control group, had shorter Stroop time and higher levels of theory of mind. Also, the effect size of experimental intervention on the advanced aspects of theory of
mind was smaller than that of the primary aspects (0.17 vs. 0.35).
Conclusion: Perceptual-motor skills training is effective in improving selective attention and
development of theory of mind in healthy girls aged 8 to 12 years, but there is a need for more complex interventions with an emphasis on interpersonal interaction in order to influence the more advanced aspect of theory of mind (understanding of humor and second-order false belief).

Keywords

Main Subjects

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The Scientific Journal of Rehabilitation Medicine
Volume 9, Issue 2
July 2020
Pages 135-147

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History

  • Receive Date: 01 April 2019
  • Revise Date: 12 May 2019
  • Accept Date: 06 June 2019
  • First Publish Date: 21 June 2020

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