Errorless Training Benefits Motor Learning and Kinematic Outcomes in Children With Autism Spectrum Disorders.

Most children with Autism Spectrum Disorder (ASD) have some form of motor deficits. Additionally, based on executive dysfunction, working memory is often atypical in these children. Errorless learning reduces demands on working memory.

The Effect of Tai Chi Chuan Training on Stereotypic Behavior of Children with Autism Spectrum Disorder.

This quasi-experimental study investigated effects of Tai Chi Chuan training on stereotypic behavior of children with autism spectrum disorder. Twenty-three participants (mean age = 9.60 ± 1.

The effects of easy goals versus difficult goals on acquisition and retention of a sport skill in children with intellectual disability.

The purpose of the present study was to examine the effects of easy goals versus difficult goals on acquisition and retention of basketball free throws in children with intellectual disability. Twenty-one children with intellectual disability were randomly assigned to an easy goals or difficult goals group. The participants were required to improve their basketball free throws according to their own scores in the previous exercise session.

Comparison of the effects of perceptual-motor exercises, vitamin D supplementation and the combination of these interventions on decreasing stereotypical behavior in children with autism disorder.

Objectives: The aim of this study was to examine the combined effects of perceptual-motor exercises and vitamin D supplementation on the reduction of stereotypical behavior in children with autism spectrum disorder (ASD).

Methods: In this study, 100 eligible children with age ranging from 6 to 9 years were randomly selected and divided into four groups: Group A-perceptual-motor exercises ( = 25); Group B-25-hydroxycholecalciferol (25 (OH) D) ( = 25); Group C-perceptual-motor exercises and 25 (OH) D ( = 25); and Group D-control ( = 25).

Results: The stereotypes decreased from elementary level, 17% in Group A, 13% in Group B and 28% in Group C among the participants.

The effects of different combinations of perceptual-motor exercises, music, and vitamin D supplementation on the nerve growth factor in children with high-functioning autism.

The present study investigated the effects of different combinations of perceptual-motor exercises, music, and Vitamin D consumption on the nerve growth factor (NGF) in children with high-functioning autism. 48 children with autism, aged between six and nine years, were divided into four groups: Group A- perceptual-motor activities along with music (n = 12); Group B-Vitamin D supplementation (n = 12); Group C-perceptual-motor activities along with music and Vitamin D (n = 12); and Group D-control (n = 12). Participants' blood NGF level was measured before and after the intervention.

The Effect of Karate Techniques Training on Communication Deficit of Children with Autism Spectrum Disorders.

This investigation examined the long term effect of Karate techniques training on communication of children with autism spectrum disorders (ASD). Thirty school aged children with ASD were randomly assigned to an exercise (n = 15) or a control group (n = 15). Participants in the exercise group were engaged in 14 weeks of Karate techniques training.

Posterolateral hip muscle strengthening versus quadriceps strengthening for patellofemoral pain: a comparative control trial.

Objective: To compare the efficacy of posterolateral hip muscle strengthening versus quadriceps strengthening in reducing pain and improving health status in persons with patellofemoral pain (PFP).

Design: Comparative control trial.

Setting: Rehabilitation facility.

Specificity of learning a sport skill to the visual condition of acquisition.

The authors' main purpose was to determine whether learning of a real-world sport skill (basketball free throws) is specific to the sources of afferent visual information available during practice. Twenty-eight male high school students (inexperienced in the experimental task) were randomly assigned to a full vision or target only vision group. Participants trained under full vision or target only condition for 15 sessions.

Kata techniques training consistently decreases stereotypy in children with autism spectrum disorder.

The effects of 14 weeks of Kata techniques training on stereotypic behaviors of children with autism spectrum disorders (ASD) were investigated. The study included 30 eligible (diagnosed ASD, school age) children with ages ranging from 5 to 16 years whom they assigned to an exercise (n=15) or a no-exercise control group (n=15). Participants of the exercise group received Kata techniques instruction four times per week for 14 weeks (56 sessions).

Differences in socialization between visually impaired student-athletes and non-athletes.

The purpose of the present study was to determine whether there was a significant difference in measure of socialization between visually impaired student-athletes and non-athletes. We compared the social skills of Iranian visually impaired student-athletes (n = 51) and visually impaired student non-athletes (n = 56) with ages ranging from 13 to 19 years enrolled in academic year 2009-2010. Socialization was measured with the Social Maturity Scale (Weitzman, 1949).

Effects of different variations of mental and physical practice on sport skill learning in adolescents with mental retardation.

The purpose of this study was to investigate the effect of five variations of imagery and physical practice on learning of Basketball free throws in adolescents with mental retardation (AWMR). Forty AWMR were randomly assigned to five groups and performed a variation of practice: physical practice, mental practice, physical practice followed by mental practice, mental practice followed by physical practice, and no practice. The groups exercised the task for 24 sessions.

A practice-specificity-based model of arousal for achieving peak performance.

The authors propose a practice-specificity-based model of arousal for achieving peak performance. The study included 37 healthy male physical education students whom they randomly assigned to a high-arousal (n = 19) or low-arousal group (n = 18). To manipulate participants' level of arousal, the authors used motivational techniques.