Improvements in Tennis Skills in Adults With Developmental and Intellectual Disabilities Following an 8-Week Adapted Tennis Program

2020 ◽  
Vol 8 (2) ◽  
pp. 245-261
Author(s):  
Loriane Favoretto ◽  
Zach Hutchison ◽  
Claire M. Mowling ◽  
Melissa M. Pangelinan
Keyword(s):  
Intellectual Disabilities ◽  
Adults With Disabilities ◽  
Post Test ◽  
Tennis Skills

This study quantified changes in tennis skills and dose of practice in adults with developmental and intellectual disabilities following an 8-week adapted tennis program. Twenty-seven adults with disabilities (mean age 24.7) participated in an 8-week adapted tennis program (1-hour, twice a week). Participants’ racquets were equipped with sensors that measured the number of shots during the program (dose). Pre- and post-test tennis skill assessments (process scores) were conducted for the forehand and backhand. All participants showed significant improvements in forehand and backhand process scores. Level of function, but not age or disability type, was associated with forehand and backhand process scores. The number of forehand shots performed during the adapted tennis program did not change across the program. The number of forehand shots was associated with age and disability type, but not level of function. The number of backhand shots (dose) was not associated with age, disability, or level of function. The number of forehand or backhand shots (dose) was not associated with changes in forehand or backhand process scores, respectively. This study provides evidence of the efficacy of this adapted tennis program to develop fundamental tennis skills in novice players with developmental and intellectual disabilities.

Holding the Future

2017 ◽  
Author(s):  
Lisa Freitag
Keyword(s):  
Intellectual Disabilities ◽  
Personal Narrative ◽  
Institutional Care ◽  
People With Disabilities ◽  
Group Homes ◽  
Lessons Learned ◽  
Aging Parents ◽  
Adults With Disabilities ◽  
The Future ◽  
People With Intellectual Disabilities

Long wait lists for services and a dearth of people willing to work as caregivers ensure that many people, particularly with intellectual disabilities, continue to live with their aging parents. Informed by a personal narrative of a successful future for a person with intellectual disabilities, this chapter proposes three components that are essential for success. Adults with disabilities can benefit from establishing a life outside their parents’ home. They also need place to work and inclusion in the community. The communities created by L’Arche and the Brothers of Charity, where caregivers live and work together with people with intellectual disabilities, provide one model for care. The extent of current need makes it impossible to provide this for everyone, but some of the lessons learned from “living with” people with disabilities can perhaps be carried over into existing group homes or even institutional care settings.

scholarly journals Tennis enhances well-being in university students

2016 ◽  
Vol 8 (1) ◽  
pp. 21-25
Author(s):  
Ahmet Bulent Yazici ◽  
Mine Gul ◽  
Esra Yazici ◽  
Gazanfer Kemal Gul
Keyword(s):  
Physical Activity ◽  
Exercise Program ◽  
Well Being ◽  
Speed Test ◽  
Positive Effects ◽  
Healthy Young People ◽  
Post Test ◽  
Student Volunteers ◽  
Sports And Physical Activity ◽  
Tennis Skills

Sports and physical activity are widely recommended, both as guidelines and in clinical practice, because of their broad range of positive effects on health, depression, anxiety, and psychological well-being. While several studies have examined the anti-depressive and anxiolytic effects of physical activity in clinical populations, and fewer studies have focused on the nonclinical populations, the relationship between tennis and well-being has not been clearly investigated. This study was carried out with 76 student volunteers from Kocaeli University (Turkey) who had chosen tennis lessons as their University. The tennis exercise program consisted of 90-minute basic tennis skills lessons for 13 weeks. At the beginning and at the end of the study, the students were given the Symptom Checklist-90-Revised (SCL-90-R), the Beck Anxiety Inventory (BAI), and the Beck Depression Inventory (BDI) scales, and were evaluated by the DeWitt-Dugan Tennis Service Test, the DeWitt-Dugan Speed Test, and the Dyer Backboard Tennis Test. Upon evaluating the students' pre- and post-test scores, we concluded that their BDI and BAI scores had significantly decreased, with the most significant decreases seen in several sub-scores of the SCL-90-R; their tennis skills, meanwhile, increased significantly. This study shows that partaking in tennis exercise once a week decreases depression and anxiety symptoms and enhances well-being in healthy young people.

scholarly journals An innovative approach of incorporating a humanoid robot into teaching EFL learners with intellectual disabilities

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Minoo Alemi ◽  
Shirin Bahramipour
Keyword(s):  
Down Syndrome ◽  
Foreign Language ◽  
Language Learning ◽  
Intellectual Disabilities ◽  
Humanoid Robot ◽  
Short Term Memory ◽  
Positive Effects ◽  
Starting Point ◽  
Significant Difference ◽  
Post Test

Abstract The present case study investigated the probable effect of applying a humanoid robot as a teacher-assistant for learning and retention of English vocabulary among 10 Iranian foreign language learners with intellectual disabilities, more specifically Down syndrome. This method is a new trend in using technology to teach classes called Robot Assisted Language Learning (RALL). To this end, participants were divided into 2 groups of five, one with the help of the robot (RALL) and one without (non-RALL). Both groups received the same lessons to learn 40 English vocabulary in 8 sessions. To measure the results, three English tests were run at different times during the teaching sessions (a pre-test, post-test, and a delayed post-test). The independent sample t-test on gain scores from pre-test to post-test revealed that there was a significant difference between the gains of the RALL group (M = 12.40) and the non-RALL group (M = 8.40), which indicates that RALL instruction had a large effect on the participants’ English vocabulary improvement. Moreover, while both RALL and non-RALL groups retained the taught vocabulary, the RALL group showed a more satisfying result. The findings of this study demonstrate the positive effects of using a humanoid robot to facilitate vocabulary learning and retention among people with Down syndrome who have issues with both language learning and verbal short-term memory and need to learn through visual activities, gestures, and games. This study could be a starting point for a new line of research in second or foreign language instruction specific to people with Down syndrome.

scholarly journals Effects of Most to Least Prompting Procedure on Teaching Exercise for Adults with Intellectual Disabilities

2018 ◽  
Vol 6 (9a) ◽  
pp. 1 ◽  
Author(s):  
Özgür Kurt ◽  
Selmin Çuhadar
Keyword(s):  
Intellectual Disabilities ◽  
Multiple Baseline ◽  
Single Subject ◽  
Baseline Model ◽  
Dynamic Stretching ◽  
Post Test ◽  
Adults With Intellectual Disabilities ◽  
Teachers And Parents ◽  
The Impact ◽  
Stretching Exercises

In this research, the effectiveness of the most to least prompting instruction method in teaching dynamic stretching exercises to adults with intellectual disabilities has been evaluated. At the same time, the impact of this instruction on flexibility and balance which are among physical fitness components has also been determined. A single subject multiple baseline model across behaviors with probe conditions was used. Participants in the study were four women, 34-37 years old. The single opportunity method was used while collecting the data of the study, and all sessions were completed at the end of a period of 16-week. The results obtained from the study indicated that the most to least prompting method was influential in all the participants' learning about dynamic stretching exercises. At the same time, result of the evaluation of the pre-test and post-test measures revealed increases in flexibility and balance of the participants in various ratios. The results of the study indicate that the most to least prompting method was an influential method in teaching dynamic stretching exercises to adults with intellectual disabilities, making these exercises maintenance and generalization them. The results of the interviews conducted with teachers and parents in the study showed that the views of teachers and parents towards the most to least prompting method were positive.

scholarly journals Tennis enhances well-being in university students

2016 ◽  
Vol 8 (1) ◽  
Author(s):  
Ahmet Bulent Yazici ◽  
Mine Gul ◽  
Esra Yazici ◽  
Gazanfer Kemal Gul
Keyword(s):  
Physical Activity ◽  
Exercise Program ◽  
Well Being ◽  
Speed Test ◽  
Positive Effects ◽  
Healthy Young People ◽  
Post Test ◽  
Student Volunteers ◽  
Sports And Physical Activity ◽  
Tennis Skills

Sports and physical activity are widely recommended, both as guidelines and in clinical practice, because of their broad range of positive effects on health, depression, anxiety, and psychological well-being. While several studies have examined the anti-depressive and anxiolytic effects of physical activity in clinical populations, and fewer studies have focused on the nonclinical populations, the relationship between tennis and well-being has not been clearly investigated. This study was carried out with 76 student volunteers from Kocaeli University (Turkey) who had chosen tennis lessons as their University. The tennis exercise program consisted of 90-minute basic tennis skills lessons for 13 weeks. At the beginning and at the end of the study, the students were given the Symptom Checklist-90-Revised (SCL-90-R), the Beck Anxiety Inventory (BAI), and the Beck Depression Inventory (BDI) scales, and were evaluated by the DeWitt- Dugan Tennis Service Test, the DeWitt-Dugan Speed Test, and the Dyer Backboard Tennis Test. Upon evaluating the students’ pre- and post-test scores, we concluded that their BDI and BAI scores had significantly decreased, with the most significant decreases seen in several sub-scores of the SCL-90-R; their tennis skills, meanwhile, increased significantly. This study shows that partaking in tennis exercise once a week decreases depression and anxiety symptoms and enhances well-being in healthy young people.

scholarly journals Affective and Cognitive Theory of Mind in Children With Intellectual Disabilities: How to Train Them to Foster Social Adjustment and Emotion Regulation?

2020 ◽  
Vol 8 (4) ◽  
pp. 80 ◽  
Author(s):  
Emilie Jacobs ◽  
Nathalie Nader-Grosbois
Keyword(s):  
Emotion Regulation ◽  
Theory Of Mind ◽  
Intellectual Disabilities ◽  
Social Adjustment ◽  
Cognitive Theory ◽  
Mental States ◽  
Test Session ◽  
Control Group ◽  
Developmental Age ◽  
Post Test

Affective and cognitive Theory of Mind (ToM) is known to be deficit or delayed in children with intellectual disabilities (IDs), when compared with typically developing children matched for developmental age. Yet, little is known about causal contribution of affective and cognitive ToM on emotion regulation or social adjustment in these children. Studies that aimed to answer this problematic, implemented training focusing on the nine mental states – mainly on beliefs and emotions – and in toddlers and adolescents’ samples, rarely compared to control group. The present study aims at testing whether training ToM abilities notably affective and cognitive mental states in children with IDs could foster ToM, but also their emotion regulation and social adjustment. 30 children with mild or moderate IDs functioning at preschool developmental age, took part in a pre-test session involving measures on cognition and ToM. Teachers and/or parents completed questionnaires evaluating children’s emotion regulation and social adjustment. Secondly, children were allocated to control or experimental group which benefits from the specific “ToM program for children”. It was delivered in eight sessions, by an experimented searcher to sub-groups of three children. Finally, all children took part in a post-test session. Results showed significant improvement of affective and cognitive ToM abilities in children with IDs in experimental groups. After ToM training, they displayed a better understanding of cognitive mental states and of consequences of emotions. In post-tests, they are perceived as more socially adjusted by teachers.

scholarly journals An Examination of the Impact of Game-Based Geometric Shapes Education Software Usage on the Education of Students With Intellectual Disabilities

2020 ◽  
pp. 209653112094072
Author(s):  
Ümit Demir
Keyword(s):  
Academic Achievement ◽  
Intellectual Disabilities ◽  
Mobile Devices ◽  
Control Group ◽  
Achievement Scores ◽  
Significant Difference ◽  
Post Test ◽  
Students With Intellectual Disabilities ◽  
Education Of Students ◽  
The Impact

Purpose: This study aims to research the impact of the e-learning environment, in which game-based education software was used, on the learning of students with intellectual disabilities. Design/Approach/Methods: The study group consisted of 34 students with intellectual disabilities studying at a special education vocational school in Çanakkale, Turkey. In this study, the true experimental method was used. For 5 weeks, the experimental group received blended learning that was supported by the usage of a game-based education software designed by the researcher which includes interactive educational game applications. At the same time, control group students only received the teaching process in the classroom with the traditional teaching method. A course attitude scale and an achievement test were used for data collection. Findings: The analysis of the findings showed that there was a significant increase between pre-course and post-course attitudes and academic achievement scores of the students. There wasn’t a significant difference between pre-course and post-course attitudes and academic achievement scores according to the gender and academic achievement scores. Males’ academic achievement and attitude post-test scores were higher than females’ scores. Students having upper daily mobile devices usage experience had higher post-test and academic achievement scores than students having lower daily mobile devices usage experience. Originality/Value: This article has the potential to construct a new practice example as a supplement for analyzing the game-based educational software usage on the education of students with intellectual disabilities. As a pilot study, it provides a good sample for further investigations.

Internal and External Imagery Effects on Tennis Skills Among Novices

2017 ◽  
Vol 124 (5) ◽  
pp. 1022-1043 ◽  
Author(s):  
Amir Dana ◽  
Elmira Gozalzadeh
Keyword(s):  
Skill Acquisition ◽  
Visual Imagery ◽  
Early Stage ◽  
Young Male ◽  
Control Group ◽  
Performance Accuracy ◽  
Imagery Group ◽  
Post Test ◽  
Imagery Perspective ◽  
Tennis Skills

The purpose of this study was to determine the effects of internal and external visual imagery perspectives on performance accuracy of open and closed tennis skills (i.e., serve, forehand, and backhand) among novices. Thirty-six young male novices, aged 15–18 years, from a summer tennis program participated. Following initial skill acquisition (12 sessions), baseline assessments of imagery ability and imagery perspective preference were used to assign participants to one of three groups: internal imagery ( n = 12), external imagery ( n = 12), or a no-imagery (mental math exercise) control group ( n = 12). The experimental interventions of 15 minutes of mental imagery (internal or external) or mental math exercises followed by 15 minutes of physical practice were held three times a week for six weeks. The performance accuracy of the groups on the serve, forehand, and backhand strokes was measured at pre- and post-test using videotaping. Results showed significant increases in the performance accuracy of all three tennis strokes in all three groups, but serve accuracy in the internal imagery group and forehand accuracy in the external imagery group showed greater improvements, while backhand accuracy was similarly improved in all three groups. These findings highlight differential efficacy of internal and external visual imagery for performance improvement on complex sport skills in early stage motor learning.

scholarly journals Effect of Game-Based Cognitive Training Programs on Cognitive Learning of Children with Intellectual Disabilities

2021 ◽  
Vol 11 (18) ◽  
pp. 8582
Author(s):  
Seon-Chil Kim ◽  
Hyun-suk Lee
Keyword(s):  
Intellectual Disabilities ◽  
Training Program ◽  
Digital Media ◽  
Cognitive Training ◽  
Cognitive Learning ◽  
Learning Ability ◽  
Test Results ◽  
Continuous Training ◽  
Post Test

Early detection and repeated learning training of children with intellectual disabilities are important factors that are directly related to the quality of future life of such children. However, implementation of such programs is challenging, as the subjects are still children. Therefore, motivation and interest are important for children with intellectual disabilities to carry out continuous training. In this study, Neuro-World, a game-based cognitive training program, was proposed for motivation and interest induction, and its effectiveness was compared with that of a conventional cognitive training program through analysis after both programs were implemented by professional therapists. The pre-test and post-test results of the game-based cognitive training program were statistically significant and showed superiority in the comparison with the conventional program. Therefore, the game-based cognitive training program developed in this study through digital media is expected to be effective in improving cognitive learning ability.

scholarly journals THE EFFECT OF MOVEMENT TRAINING ON BALANCE SKILLS IN CHILDREN WITH INTELLECTUAL DISABILITY

2021 ◽  
Vol 7 (4) ◽  
Author(s):  
Faruk Salih Şeker ◽  
Hüseyin Çamlıyer
Keyword(s):  
Intellectual Disabilities ◽  
Wilcoxon Test ◽  
Sensory Profile ◽  
Balance Test ◽  
Movement Training ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Basic Movement ◽  
Experimental Group

<p>Our study tried to assess the effect of the Special Movement Education Program on the balance skills of children with intellectual disabilities. We used the experimental design of 23 children with intellectual disabilities between the ages of seven and ten in a special education and rehabilitation center in Burdur, Turkey formed the study group. We applied the Basic Movement Training Program designed to develop balance skills to the experimental group. We practiced 22 courses of 45 minutes two days a week for 11 weeks before and after the application. The study continued for 13 weeks. We used Sensory Profile Test, Pediatric Balance Scale, Flamingo Balance Test, Balance Test on Walking Device, Standing Test on Balance Device, and Balance Measurement Device data collection tools. Mann Whitney U Test and Wilcoxon Test, which are non-parametric tests, were used in this study. We found a significant difference between the pre-test and post-test scores of the experimental group. The finding results revealed that children with intellectual disabilities improved their balance skills with movement training.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0753/a.php" alt="Hit counter" /></p>

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