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Effect of brain gym exercises on balanc and cognitive abilities in preschool Children / by Samar Taher Elbasuoney Elbanna ; Supervisors Prof.Dr. Hebatallah Mohamed Kamal, Prof.Dr. Shorouk Ahmed Wagdi Awad El-Shennawy, Dr. Emad Abdul-Maksoud Mahgoub

By: Contributor(s): Material type: TextTextLanguage: English Summary language: English Spoken language: Arabic Producer: 2023Description: 108 pages : illustrations ; 25 cm. + CDContent type:
  • text
Media type:
  • Unmediated
Carrier type:
  • volume
Other title:
  • تأثير تمارين جيمانيزيم الدماغ علي الاتزان والقدرات الإدراكية في الاطفال ما قبل المدرسة [Added title page title]
Subject(s): DDC classification:
  • 615.82
Available additional physical forms:
  • Issued also as CD
Dissertation note: Thesis (Ph.D)-Cairo University, 2023. Summary: Brain Gym (BG) was developed to improve various cognitive domains, such as memory, attention, and educational skills. The participants in BG exercises were allowed to do a variety of motions in order to assist the synchronization between body parts. Objective: This study aimed to examine the effects of BG on preschool children's cognitive and balance abilities Methods: twenty seven preschool children from Kafr-elsheikh government, their ages between 4 and 6 were randomly assigned to two groups: the study group (14) or the control group (13). The study group received BG exercises for 30 minutes per day, three times a week, for two months, while the control group participated in the usual kindergarten activities. Cognitive abilities were assessed using the Stanford-Binet intelligence scales (SB5), static balance was assessed using one-leg standing, and dynamic balance was assessed using the Functional Reach Test (FRT). Results: There was a significant difference between the two groups in favor of the study group for full-scale IQ (FSIQ) (p = 0.008), nonverbal IQ (NVIQ) (p = 0.006), and verbal IQ (VIQ) (p = 0.027). Concerning the Stanford- Binet subtests, there was a significant difference in scores for the study group in knowledge, visual-spatial processing, and working memory (p < 0.05). However, fluid reasoning, quantitative reasoning, static balance, and dynamic balance revealed no significant differences between the two groups. Also, there was a significant improvement in both balance and cognitive scores between the pre- and post-evaluations for the study group. CONCLUSIONS: The BG exercises significantly improved preschool children‘s cognitive achievement, but there was no significant difference between groups in balance abilitiesSummary: تم تقسيم ثلاثين طفلاً بشكل عشوائي إلى مجموعتين:المجمزعة الاولي وهي ومكونة من 15 طفلًا , و المجموعة الثانية هي مكونة من15 طفلًا . تلقت مجموعة الدراسة تمارين جيمانيزيم الدماغ لمدة ثلاثون دقيقة في اليوم ، ثلاث مرات في الأسبوع ، لمدة ثمانية أسابيع متتالية, و تلقت المجموعة الضابطة أنشطة رياض الأطفال المعتادة فقط . اشارت النتائج الأولية الى ان الوظيفة المعرفية التي تم تقييمها بواسطة مقياس ذكاء ستانفورد بينيه الإصدار الخامس , وتم تقيم التوازن من خلال طريقتين التوازن ثابت بمقياس الوقوف على ساق واحدة , و توازن ديناميكي بمقياس اختبار الوصول الوظيفي مما أدى ممارسة تمرينات جيمانيزيم الدماغ إلى تحسين الاداء المعرفي لدى أطفال ما قبل المدرسة بشكل ملحوظ بينما لم يكن هناك تأثير علي الاتزان
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Thesis Thesis قاعة الرسائل الجامعية - الدور الاول المكتبة المركزبة الجديدة - جامعة القاهرة Cai01 21 06 Ph.D 2023 Sa.E (Browse shelf(Opens below)) Not for loan 01010110088381000

Thesis (Ph.D)-Cairo University, 2023.

Bibliography: pages 82-97.

Brain Gym (BG) was developed to improve various cognitive
domains, such as memory, attention, and educational skills. The participants in BG
exercises were allowed to do a variety of motions in order to assist the
synchronization between body parts. Objective: This study aimed to examine the
effects of BG on preschool children's cognitive and balance abilities Methods:
twenty seven preschool children from Kafr-elsheikh government, their ages
between 4 and 6 were randomly assigned to two groups: the study group (14) or
the control group (13). The study group received BG exercises for 30 minutes per
day, three times a week, for two months, while the control group participated in
the usual kindergarten activities. Cognitive abilities were assessed using the
Stanford-Binet intelligence scales (SB5), static balance was assessed using one-leg
standing, and dynamic balance was assessed using the Functional Reach Test
(FRT). Results: There was a significant difference between the two groups in
favor of the study group for full-scale IQ (FSIQ) (p = 0.008), nonverbal IQ
(NVIQ) (p = 0.006), and verbal IQ (VIQ) (p = 0.027). Concerning the Stanford-
Binet subtests, there was a significant difference in scores for the study group in
knowledge, visual-spatial processing, and working memory (p < 0.05). However,
fluid reasoning, quantitative reasoning, static balance, and dynamic balance
revealed no significant differences between the two groups. Also, there was a
significant improvement in both balance and cognitive scores between the pre- and
post-evaluations for the study group. CONCLUSIONS: The BG exercises
significantly improved preschool children‘s cognitive achievement, but there was
no significant difference between groups in balance abilities

تم تقسيم ثلاثين طفلاً بشكل عشوائي إلى مجموعتين:المجمزعة الاولي وهي ومكونة من 15 طفلًا , و المجموعة الثانية هي مكونة من15 طفلًا . تلقت مجموعة الدراسة تمارين جيمانيزيم الدماغ لمدة ثلاثون دقيقة في اليوم ، ثلاث مرات في الأسبوع ، لمدة ثمانية أسابيع متتالية, و تلقت المجموعة الضابطة أنشطة رياض الأطفال المعتادة فقط . اشارت النتائج الأولية الى ان الوظيفة المعرفية التي تم تقييمها بواسطة مقياس ذكاء ستانفورد بينيه الإصدار الخامس , وتم تقيم التوازن من خلال طريقتين التوازن ثابت بمقياس الوقوف على ساق واحدة , و توازن ديناميكي بمقياس اختبار الوصول الوظيفي مما أدى ممارسة تمرينات جيمانيزيم الدماغ إلى تحسين الاداء المعرفي لدى أطفال ما قبل المدرسة بشكل ملحوظ بينما لم يكن هناك تأثير علي الاتزان

Issued also as CD

Text in English and abstract in Arabic & English.

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