000			04933namaa22004211i 4500
003			OSt
005			20240609130144.0
008			240603s2023 |||a|||fr|m|| 000 0 eng d
040			_aEG-GICUC _beng _cEG-GICUC _dEG-GICUC _erda
041	0		_aeng _beng _dara
049			_aDeposit
082	0	4	_a615.82
092			_a615.82 _221
097			_aPh.D
099			_aCai01 21 06 Ph.D 2023 Sa.E
100	0		_aSamar Taher Elbasuoney Elbanna, _epreparation.
245	1	0	_aEffect of brain gym exercises on balanc and cognitive abilities in preschool Children / _cby Samar Taher Elbasuoney Elbanna ; Supervisors Prof.Dr. Hebatallah Mohamed Kamal, Prof.Dr. Shorouk Ahmed Wagdi Awad El-Shennawy, Dr. Emad Abdul-Maksoud Mahgoub
246	1	5	_a تأثير تمارين جيمانيزيم الدماغ علي الاتزان والقدرات الإدراكية في الاطفال ما قبل المدرسة /
264		0	_c2023.
300			_a108 pages : _billustrations ; _c25 cm. + _eCD.
336			_atext _2rda content
337			_aUnmediated _2rdamedia
338			_avolume _2rdacarrier
502			_aThesis (Ph.D)-Cairo University, 2023.
504			_aBibliography: pages 82-97.
520			_aBrain 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
520			_aتم 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
530			_aIssued also as CD
546			_aText in English and abstract in Arabic & English.
650		7	_aPhysical Therapy _2qrmak
653		0	_aBrain gym exercises _a preschool children _acognitive abilities _abalance
700	0		_aHebatallah Mohamed Kamal _ethesis advisor.
700	0		_aShorouk Ahmed Wagdi Awad El-Shennawy _ethesis advisor.
700	0		_aEmad Abdul-Maksoud Mahgoub _ethesis advisor.
900			_b01-01-2023 _cHebatallah Mohamed Kamal _cShorouk Ahmed Wagdi Awad El-Shennawy _cEmad Abdul-Maksoud Mahgoub _UCairo University _FFaculty of Physical Therapy _DDepartment of Physical Therapy for Pediatric
905			_aEman _eHuda
942			_2ddc _cTH _e21 _n0
999			_c167305