The effect of individual and paired Brailletonik exercises on balance and reaction time in children with intellectual disability

Abstract

Abstract Background children with Intellectual Disabilities (ID) are less proficient in motor skills compared to normally developing children, which means they need more time for learning skills. In this context, the purpose of this research is to investigate the effect of the Brailletonik physical activity program (BPAM) on the balance and reaction time of children with ID. Methods The statistical sample is consisted of 30 children aged 8 to 12 (21 boys, 9 girls) with ID with an average age of 9.8 ± 1.39, who were selected through convenience sampling. Participants were divided into two groups of individual BPAM, and pair BPAM. Training sessions were held for 21 sessions (seven weeks) and each session included 30 min of training. To measure static balance and reaction time, Stork Stand test and Simple Reaction Time Software were used respectively. The analysis of covariance (ANCOVA) and Bonferroni’s post hoc test were used to analyze the data. Data analysis was performed using SPSS software version 26 at a significance level of p ≤ 0.05. Results The results showed that individual and paired exercise groups had significant progress from pre-test to post-test in both variables of balance and reaction time (p = 0.001). Also, the comparison of the performance of the groups in the post-test showed that the average performance of the paired exercise group was significantly better than the individual exercise group in the balance variable (p = 0.03) and in the reaction time variable (p = 0.01). Conclusion Accordingly, it can be concluded that BPAM in paired groups has a greater effect on the balance and reaction time of children with ID.