Effect of Wii Fit training on visual perception and executive function in boys with developmental coordination disorders: A randomized controlled trial

Hashemi, Ayoub; Khodaverdi, Zeinab; Zamani, Mehdi

doi:10.1016/j.ridd.2022.104196

Cited by 10 publications

(24 citation statements)

References 61 publications

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“…Purely positive results appear in the research of Hashemi et al [44], as from the intervention program in 50 boys with an average age of 9.55 years with DCD who were divided into two groups -an intervention group and a control group -and who were exposed, the first to exercise with Wii-Fit and the second without, it was observed a significant improvement in visual perception and executive functions for the intervention group but not for the control group that attended the school's hourly physical education program.…”

Section: Comparison Of Interactive and Non-interactive Gamesmentioning

confidence: 87%

“…After a thorough study of the research works under consideration, the results showed that in the majority of them, the implementation of the intervention programs took place at school [23,28,31,34,36,37,40,41,44,45,47,50,[52][53][54][56][57][58] but also in a clinical setting 9 studies [29,32,35,41,45,46,52,53,62], while only 3 intervention programs [27,41,53] took place in the house. More specifically, in the school environment, in 2 of the 18 aforementioned research studies, one intervention took place in a designated classroom and another in an unused school room, while in one study [50] there is talk of the presence of two trainee therapists-students, during the intervention program, with predominantly positive results in all studies.…”

Section: Discussionmentioning

confidence: 99%

“…The results from the use of interactive games to deal with visual-motor coordination difficulties in the studies under review [27,34,40,42], appear overall positive, with changes in visual perception [37,44], being equally important (table 1). Regarding movement accuracy [47,50], one of the two studies [50] showed an improvement in both the experimental group and the control group, something that was not observed in the study by Jelsma et al [47], where no improvement was found for children in the intervention group.…”

Section: Effectiveness Of Intervention Programsmentioning

confidence: 99%

“…However, different and varied are the reported results of four research studies [41,44,52,62], more specifically, in a study [41]. Nintendo Wii is better than non-Wii interventions in children with DCD.…”

Section: Comparison Of Interactive and Non-interactive Gamesmentioning

confidence: 99%

“…The total duration of the interactive game intervention protocols in the reviewed studies ranged from three to sixteen weeks, with a mean of ~6.3 weeks, although five studies did not report the duration of the intervention protocols [30,38,[41][42][43]47], and in one study [47], only one intervention session of interactive games was performed resulting in children in the intervention group not showing the desired results in terms of improving their visual-motor coordination, something that did not happen in all the examined studies [23,24,[27][28][29][30][31][32][33][34][35][36][37][38][39][40][41][42][43][44][45][46]50,52,[54][55][56][57][58] in which a proportional relationship between intervention time and the use of interactive games was observed (table 2).…”

Section: Duration and Frequency Of Usementioning

confidence: 99%

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Developmental Coordination Disorders (DCD) and Interactive Games: A Literature Review

Zaragas¹,

Rogoti²,

Sogias³

et al. 2022

saj

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Children with deficits or delays in visual-motor coordination skills experience difficulties in acquiring academic skills, participating in school activities as well as in social relationships. Valid and early detection of visual-motor difficulties and their treatment through intensive and effective intervention programs have been shown to bring about significant improvements in the functioning of children with DCD. The purpose of this literature review was to examine the effectiveness of intervention programs that involve the use of interactive games to deal with visual-motor coordination difficulties in preschool, school and adolescent children. The method used was the search of the relevant literature in databases (Google Scholar, PubMed, Plos One, Taylor & Francis, Science Direct, EKT & IKEE, etc.) with keywords in the title and the text of the abstract (video games intervention and DCD, computer games, virtual games, active games, exergames, rehabilitation and DCD, Wii intervention for DCD, etc.), in order to identify and display articles that would be relevant to the topic under consideration as much as possible. 105 bibliographic references (93 scientific articles, 9 conference proceedings and 3 diploma theses) have emerged from the initial search carried out with the aim of a systematic review of the existing literature. After removing studies involving tablet games for people over the age of 18 and for children who did not have DCD, 36 studies were finally reviewed. The results showed, in their majority, a positive effect of interactive games for the elimination of visual-motor difficulties already at preschool age. There have been studies that have shown a positive effect on the social and emotional development of children. Children seem to have a lot of fun using the interactive toys. Of course, the contribution of interactive games to the normalization of DCD has not yet been investigated in depth and more thorough research is needed in the direction of the type, the time frame, the frequency of the activity as well as the training of the special educators and therapists. Future researches on the implementation of programs with interactive games could focus on: a) the long-term effect on preschool, school children and adolescents with DCD problems, b) the combination with physical activity and sports, and c) the development of children's social and emotional skills.

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Section: Comparison Of Interactive and Non-interactive Gamesmentioning

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Section: Effectiveness Of Intervention Programsmentioning

confidence: 99%

Section: Comparison Of Interactive and Non-interactive Gamesmentioning

confidence: 99%

Section: Duration and Frequency Of Usementioning

confidence: 99%

See 3 more Smart Citations

Developmental Coordination Disorders (DCD) and Interactive Games: A Literature Review

Zaragas¹,

Rogoti²,

Sogias³

et al. 2022

saj

View full text Add to dashboard Cite

show abstract

Effectiveness of virtual reality games in improving physical function, balance and reducing falls in balance-impaired older adults: A systematic review and meta-analysis

Ren

Lin

Zhou

et al. 2023

Archives of Gerontology and Geriatrics

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How do paediatric physical therapists teach motor skills to children with Developmental Coordination Disorder? An interview study

van der Veer,

Rameckers,

Steenbergen

et al. 2024

PLoS ONE

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Background When teaching motor skills, paediatric physical therapists (PPTs) use various motor learning strategies (MLSs), adapting these to suit the individual child and the task being practised. Knowledge about the clinical decision-making process of PPTs in choosing and adapting MLSs when treating children with Developmental Coordination Disorder (DCD) is currently lacking. Therefore, this qualitative study aimed to explore PPTs’ use of MLSs when teaching motor skills to children with DCD. Methods Semi-structured individual and group interviews were conducted with PPTs with a wide range of experience in treating children with DCD. A conventional content analysis approach was used where all transcripts were open-coded by two reviewers independently. Categories and themes were discussed within the research group. Data were collected until saturation was reached. Results Twenty-six PPTs (median age: 49 years; range: 26–66) participated in 12 individual interviews and two focus-group interviews. Six themes were identified: (1) PPTs treated children in a tailor-made way; (2) PPTs’ teaching style was either more indirect or direct; (3) PPTs used various strategies to improve children’s motivation; (4) PPTs had reached the optimal level of practice when children were challenged; (5) PPTs gave special attention to automatization and transfer during treatment; and (6) PPTs considered task complexity when choosing MLSs, which appeared determined by task constraints, environmental demands, child and therapist characteristics. Conclusion PPTs’ clinical decision-making processes in choosing MLSs appeared strongly influenced by therapist characteristics like knowledge and experience, resulting in large variation in the use of MLSs and teaching styles to enhance motivation, automatization, and transfer. This study indicates the importance of the level of education on using MLSs to teach children motor skills, and clinical decision-making. Future research should focus on implementing this knowledge into daily practice.

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Effect of Wii Fit training on visual perception and executive function in boys with developmental coordination disorders: A randomized controlled trial

Cited by 10 publications

References 61 publications

Developmental Coordination Disorders (DCD) and Interactive Games: A Literature Review

Developmental Coordination Disorders (DCD) and Interactive Games: A Literature Review

Effectiveness of virtual reality games in improving physical function, balance and reducing falls in balance-impaired older adults: A systematic review and meta-analysis

How do paediatric physical therapists teach motor skills to children with Developmental Coordination Disorder? An interview study

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