The effect of motor rehabilitation on strengthening the attention of slow learner students

Document Type : Original Article


1 M A in General Psychology, Islamic Azad University, Rodehen branch,Tehran, Iran.

2 Associate professor Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Science, Allameh-Tabatabaei University, Tehran, Iran.


The present study aimed to investigate the impact of motor rehabilitation on strengthening the attention of slow learner students in Rasht. This quasi-experimental research had a pretest-posttest design with a control group. The statistical population included all slow learner students aged 8 to 12 in Rasht during the 2020-2021 academic year. The statistical sample included 20 slow learner students (10 children in each group) with an average IQ of 79, who were randomly assigned to two experimental and control groups using the purposeful sampling method. During the pre- and post-training stages, a simple strop computer test (SST), continuous computerized performance test (CPT), Wisconsin card computer test (WCST), and divided attention researcher-made test (TEA-Ch) were used to collect data. The experimental group conducted the selected Kephart’s perceptual–motor protocol twice per week for ten 45-minute sessions (1964), and after completion of the course, attention tests were administered. SPSS-26 software was used to analyze the data using multivariate analysis of covariance (MANCOVA). For all tests, a significance level of 0.05 was considered. The findings demonstrated that perceptual–motor programs significantly improve the attention of slow learner students. Therefore, it is recommended that these children receive both motor rehabilitation and structured training to help them overcome their challenges.


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