The primary aim of this research was to investigate the effect of electrical muscle stimulation (EMS) on the enhancement of static balance and self-efficacy in elderly individuals. This quasi-experimental study employed a pre-test and post-test design, encompassing two groups: an experimental group and a control group. The study involved elderly women aged between 65 and 70 years from Mashhad. Twenty participants from this age group were voluntarily and selectively recruited in accordance with the objectives of the study. They were then randomly divided into two groups: one receiving EMS training and the other serving as a control group. Data collection involved administering the Elderly Self-Efficacy Questionnaire and conducting static balance tests, including the use of a Biodex device and the Sharpened Romberg test, at both the pre-test and post-test phases. The EMS training lasted for 8 weeks, with two 20-minute sessions per week, and was divided into three phases: adaptation (2 weeks), initial exercises (2 weeks), and main exercises (4 weeks). The control group did not receive any intervention during this period. Post-test evaluations were conducted for both groups, similar to the pre-test. The Multivariate Analysis of Covariance (MANCOVA) was used to analyze changes both within and between groups, employing a significance threshold of less than five percent, with the analysis conducted using SPSS software, version 24. The findings indicated that EMS exercises significantly improved static balance in the elderly (p < 0.05). However, these exercises did not demonstrate a significant effect on the elderly's self-efficacy (p < 0.05). Given these results, coaches and caregivers are encouraged to consider electrical muscle stimulation as a viable, safe method to augment balance and independent mobility in elderly women.
The Effects of Neurofeedback, Yoga Interventions on Memory and Cognitive Activity in Children with Attention Deficit/Hyperactivity Disorder: A Randomized Controlled Trial
This study aimed to compare the effects of the traditional educational model and the Game-Based Learning (GBL) approach on self-efficacy in adolescent boys. A quasi-experimental design was used with a pre-test and post-test model. Thirty male students aged 10 to 13 years from Mashhad were selected using convenience sampling and randomly assigned to two groups: one receiving traditional instruction and the other exposed to GBL. Self-efficacy was measured using the Self-Efficacy Questionnaire for Children and Adolescents (SEQ-C). The intervention spanned eight weeks, with the traditional group focusing on teacher-led, structured activities, while the GBL group engaged in interactive, game-based tasks designed to enhance cognitive and emotional skills. Data were analyzed using descriptive statistics and ANCOVA to evaluate differences between groups. The results revealed that the GBL approach significantly improved self-efficacy compared to the traditional educational model. Participants in the GBL group exhibited a larger mean increase in self-efficacy scores (M = 19.52) compared to the traditional group (M = 6.86). ANCOVA confirmed the effectiveness of GBL, with a large effect size (\u03b72 = 0.80). These findings align with previous studies emphasizing the role of interactive and engaging learning environments in fostering self-efficacy. Game-Based Learning proved to be a more effective approach than traditional instruction in enhancing self-efficacy among adolescent boys. These findings highlight the potential of GBL as a transformative educational strategy, particularly for fostering confidence, motivation, and autonomy in students. Future research should explore long-term effects and applicability across diverse populations.
Objective: This study aims to explore the effects of physical activity on key variables that influence the characteristics of children with ADHD, employing an optimized framework to yield more accurate results. Methods and Materials: This semi-experimental study utilized a pre-test. Post-test design with a control group. Eighteen male participants, aged 8 to 12 years and diagnosed with ADHD, were randomly assigned to either an experimental group or a control group. The experimental group engaged in a 12-session exercise protocol, consisting of 40 minutes of physical activity at 60% intensity. Evaluations were conducted using pre-test and post-test measures, including the Continuous Performance Test (CPT) (Razold et al., 1956), Wechsler Memory Scale (Bluber, 1939), Child Anxiety Questionnaire (Spence, 2003), Quality of Life Questionnaire for Children (Warni, 2003), and Conners Parent Rating Scale (Conners, 1960). Data were analyzed using SPSS version 19 with repeated measures ANOVA, establishing a significance level of P<0.05 Findings: The ANOVA results revealed significant effects in several areas: impulsivity was significant on the Conners Parent Rating Scale (p=0.049); in terms of quality of life, social functioning (p=0.032) and psychological well-being (p=0.012) showed notable improvements; regarding attention assessments, response errors in image recognition were significant (p=0.039); and in the Wechsler tests, digit span (p=0.0001), associative learning (p=0.047), and visual memory (p=0.03) demonstrated significant outcomes. Conclusion: The findings indicate limited changes in behavioral indices and minimal shifts in cognitive measures. Therefore, while physical activity may serve as a potential avenue for symptom improvement, caution is advised in its application. Given the inconsistencies in the current literature, further comprehensive studies are necessary to better understand these dynamics.
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