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Aims: The purpose of this study was to investigate the effects of Virtual reality training on dynamic balance of children with spastic hemiplegic cerebral palsy (SHCP). Methods: 20 girls with SHCP (mean age = 9.4; SD =1.48) were selected from special schools and divided into the experimental and control groups. Commercially available Kinect dance game (Microsoft Inc., Redmond, WA, U.S.A.) 'Just Dance 3' and Modified star excursion balance test (SEBT) were used for video game based training and dynamic balance tests, respectively. MANCOVA and ANCOVA Tests were performed at p < 0.05 to analyze the data. Results: Based on MANCOVA test results, there was a significant difference between groups at least in one of the dynamic balance variables (anterior, posterolateral, and posteromedial) after controlling for pretest (F (3, 13) = 41.81, p < 0.005). Results of ANCOVA test showed a significant difference between the dynamic balance variables in the anterior (F = 52.80, p = 0.001), posterolateral (F = 117.86, p = 0.001), and posteromedial (F = 23.84, p = 0.001) directions in children with cerebral palsy. Conclusions: This paper proposes that video game based training can successfully guide children with cerebral palsy to improve their balance ability. This virtual system is therefore an interesting tool in the therapies related to the children with cerebral palsy.

The purpose of this study was to investigate the effects of Virtual reality training on dynamic balance of children with spastic hemiplegic cerebral palsy (SHCP). 20 girls with SHCP (mean age =9.4; SD =1.48) were selected from special schools and divided into the experimental and control groups. Commercially available Kinect dance game (Microsoft Inc., Redmond, WA, U.S.A.) 'Just Dance 3' and Modified star excursion balance test (SEBT) were used for video game based training and dynamic balance tests, respectively. MANCOVA and ANCOVA Tests were performed at p < 0.05 to analyze the data. Based on MANCOVA test results, there was a significant difference between groups at least in one of the dynamic balance variables (anterior, posterolateral, and posteromedial) after controlling for pretest (F (3, 13) = 41.81, p <.005). Results of ANCOVA test showed a significant difference between the dynamic balance variables in the anterior (F = 52.80, p = 0.001), posterolateral (F = 117.86, p = 0.001), and posteromedial (F = 23.84, p = 0.001) directions in children with cerebral palsy. This paper proposes that video game based training can successfully guide children with cerebral palsy to improve their balance ability. This virtual system is therefore an interesting tool in the therapies related to the children with cerebral palsy. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to investigate the training effects of Virtual Reality (VR) intervention program on reaction time in children with cerebral palsy. Methods: Thirty boys ranging from 7 to 12 years (mean = 11.20; SD = .76) were selected by available sampling method and randomly divided into the experimental and control groups. Simple Reaction Time (SRT) and Discriminative Reaction Time (DRT) were measured at baseline and 1 day after completion of VR intervention. Multivariate analysis of variance (MANOVA) and paired sample t-test were performed to analyze the results. Results: MANOVA test revealed significant effects for group in posttest phase, with lower reaction time in both measures for the experimental group. Based on paired sample t-test results, both RT measures significantly improved in experimental group following the VR intervention program. Conclusions: This paper proposes VR as a promising tool into the rehabilitation process for improving reaction time in children with cerebral palsy. [ABSTRACT FROM AUTHOR]

Self-modeling (SM) and self-control (SC) feedback can be presented as two solutions for learning improvement. Therefore, the aim of the present study was to investigate the effects of SM and SC feedback on 100-m freestyle performance of professional swimmers and waterpolo players. 25 elite male swimmers and waterpolo players, were randomly assigned to four groups: swimmer group with SM, swimmer group with SM and SC feedback, waterpolo players group with SM, and waterpolo players group with SM and SC feedback. 100-m freestyle times and performance were recorded. SM and SC feedback for the participants were utilized at the acquisition stage. The device used included a Lenovo B570 laptop and an Exilim ZR200 canon camcorder. SM and SC feedback presented to the swimmers and waterpolo players led to improved speed and results, and the effect of presenting SM with SC feedback to swimmers had better results. In conclusion, the present study indicates that SC modeling of watching video is a suitable method for professional swimmers. Water polo trainers can also use SM and SC feedback to enhance their players' swimming technique., Competing Interests: Beat Knechtle is an editorial board member for Sports Medicine and Health Science and was not in the editorial review or the decision to publish this article. The author declares no conflicts of interest relevant to the content of this paper. This study did not receive any funding., (© 2023 Chengdu Sport University. Publishing services by Elsevier B.V. on behalf of KeAi Communications Co. Ltd.)