Comparing the Effectiveness of Physical–Motor Literacy Promotion Program and rehabilitation on Selective Attention in Children with Learning Disabilities

Atadokht, Akbar; Abedi, Somayeh; Basharpour, Sajjad; Narimani, Mohammad

doi:10.22054/jcps.2026.88928.3291

Comparing the Effectiveness of Physical–Motor Literacy Promotion Program and rehabilitation on Selective Attention in Children with Learning Disabilities

Articles in Press

Document Type : Research Paper

Authors

Akbar Atadokht ¹

somayeh abedi ²

Sajjad Basharpour ²

Mohammad Narimani ²

¹ Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

² Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

10.22054/jcps.2026.88928.3291

Abstract

Introduction and Objective: Learning disabilities are often associated with difficulties in information processing, concentration, and attentional control. The present study aimed to compare the effectiveness of a physical–motor literacy promotion program and Computer-assisted rehabilitation on selective attention in children with learning disabilities.
Method: This experimental study employed a pretest–posttest design with a control group. The statistical population consisted of boys and girls aged 7–15 years with learning disabilities in Shahrood during the academic year 2022–2023.45 participants were selected through convenience sampling and randomly assigned to three groups: physical–motor literacy enhancement program, computer-based cognitive rehabilitation, and control (15 children per group). The instruments were physical–motor literacy enhancement program, Captain’s Log cognitive rehabilitation software (2018), the Stroop Test software (developed by Sina Psychological Equipment Center), and the Marathon pedometer. Data were analyzed using analysis of covariance (ANCOVA) and Bonferroni post hoc tests.
Results: The results showed no significant difference between the effectiveness of the physical–motor literacy promotion program and the computer-based cognitive rehabilitation in improving attention scores. the physical–motor literacy promotion program, by providing an integrated understanding of human nature, was able to fill the gap of previous motor-based programs and demonstrated comparable therapeutic effectiveness to computer-based cognitive rehabilitation.
Conclusion: Both the physical–motor literacy promotion program and computer-based cognitive rehabilitation can be beneficial in improving attention in children with learning disabilities. However, limitations such as the absence of follow-up on treatment persistence and the influence of moderating variables (e.g., weight, age, gender) highlight the need to address these constraints in future research.

Keywords

Physical&ndash

Motor Literacy promotion Program

Computer-Based Cognitive Rehabilitation

Selective Attention

Learning Disabilities