The Effect of Increasing Cognitive Load of Rhythmic Games on Theory of Mind in Children with Developmental Coordination Disorder

Background: The purpose of the present study was to determine the effect of increasing cognitive load of rhythmic games on theory of mind in children with developmental coordination disorder. Methods: This is a quasi-experimental research. Participants in this study were 25 children (9 boys and 16 girls) aged 8 to 10 years old who were screened based on Parental Developmental Coordination Disorder Questionnaire (DCD- Q07) and confirmed for their impairment using the Movement Assessment Battery for Children (MABC) Test. All participants underwent Raven’s test in the same condition and students with normal intelligence entered the study. Participants were matched in two groups of experimental (n=13) and control (n=12). The experimental group performed rhythmic games with cognitive load for 8 weeks and 2 sessions of 45 minutes per week, but the control group received only rhythmic games intervention. Participants were assessed before and after the intervention by Steerneman theory of mind test. Statistical analysis was performed using univariate and multivariate covariance tests. Results: The results indicated that rhythmic games with cognitive load developed the theory of mind in children with developmental coordination disorder (P=0.01). Conclusion: Since cognitive load rhythmic games have a positive effect on the theory of mind in children with developmental coordination disorder, it is recommended that these exercises be included in the daily activities of these children.