Therefore, the purpose of this study was to examine the practicality of a Physical Training (PT) system that can be used at home or at school and that also enables movement analysis.
The subjects of this study were 10 children and students with developmental disabilities. The PT system developed was performed using the Xbox One Kinect sensor. This PT system uses an infrared depth camera to detect shadowed human regions and then estimates each skeletal part of the body, including joints, and obtains their 3D coordinates to extract joint angles, COG, and acceleration. The measurement method used in this study was a game in which a video image of a child captured by a camera and a graphic target to which a ball was randomly assigned were superimposed on a screen, and when the child touched the ball displayed on the screen, it disappeared with a sound and became a point. The joint angles, COG, and acceleration were evaluated before and after the game and during the game. In addition, we compared the eye movement behavior with that of normal subjects when using the PT system. In addition, eye movement behavior when using the PT system was compared with that of normal subjects.
The results showed that there were significant differences in shoulder and elbow joint angles before, during, and after playing the game (P0.05). Regarding eye-gaze behavior, the healthy subjects commonly responded that after recognizing the target ball, their gaze remained at the ball position until their hands reached the ball. However, individuals with developmental disabilities showed individually different characteristics of gaze behavior.
As the individual differences in eye-gaze behavior were observed in individuals with developmental disabilities, it is suggested that children with developmental disabilities often have problems with visual-motor coordination, such as the inability to perform movements smoothly and difficulties with imitation, even though their bodies themselves do not show clear motor impairments. Furthermore, for children and persons with developmental disabilities, it is sometimes difficult to analyze their natural movements, as psychological tension may adversely affect their movements when measured in an environment that differs from their daily lives. It is expected that the PT system and gaze behavior analysis will be used to further elucidate the mechanism of visual-motor coordination in children with developmental disabilities.
It is necessary to understand their challenges and provide support for developmentally disabled individuals in the areas of physical education in schools and sports in the community.
Visual-Motor Cooperation
Gaze Behavior
