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Neurovizuálni trénink sportovců / Neuro-visual training of athletesHoffmannová, Barbora January 2020 (has links)
The thesis deals with the evaluation and training of cognitive-visual functions of elite athletes using the NeuroTracker computer program. The theoretical part pursues collecting of recent studies and literature, concerning predominantly visual perception and its connection with cognitive abilities and movement. It focuses mainly on sportsmen and evaluation of their visual functions. Furthemore it introduces the concept of neurovisual training and its possible application in other clinical fields. Methodology: The NeuroTracker program evaluates reaction abilities, visual memory, spatial imagination and other components of cognitive and visual functions. The output of this evaluation is a numerical value before and after training and calculated percentage improvement. This change was measured in a group of 64 athletes of various sports. The thesis also includes case reports of two athletes who underwent a general optometric examination, which was complemented by further visual training. Results: We have showed statistically that after a series of trainings on the NeuroTracker, there is an overall improvement of the measured parameters. Moreover we have shown that the number of performed trainings moderately correlates with the resulting improvement. Each sport correlates in a different way however....
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A teacher's handbook Post-traumatic Vision Syndrome: Awareness, assessments, accommodationsLewis, Elaine Ruth 01 January 2006 (has links)
The purpose of the project is to construct a handbook for pre-school, elementary and middle school teachers that will provide the information essential in developing an awareness of the signs and symptoms of a traumatic brain related to a ocular motor injury. Also included in the handbook are recommended assessments and accommodations that can be utilized in the management of PTVS.
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Rozvoj zrakových kvalit u dětí v raném a předškolním věku / Development of visual qualities in children of early and preschool ageVávrová, Michaela January 2017 (has links)
The thesis is focused on the development of visual qualities of children in the early and preschool age. The aim is to analyze current trends and research in the sphere of the early intervention for children with severe visual impairments with a focus on developing their visual qualities. The first three chapters deal with the theoretical knowledge about the development of children at the early and preschool age and the development of children with visual impairments, about the diagnosis of visual impairments at the early age and about the methods of visual training and visual stimulation. The fourth chapter consists of the analysis of current trends and research in the sphere of intervention for visually impaired children at the early and preschool age in selected countries. The analysis is realized by analyzing foreign professional publications, articles and research in journals or websites of the organizations that deal with support and assistance to people, or to children with visual impairments. The analysis shows that the system of the initiation of the early intervention for children with severe visual impairments in those countries is not the same. They differ in the level of provided services. In some states the early intervention is still badly available or expensive. They also differ in...
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Terapeutiese waarde van visueel-perseptuele skoling en die invloed daarvan op skolastiese prestasie.Schoeman, Olivier Johannes 01 1900 (has links)
Summaries in Afrikaans and English / Text in Afrikaans / Die waarde van visueel-perseptuele skoling of terapie vir visueel-perseptueel
gestremde leerlinge as 'n subgroep van leergestremdheid, is reeds
vir dekades 'n omstrede aangeleentheid. Hierdie omstredenheid is ondersoek
aan die hand van sewe internasionaal erkende psigometriese toetse.
Die interne konsekwentheidskoeffisiente van hierdie toetse het vir die
huidige studie van 0,62 tot 0,95 gestrek. 'n Faktorontleding van die
toetsinterkorrelasies het 'n gemeenskaplike faktor blootgele. Ses toetse
was primer visueel-perseptueel, en Goodenough <1926> se skaal is vir die
bepaling van intelligensie gebruik. Bykomend hiertoe, is leerlinge se
prestasies in hul eerste taal, wiskunde en skrif gebruik om die effek van
terapie te bepaal.
Proefpersone is as visueel-perseptueel gestremd gediagnoseer deur 'n opvoedkundige
sielkundige en 'n visuele skolingsentrum in Pretoria, waar eksper
imentele leerlinge terapie ontvang het. Hierdie diagnoses is deur die
Test for Visual Analysis Skills wat beduidend tussen normale en visueelperseptueel
gestremdes onderskei, bevestig. Die toets se geldigheid vir
Suid-Afrikaanse omstandighede is in 'n voorstudie bepaal.
Honderd en ses, ses- tot negejarige proefpersone (82 seuns en 24 dogters>,
van normale intelligensie, gesigskerpte en gehoor, is betrek. Drie
en vyftig het die eksperimentele groep gevorm wat onderverdeel is in 32
wat terapie voltooi het, en 21 wat nie het nie. Hierdie leerlinge is individueel
afgepaar met kontroleleerlinge van dieselfde geslag, ouderdom,
huistaal, sosio-ekonomiese status en skoolstanderd.
Eksperimentele leerlinge het visuele terapie in n breer groepsverband
vir een uur per week ontvang. Terapieperiodes het van 4 tot 15 maande gewissel.
Die eksperimentele ontwerp was 'n voortoets-natoets-tweegroepontwerp.
t-Toetse vir afhanklike (afgepaarde) groepe is uitgevoer op die verskille
tussen voor- en natoetstellings, asook tussen die eksperimentele en kontrolegroepe.
Geeneen van die primer visueel-oerseptuele meettegnieke het beduidende
resultate opgelewer nie. Dit is aanduidend van die ondoeltreffendheid van
visueel-perseptuele terapie om die tekorte waarop dit gemik is, reg te
stel. Die waarde van visueel-perseptueie terapie is inteendeel beperk tot
'n oorhoofse verbetering in konseptualisering en intellektuele ryping by
die groep wat terapie voltooi het. Skrif was die enigste vak wat by
dieselfde groep beduidend verbeter het. Hierdie resultaat is egter
twyfelagtig vanwee beoordelingstekorte. / The value of visual perceptual training or therapy, to visually perceptually
impaired pupils as a subgroup of the learning disabled, has been a
controversy far decades. This controversy was investigated by means of
seven internationally recognised psychometric tests. The internal
consistency coefficients of these tests for the present study ranged from
0,62 to 0,95. A factor analysis of test intercorrelations revealed a
common factor. Six tests were primarily visual perceptual, whilst the
Goodenough (1926) scale determined intelligence. Additionally, pupils'
performance in their first language, mathematics and writing, was used to
assess the therapeutic effect.
Subjects were diagnosed as visually perceptually impaired by an
educational psychologist and a visual training centre in Pretoria where
experimental pupils received therapy. These diagnoses were confirmed by
the Test for Visual Analysis Skills, which significantly differentiates
between the normal and visually perceptually impaired. This test's
validity for South African circumstances was determined in a prestudy.
One hundred and six, six to nine year old subjects <82 boys and 24
girls>, of normal intelligence, visual acuity and hearing, were involved.
Fifty three formed the experimental group which was subdivided in 32 who
completed therapy, and 21 who did not. These pupils were individualiy
matched with controls of similar sex, age, home language, socio economic
status and school standard.
Experimental pupils received visual therapy within a broader group
context for one hour per week. Therapy periods fluctuated between 4 and
15 months.
The experimental design was a pretest-posttest two group design.
t-Tests for dependant <matched) groups were conducted on the differences
between pre and oosttest scores, as well as between the experimental and
control groups.
None of the primarily visual perceptual tests revealed significant results.
This signifies the inefficiency of visual perceptual therapy to
rectify the deficits at which it is directed. The value of visual perceptual
therapy is, on the contrary, restricted to an overall improvement in
conceptualization and intellectual maturation within the group which completed
therapy. Writing was the only subject which improved significantly
within the same group. However, this result is dubious, due to evaluation
deficits. / Psychology / D.Litt. et Phil. (Psychology)
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Terapeutiese waarde van visueel-perseptuele skoling en die invloed daarvan op skolastiese prestasie.Schoeman, Olivier Johannes 01 1900 (has links)
Summaries in Afrikaans and English / Text in Afrikaans / Die waarde van visueel-perseptuele skoling of terapie vir visueel-perseptueel
gestremde leerlinge as 'n subgroep van leergestremdheid, is reeds
vir dekades 'n omstrede aangeleentheid. Hierdie omstredenheid is ondersoek
aan die hand van sewe internasionaal erkende psigometriese toetse.
Die interne konsekwentheidskoeffisiente van hierdie toetse het vir die
huidige studie van 0,62 tot 0,95 gestrek. 'n Faktorontleding van die
toetsinterkorrelasies het 'n gemeenskaplike faktor blootgele. Ses toetse
was primer visueel-perseptueel, en Goodenough <1926> se skaal is vir die
bepaling van intelligensie gebruik. Bykomend hiertoe, is leerlinge se
prestasies in hul eerste taal, wiskunde en skrif gebruik om die effek van
terapie te bepaal.
Proefpersone is as visueel-perseptueel gestremd gediagnoseer deur 'n opvoedkundige
sielkundige en 'n visuele skolingsentrum in Pretoria, waar eksper
imentele leerlinge terapie ontvang het. Hierdie diagnoses is deur die
Test for Visual Analysis Skills wat beduidend tussen normale en visueelperseptueel
gestremdes onderskei, bevestig. Die toets se geldigheid vir
Suid-Afrikaanse omstandighede is in 'n voorstudie bepaal.
Honderd en ses, ses- tot negejarige proefpersone (82 seuns en 24 dogters>,
van normale intelligensie, gesigskerpte en gehoor, is betrek. Drie
en vyftig het die eksperimentele groep gevorm wat onderverdeel is in 32
wat terapie voltooi het, en 21 wat nie het nie. Hierdie leerlinge is individueel
afgepaar met kontroleleerlinge van dieselfde geslag, ouderdom,
huistaal, sosio-ekonomiese status en skoolstanderd.
Eksperimentele leerlinge het visuele terapie in n breer groepsverband
vir een uur per week ontvang. Terapieperiodes het van 4 tot 15 maande gewissel.
Die eksperimentele ontwerp was 'n voortoets-natoets-tweegroepontwerp.
t-Toetse vir afhanklike (afgepaarde) groepe is uitgevoer op die verskille
tussen voor- en natoetstellings, asook tussen die eksperimentele en kontrolegroepe.
Geeneen van die primer visueel-oerseptuele meettegnieke het beduidende
resultate opgelewer nie. Dit is aanduidend van die ondoeltreffendheid van
visueel-perseptuele terapie om die tekorte waarop dit gemik is, reg te
stel. Die waarde van visueel-perseptueie terapie is inteendeel beperk tot
'n oorhoofse verbetering in konseptualisering en intellektuele ryping by
die groep wat terapie voltooi het. Skrif was die enigste vak wat by
dieselfde groep beduidend verbeter het. Hierdie resultaat is egter
twyfelagtig vanwee beoordelingstekorte. / The value of visual perceptual training or therapy, to visually perceptually
impaired pupils as a subgroup of the learning disabled, has been a
controversy far decades. This controversy was investigated by means of
seven internationally recognised psychometric tests. The internal
consistency coefficients of these tests for the present study ranged from
0,62 to 0,95. A factor analysis of test intercorrelations revealed a
common factor. Six tests were primarily visual perceptual, whilst the
Goodenough (1926) scale determined intelligence. Additionally, pupils'
performance in their first language, mathematics and writing, was used to
assess the therapeutic effect.
Subjects were diagnosed as visually perceptually impaired by an
educational psychologist and a visual training centre in Pretoria where
experimental pupils received therapy. These diagnoses were confirmed by
the Test for Visual Analysis Skills, which significantly differentiates
between the normal and visually perceptually impaired. This test's
validity for South African circumstances was determined in a prestudy.
One hundred and six, six to nine year old subjects <82 boys and 24
girls>, of normal intelligence, visual acuity and hearing, were involved.
Fifty three formed the experimental group which was subdivided in 32 who
completed therapy, and 21 who did not. These pupils were individualiy
matched with controls of similar sex, age, home language, socio economic
status and school standard.
Experimental pupils received visual therapy within a broader group
context for one hour per week. Therapy periods fluctuated between 4 and
15 months.
The experimental design was a pretest-posttest two group design.
t-Tests for dependant <matched) groups were conducted on the differences
between pre and oosttest scores, as well as between the experimental and
control groups.
None of the primarily visual perceptual tests revealed significant results.
This signifies the inefficiency of visual perceptual therapy to
rectify the deficits at which it is directed. The value of visual perceptual
therapy is, on the contrary, restricted to an overall improvement in
conceptualization and intellectual maturation within the group which completed
therapy. Writing was the only subject which improved significantly
within the same group. However, this result is dubious, due to evaluation
deficits. / Psychology / D.Litt. et Phil. (Psychology)
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Visual literacy in kindergarten: How can visual literacy be used as a tool to promote student learning in the kindergarten classroom?Anguiano, Arcelia 01 January 2004 (has links)
The purpose of this project is to create a guide for planning effective use of visuals. Recent studies demonstrate the effectiveness of using visuals in classroom instruction, including the fact that English language learners benefit from using this tool.
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