Comparison of the Effectiveness of Aerobic Exercise Training and Neuro-Linguistic Programming (NLP) Strategies on Executive Functions in Students with Learning Disabilities

Faezeh Babaee Arboosara; Ali Taghvaei Neya; Hoshang Jadidi

Authors

Faezeh Babaee Arboosara Ph.D. Student, Department of Educational Psychology, Sa.C., Islamic Azad University, Sanandaj, Iran Author https://orcid.org/0000-0002-4737-8081
Ali Taghvaei Neya Associate Professor, Department of Psychology, Yasuj University, Yasuj, Iran Corresponding Author https://orcid.org/0000-0002-8434-4411
Hoshang Jadidi Department of Psychology, Sa.C., Islamic Azad University, Sanandaj, Iran Author https://orcid.org/0000-0003-3014-9984

Keywords:

Aerobic Exercise, Neuro-Linguistic Programming, Executive Functions, Sustained Attention, Planning, Organization, Learning Disabilities

Abstract

The present study aimed to compare the effectiveness of aerobic exercise training and neuro-linguistic programming (NLP) strategies on sustained attention, planning, and organization in students with learning disabilities. This quasi-experimental study employed a pretest–posttest design with a control group and a two-month follow-up. The statistical population consisted of students with learning disabilities attending educational and clinical centers in the Mehrshahr district of Karaj during the 2024–2025 academic year. Using convenience sampling, 45 eligible students aged 13–15 years were selected and randomly assigned to three groups: aerobic exercise training (n = 15), NLP strategies training (n = 15), and control (n = 15). The two experimental groups received their respective interventions over a two-month period, whereas the control group received no intervention. Executive functions were assessed using the Behavior Rating Inventory of Executive Function, Teacher Form (BRIEF), at pretest, posttest, and follow-up. Data were analyzed using repeated-measures analysis of variance and Bonferroni post-hoc comparisons in SPSS version 26. Repeated-measures analysis showed significant time and group effects for sustained attention (F = 31.804, p < .001, partial η² = .602; F = 18.720, p < .001, partial η² = .471), planning (F = 63.613, p < .001, partial η² = .752; F = 7.289, p = .002, partial η² = .258), and organization (F = 62.953, p < .001, partial η² = .623; F = 6.405, p = .004, partial η² = .234). Bonferroni comparisons indicated that both aerobic exercise and NLP significantly improved sustained attention and planning compared with the control group, while no significant difference was found between the two interventions. For organization, only the NLP group differed significantly from the control group (p = .003), whereas aerobic exercise did not (p = .630). Both aerobic exercise training and NLP strategies can improve sustained attention and planning in students with learning disabilities, while NLP strategies may offer a more specific benefit for organizational functioning.

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