본 연구에서는 뇌성마비 청소년에게 가상현실기반 운동프로그램을 적용하여 대동작기능 및 균형에 미치는 영향을 평가하고 효과를 분석해 보고자 하였다. 9∼18세의 뇌성마비 청소년 20명을 대상으로 하였으며, 모든 대상자는 GMFCS Ⅰ∼Ⅱ단계, CFCS 1∼2단계로 가상현실기반 운동프로그램을 적용한 실험군 10명과 신경발달치료를 적용한 대조군 10명으로 나누어 무작위 배정 하였다. 하루 40분, 주 2회, 총 6주 간의 중재를 하였고, 중재 전, 후에 대동작 기능과 균형을 측정하였다. 실험군과 대조군 대상자의 성별, 나이, 뇌성마비 유형 및 기능수준에는 유의차가 나타나지 않는 동질한 집단이었다. 측정값의 전후 비교에서 실험군과 대조군 모두 대동작기능과 균형에 향상이 있었다. 두 군 간의 비교에서는 실험군이 대조군보다 기기와 무릎서기를 제외한 대동작기능 점수, 아동균형척도 점수, 눈을 감은 상태에서의 압력중심점의 동요거리, 눈을 감은 상태에서의 압력중심점의 동요면적의 측정값에서 더 큰 향상을 보였다. 본 연구를 바탕으로 다양한 유형 및 기능수준을 가진 뇌성마비 청소년들에게 가상현실기반 운동프로그램을 적용하고, 더 많은 수의 대상자에게 적용하는 등 지속적인 연구가 필요할 것으로 사료된다.

The purpose of this study was to determine if a exercise using virtual reality can improve gross motor function and balance in adolescents with cerebral palsy. 20 adolescents with cerebral palsy were randomly recruited and divided into two groups (experimental group = exercise based on virtual reality, control group = neurodevelopmental therapy). The subjects in each group is participated in the training for 6 weeks, 2 times per week, 40 minutes per session. GMFM-88 were measured for gross motor function; pediatric balance scale(PBS), sway length(SL) and sway area(SA) of center of pressure, limit of stability(LOS) were measured for balance before and after the training. The results of this study are as follows. First, GMFM-88 values in the experimental group and control group were significantly increased after training than before training. In the experimental group, sum of five GMFM dimensions(p<.01), GMFM-C(p < .05), GMFM-D(p < .01), GMFM-E(p < .01) ware significantly increased. and in the control group, sum of five GMFM dimensions(p < .01), GMFM-C(p < .05), GMFM-D(p < .05), GMFM-E(p < .05) ware significantly increased. After training, sum of five GMFM dimensions, GMFM-D, GMFM-E of the experimental group significantly decreased greater than that of the control group(p < .01). In the GMFM-C, significant differences between the groups did not observed(p > .05). Second, PBS scores in the experimental group and control group were significantly increased after training than before training(p < .01). After training, PBS scores of the experimental group significantly increased greater than that of the control group(p < .01). Third, SL values in the experimental group and control group were significantly decreased after training than before training. in the experimental group, values of SLEO and SLEC ware significantly decreased(p < .01). and in the control group, values of SLEO(p < .05) and SLEC(p < .01) ware significantly decreased. After training, SLEC values of the experimental group significantly decreased greater than that of the control group(p< .05). In the SLEO, significant differences between the groups did not observed(p > .05). Fourth, SAEC values in the experimental group(p < .01) and control group(p < .05) were significantly decreased after training than before training(p < .01). After training, SAEC values of the experimental group significantly decreased greater than that of the control group(p < .01). In the SAEO, significant differences inter the groups and between the groups did not observed(p > .05). Fifth, LOS-reward(p < .05) and LOS-sum(p < .01) values in the experimental group and control group were significantly increased after training than before training. In the LOS-forward, LOS-rightward and LOS-leftward, significant differences did not observed between before and after training(p > .05). After training, in all directions, significant differences between the groups did not observed(p > .05) The study suggests that the exercise using virtual reality is an intervention method that improves gross motor function and balance of the adolescent with cerebral palsy.