مریم رحیمیان مشهدی

In recent years, yoga has been used as an intervention to improve memory function. The present study aims to investigate the effect of super-brain yoga practices on the consolidation and reconsolidation of motor memory in young girls.

Participants were 24 young girls in Lendeh, selected based on the inclusion criteria of the study and then randomly divided into two groups: experimental group (performing ten blocks of 80 trials in the acquisition phase, performing super brain yoga, recalling the tasks after 15 minutes and performing the retention test after one hour) and the control group (performing ten blocks of 80 trials in the acquisition phase, recalling the tasks after 14 days from the last training block of the acquisition phase and performing the retention test after one hour). Data was collected using the Altering Serial Reaction Time Task.

The results of variance analysis with the repeated measure in acquiring phase demonstrated that the subjects’ performance improved during the training trials (P<0.05) and the subjects had a better performance in the ninth and tenth training blocks than in the first. In the first retention test, both the super brain yoga group and control group made progress (P<0.05), however, the super brain yoga group made more progress than the latter. In the second memory test, the yoga practice group performed better than in the first retention test and the tenth training block.

Remarkably, the results of the study show that applying the intervention super brain yoga not only led to memory inhibition but also acted as a facilitator for consolidating and reconsolidating motor memory

The aim of this causal-comparative research was to investigate the effects of lateral preference in the limbs-eye and task difficulties on propulsive skills in girls aged 10-11.

in this research with available sampling method, 100 girls from two sport clubs in Tehran were classified into 10 groups regarding to their preference patterns (4 groups of eye-hand patterns; 2 ipsilateral and 2 contralateral, 4 groups of eye-foot patterns; 2 ipsilateral and 2 contralateral, and 2 groups of pure and compound patterns of eye-hand-foot). Performance was measured using concentric circles test for the eye-hand pattern groups, doing 10 trials of hand throwing from both short (simple) and long distance (difficult). For groups of eye-foot pattern, MORE-CHRISTIAN foot preference test was used, performing 8 trials of shooting from both short (simple) and long distance (difficult). Ten trials of basketball free shots were performed for evaluating the performance of pure and compound patterns groups. Data were analyzed using 2-way ANOVA.

Results indicated no difference between children's performance with different preference pattern doing simple and difficult task in throwing skill.

It can be concluded that the throwing skills of girls aged 10-11 with different patterns of limbs and eye preference is not affected by their preference pattern in performing simple and even difficult task in throwing.

The purpose of this study was to investigate the effect of individual and group play teacher-centered and child-centered educational environment on the assessment of motor performance and adaptive behavior of mentally retarded children.

participants were children with intellectual disabilities (21 girls and 19 boys) aged7-10 years Gonbad City who were ratedad having a score of 45 and less basedon Rutter’s behavioral questionare (Norm of Iran and IQ range of 50-70. The were randomly divided into four groups of 10(two groups as teacher-centered and child-centered playing by group, and two groups as as teacher-centered and child-centered playing individually). Were engaged in the school motor play program (in group or individually and in child-centered enviornments or teacher-centered) in six weeks, two days a week, and in 12 sessions. Data were analyzed using SPSS software. One – way analysis of ANACOVA was used to test the research hypothesis.

The result showed that the effect of individual or group motor play in two child-centered or teacher- centered educational environments motor performance of children with mental retardation was significant motor performance were better in post-test compare to pre- test. Also, all groups showed less disturbed adaptive behavior in the post- test stage.

It was also found that the group playing as a team with coach-centered pedagogue performed functionaly better than the group playing individually with child- centererd pedagogue. Adaptive behavior was better in the group who practiced by team compared with the groups who practiced individually.

 the aim of this study was to study the effect of Spark and traditional games on motor proficiency and social growth in children with Developmental Coordination Disorder (DCD). 

 This quasi-experimental study, 1288 Piranshahr primary school students were screened using the parent Developmental Coordination Disorder list  and teachers log Saw motor that 36 children with DCD boys and girls (7 to 10 years) were divided randomly into three groups with 12 participant (one control and two experimental groups). The experimental groups exercised for four sessions per week for 4 weeks (Spark and traditional games). The measurement tools were Brvnynkz- Oseretsky motor proficiency test (BOTMP), the Wechsler test and Vineland Social Maturity Scale (Vineland), respectively. The depended t test and analysis of variance were used. 

 The results showed that both groups Spark program and traditional games in motor proficiency had a significant difference between pre and posttest. Also the Tuky test showed that the Spark program and traditional games had a significant difference with control group. So that the Spark program had a greater impact on improving motor proficiency and traditional games had a greater impact on improving the social development. 

 This finding emphasized that the Spark program and traditional games, can improve motor proficiency and social development of children with developmental coordination disorder.