نشریه رفتار حرکتی
پیاپی 38 (زمستان 1398)

Physical activity during pregnancy has many positive effects for the mother, fetus and the baby. But there are some uncertainties about the consequences for children. The purpose of this study was to investigate the effect of aerobic, resistance and combination exercises during maternal pregnancy on the development of fine and gross motor skills in 12-month-old children. The research method was quasi-experimental with post-test design with control group. Purposeful sampling was performed on 60 healthy pregnant women in the second trimester who volunteered to participate in the study. Samples were randomly divided into four groups of 15 individuals: 1) aerobic exercise, 2) resistance training, 3) combined exercise and 4) control. The training groups were trained for eight weeks in 24 sessions for 60 minutes according to the program. After childbirth, children were assessed at 12 months of age using the PB-2 test. Data were analyzed using ANOVA, LSD and SPSS 22 software. The results showed that there was a significant difference between the motor skills of 12-month-old children whose mothers had physical training and the control group, so that the aerobic training group performed the best.

Developmental Coordination Disorder is a common disorder that affects academic and motor performance. This study evaluates the effect of physical exercises on executive function and cognitive flexibility in children with DCD. This research was carried out semi-experimentally with pre-test and post-test. Eighteen children who were screened according to the criteria of The Diagnostic and Statistical Manual of Mental Disorders from 2nd to 4th grade elementary school students in first district of Tehran, then randomly divided into experimental group (nine subjects with a mean age of 8.6 ± 1.39) and control group (nine subjects with a mean age of 8.11 ± 1.15). Executive performance and cognitive flexibility were measured in the pre-test and post-test. The experimental group performed the selected motor exercises for 20 sessions of seventy-five minutes (three sessions per week). Analysis of Covariance was used to data analyze. Comparison of post-test and experimental group showed that the performance of children with developmental coordination disorder after intervention was significantly improved (P = 0.021), but there was no significant change in cognitive flexibility (P = 0.193). The results of this study indicate that physical activity may improve the cognitive basis of motor behavior. Therefore, motor interventions are a safe way to improve the developmental coordination disorder.

The purpose of this study was to identify the components of an effective physical education teacher and assess its status in Zanjan schools, which is a descriptive-survey method. The statistical population consisted 220 physical education teachers in Zanjan city in 1396 – 1397 year and the sample were selected 136 teachers using Morgan table. Accordingly, the research sample was selected using stratified sampling method and randomly selected from 69 male and 67 female teachers. The research instrument was a researcher-made questionnaire containing 59 items in 8 components, whose reliability was 97% by Cronbach's alpha coefficient. For statistical analysis, descriptive statistics and inferential statistics Kolmogorov-Smirnov test, one-sample T test, independent-sample T test, analysis of variance (ANOVA) and Friedman test. The results showed that considering the significance of one-sample T test at the level (P≤0.05), the observed mean score indicated that the effectiveness of physical education teachers in Zanjan was at the optimum level and at the level of the components obtained "features Scientific and specialized "," teaching skills "and" evaluation skills ", relatively desirable and other components were at the optimal level. Regarding the results of the research, it seems that the effectiveness of physical education teachers in Zanjan is satisfactory, but it can be promoted to a higher level by increasing the level of study in the field of expertise, acquiring classroom management and leadership skills, using coordinated evaluation, and so on.

The aim of the current research was to evaluate the psychometric properties aspects (validity and reliability) of the Body Coordination Test for Children (KTK) among children of Tehran city. The strategy and design of the research were descriptive and cross-sectional, respectively. Three hundred and eight children aged 5-14 years old (0/61 male) chosen from five main districts of the city using cluster sampling. Our research tool was the Body Coordination Test for Children (KTK). The confirmatory Factor analysis by using structural equation modeling (SEM), content, face and divergent validity, internal consistency, intra- inter-class and Pearson correlation coefficients and construct reliability statistical methods were used. Content Validity Index with final value of (0.91) was obtained. The internal consistency for the total KTK was) α=0.84) and shows in a range of (0.61 to 0.97) for four subscales with 10 age bands. In addition, the reliability of test-retest for the total KTK was (r= 0.95). The intra and inter-rater reliability coefficient the sum of subscales was 0.98, 0.97 respectively. In order to evaluate the construct validity, Kiphard’s one-factor design was confirmed using Confirmatory factor analysis. Correlation coefficients of the subtests were significant and positive with age. Finally, the values of construct reliability and divergent validity were (0.87) and (0.63), respectively. Considering the confirmation of the validity and reliability of the KTK, it can be used to evaluate the body coordination of children aged (5-14) in Tehran.

Variability is discussable topic in skilled execution, therefore; the aim of the present study was to investigate coordination variability between missed and successful chip pass skill between expert soccer players under variation of the task constraints. Participants included 10 right-footed soccer men in the age 22.06 ± 1.41 years’ old. They performed 10 passing soccer chips in different height of the barrier and various distances of ball to barrier and target (task constraints). Waterloo Footedness Questionnaire was used to determine of dominant foot and a 7-point Likert scale was used to evaluation of performance accuracy. Vector coding method was used to measure of motor coordination variability for recorded kinematic data form joints of the ankle, knee and hip of the kicking foot. All variables were found to be normally distributed (Shapiro Wilks > 0.05). Analysis of variance with repeated measures was used to compare kinematic data between missed and successful trails (P≤0.05). Results showed that significant difference exist in the ankle-knee couplings between missed and successful trails in the first (Ball distance to target 10 meters and the height of barrier 1.5 m) and second (Ball distance to target 12 meters and the height of barrier 1.7 m) statuses (P= 0.01). While in the hip-knee couplings no significant difference exists between missed and successful trails in the first and second statuses (P= 0.61), (P= 0.36). The results indicate that probably skilled in their successful trails are capable to benefit of inherent variability of the system functionally for optimal organization of the task constraints and improve motor performance.

The aim of this study was to investigate the role of task constraints manipulation on learning of skills and strategies of basketball by nonlinear pedagogy (Teaching Games for Understanding). The statistical population of the study was Urmia secondary school girl students. Subjects were 40 students (each group= 20 people) who did not already have a history of basketball playing and were physically health with an average age of 13.06±3. AAHPERD basketball skills test and game performance assessment instrument was used to collect data. The manipulation of the constraints included changes in the playing location, ball size, loop height, and change in the rules of the game. The results showed that training skills and strategies of basketball were effective and the subjects learned more after training. Also, the effect of basketball training by constraints manipulation of TGFU and TGFU without constraints manipulation was different that represents confirmation of the positive role of task constraints manipulation at the level of p