نشریه رفتار حرکتی
پیاپی 45 (پاییز 1400)

The purpose of this study was to investigate the effect of two methods of motor practice and computer games on motor skills in children with Down syndrome disorder. For this purpose, 30 students who were studying in exceptional schools in Mazandaran were selected with available sampling method. After homogenizing the scores in the pretest, participants were divided into three groups of 10 people including two experimental groups (motor practice and computer game groups) and one control group. Experimental groups participated in selective games for 8 weeks, three 45-minute sessions a week. The control group did not received any treatment and lived their daily life. At the end of the training interventions, a post-test was conducted. Bruininks Oseretsky test was selected to evaluate motor activity. Dependent t-test, Covariance analysis and Bonferroni post hoc test were used for data analysis at P0.5 level. The results showed that there is a significant difference between computer games and control groups as well as the training program and control group (P =0.013 and P= 0.001, respectively). However, there was no significant difference between the groups of computer games and the training program (P = 0.479). Therefore, it seems that despite some ideas that make computer games ineffective in improving motor development, its proper use is to improve the motor development of children with Down syndrome; also training program can also perform important role in improving their motor skills.

The aim of this study was to investigate the effect of contextual interference in implicit and explicit condition on the coordination and motor function in slow- learning children.For this purpose,60 slow- learning children with a mean age of12.28±0.80years where selected in available.After obtaining the terms of entry and consent, based on the pretest scores were divided into four groups(explicit practice without interference, explicit practice with interference,implicit practice without interference,implicit practice with interference).IQ was measured using Wechsler's Intelligence Test, fourth edition, bimanual coordination by the Vienna test and performance with a rotatory follow-up device. Then, the Four-session training (four blocks - nine attempts per session) was performed with a Pursuit rotatory in their special training sessions. After four sessions of training, the participants of the group were again measured in the above variables and the results were recorded as a post-test. For analysis of data, outcomes of the groups were analyzed by mixed analysis of variance 2(learning type)× 2(practice conditions) at post-test and retention stages at a significant level (p≤0.05).The results show that there is no difference between implicit and explicit learning in the acquisition and retention test (p<0.05).There is no difference between implicit and explicit learning in acquiring motor function (p<0.05).But in retention of motor performance, the difference between implicit and explicit learning was significant (p<0.05) and implicit learning showed better performance. In general, it can be said that in slow- learning children, the situation with the interaction of the implicit learning background leads to better memorization.

The aim of this study was to investigate the different arrangement of practice on the learning the relative timing was a fine motor task. For this reason 64 Participants were selected aged 22±4 years as accessible samplas randomly assigned to one of 5 groups (control, errorful, errorless, gradual increases and random). This study was carried out in four phases which including, which included pre-test (PRT), acquisition (ACQ), and 10-min and 24-hr, delayed retention and transfer tests. First phase (pre-test), subjects participated in 10 trials without knowledge of results (KR) on four-segment timing task. In the acquisition phase, a timing task with three different difficulty levels (simple, moderate, and difficult) was practiced in three sessions of 45 trials with feedback on the total movement time (TMT) and time of each segment of the task (intermediate times; ITs) by experimental groups, except for control. Then, 10-min and 24-hours after the acquisition phase, delayed retention and transfer tests were performed. The findings showed that there was no significant difference between the groups in the pre-test. However, in the 10 minute and 24 hour retention / transfer tests, all groups performed better than the control group. Additionally, in all retention and transfer tests, errorless and gradual increases groups in the relative timing (intermediate times) (RMSE), These results show that practice in gradual increases and errorless groups leads to a better learning of the task and its generalization to new conditions that are consistent with the implicit learning and reinvestment theories.

The complexity of educational practices and the issue of individual differences has created many challenges for motor skills educators. So the purpose of this study was to compare effectiveness linear and nonlinear pedagogy on manipulation motor skills performance of children. The population of this study included all girl children of 8 years old primary schools in Babolsar city that 55 children of them were selected using accessible sampling method and participated for 4 weeks, twice a week, in interventional program involving linear pedagogy (performing prescriptive and repetitive exercises) and nonlinear pedagogy (manipulation of task constraints including equipment and instructions) to performance improvement of manipulation motor skills. Data collection tools included quantitative or product-oriented tests adjusted of overarm throwing accuracy, Moore-christine shot test (modified for children) and basketball spiral dribble test. The data were analyzed using Mix-ANOVA analysis test. The results showed that there was a significant difference between the two nonlinear and linear pedagogy groups in throwing accuracy skills, spiral dribbling skill and kicking skill (P<0/001) and Children with nonlinear pedagogy had a higher level of performance in manipulation motor skills than those with linear pedagogy. As a result, it is recommended that teachers and educators help children to achieve better performance outcomes in a dynamic learning environment by applying a nonlinear pedagogy approach to teaching Fundamental motor skills to children.

Play is one of the most needed stimuli for children and it has a huge share of the child's identity and experiences. The purpose of this study was to compare the play in different environments (natural and indoor spaces) on visual perception skills and IQ of preschool children.This study was a causal-comparative study conducted in the field. The statistical population consisted of 4-6 year old children in Tabriz city. The sample consisted of two groups of 30 people who were purposefully selected as the sample. Frostig test was used to assess perceptual-visual skills and Goodenoough’s cognitive skill test was used to measure IQ. Data were analyzed using independent t-test and multivariate analysis of variance in SPSS software at the significant level of 0.05.The results show that there was a significant difference between the two groups in the overall children's visual perception (P = 0.0001) and among the subscales of visual perception, eye motor coordination (P = 0.0001), figure-ground (P = 0.003), position in space (0.003), special relationships (p = 0.004) and also in intelligence (p = 0.001). The scores of children playing naturally outdoors were higher than those of children playing indoors.The type of environment in which children work affects their growth. The natural environment is a rich of stimulus that has a significant impact on children's development. Therefore, it is suggested that children become more active in natural as outdoor spaces at childhood to improve their visual perception skills and increase their intelligence.

Posture-cognition studies show that postural control is affected by cognitive task. Therefore, the effect of factors such as task difficulty is evaluated in dual-task paradigm but the impact of difficulty of cognitive and postural task on postural control remains inconclusive. The purpose of the present study was to examine the interaction effect of cognitive and postural tasks difficulty on postural control. Twenty healthy young volunteers (Mean age 22 ± 2.3 years) performed six random conditions while standing on a force platform. Conditions involved combinations of two level of postural task difficulty (standing on the floor and narrow base) and three level of cognitive task difficulty (without, easy and difficult cognitive tasks). Two way ANOVA (significant level p < 0.05) results demonstrated marked decrease in the standard deviation of the center of pressure in the anterior-posterior and medial-lateral directions for the difficult cognitive task condition in both postural task. (p < 0.05). Also, the easy cognitive task reduced the standard deviation of the center of pressure in the anterior-posterior direction in the narrow base standing condition (p < 0.05). According to the results of the present research, it seems that the difficult cognitive task requires a greater part of attention capacity; subsequently, attention is withdrawn from the postural task and automatic control regulates posture more efficiently through unconscious, fast, and reflexive processes. Also, postural control is simultaneously affected by the difficulty of postural and cognitive tasks. Therefore, in designing appropriate interventions, it seems necessary to pay attention to the interactive effects of posture and cognitive tasks.

The aim of this study was to compare the role of linear and nonlinear training on team and individual creativity in beginner futsal players. In this study, 30 students from Tabriz University participated voluntarily. Subjects in each of the linear and nonlinear groups (15 people in each group) were randomly divided and practiced futsal game and futsal skills for three months. Variables dependent on film analysis method were measured. The results of analysis of covariance for appropriate and inappropriate actions and descriptive statistics for creative and original action and team creativity showed that the nonlinear method is better than the linear method. These results emphasize the manipulation of constraints instead of providing feedback and pattern and are applicable to educators and teachers and it is recommended that these people be trained to use new learning methods