robabeh rostami

Motor imagery is one of the cognitive aspects of the tasks which is investigated as a factor affecting performance in many situations. Also, another cognitive dimension of tasks that researchers believe to play an important role in motor control and performance is mental representation. This study aimed to determine the relationship between motor imagery ability and mental representation structure in basketball free throw.

The design of this research was correlational and a convenient method of sampling was used. In this study, the Motor Imagery Questionnaire-Revised and Mental Representation Software were used as tools. The motor imagery ability of 60 female basketball players was measured and 10 participants with the highest (mean age: 16.3±2.05 years) and 10 participants with the lowest (mean age: 20.3±4.9 years) imagery ability were selected. Then, their mental representation was measured using mental representation software. The relationship between motor imagery ability and mental representation was analyzed using correlational analysis.

The results showed that the group with the highest motor imagery ability had a more structured mental representation which was more similar to that of criterion mental representation. Also, the results showed that there was a positive relationship between imagery and mental representation structure scores in both groups.

These results were interpreted using the perceptual-cognitive approach. Also, these results were considered a piece of evidence for the top-down process of imagery. Achieving these results indicate that psychological skills training accompanied by technical skills training will have a critical contribution for the athletes to success in sports.

With the increase in obesity and overweight statistics, it will be difficult to implement many movement skills from childhood. Among these skills, fundamental movement skills which are known as prerequisites for specialized skills need special attention. The purpose of the present research is to investigate the effect of core stability training on fundamental motor skills in overweight and obese girls.

This research is of a quasi-experimental type. After school selection randomly and after initial screening, 30 girls’ students of 7 years (15 in the experimental group and 15 in the control group) were selected who were in the obese and overweight categories based on body mass index. Students Object Control and locomotor skills in the pre-test and post-test were assessed using Gross Motor Development Test 2 (TGMD2). The method of the present study was experimental and its design was pretest-posttest with a control group .

One-way analysis of covariance showed that core stability exercises can improve the fundamental motor skills of overweight and obese students.

According to the findings of this study, by designing and implementing core stability exercises in primary schools, it is possible to help improve the fundamental motor skills (locomotor and ball skills) of children, especially children with motor deficits due to overweight and obesity.

The aim of this study was to investigate the effect of voluntary and forced exercise and off-line periods on consolidation of implicit motor memory. This study was a quasi-experimental method and the statistical population consisted of girl students of Shiraz University. So 30 non-athlete girl students with mental health, and without neural disease background or sleep disorders were voluntarily participated in the study. After determining the memory function, they were divided into 3 experimental groups with 6, 24 and 48 hours off-line periods. The research consisted of 2 stages and each stage included of acquisition, physical exercises (first stage voluntary and the second one forced) and retention (memory test) sessions. The intermittent chain reaction time assignment was used to measure motor memory changes. The Analysis of Variance (ANOVA) with repeated measure, with the significant level of p≤0.05, was used to answer the questions of research. The results showed that each of the 3 off-line periods had positive effects on consolidation of implicit motor memory, but there were no significant difference among them. The effect of voluntary and forced exercise on implicit motor memory consolidation, showed a significant difference in favor of voluntary exercise.

This study was aimed to address the effect of motor imagery and action observation on the mental representation and accuracy of basketball free throw. For this purpose, 40 participants were divided into four groups including: imagery, observation, mixed, and control. Participants practiced the basketball free throw for one week (100 trials per day) according to their grouping. One week after the last session of training, a retention test was performed. Movement accuracy and the structure of mental representation were measured. Results of movement accuracy showed that the mixed group had a higher accuracy than other groups. Also, the observation group performed more accurate than imagery group. In the mental representation measure, the mixed group had a more structured mental representation than other groups. In addition, the mental representation of imagery group was more structured than observation group. These findings were interpreted according to the different underlying of these practice types

The purpose of this study was to investigate the effect of cognitive rehabilitation on Fundamental motor skills of children with DCD. The method of the present study was quasi-experimental, a pre- posttest design with experimental, and control groups. The statistical population of the study was 6 to 10 year old children in khonj city. For this purpose, 40 children with developmental coordination disorders were selected by cluster sampling method based on entry and exit criteria as members of the sample group and were randomly divided into experimental (n = 20) and control (n = 20) groups. Electrical stimulation was performed in 24 sessions and each session for 20 minutes with an intensity of one mA on the F3 and F4 regions on the study groups. The instruments used in this study included the DCD Questionnaire (DCDQ7), Movement Assessment Battery for Children - Second Edition (MABC-2), the Ulrich Test of Gross Motor Development (TGMD-2) and the Raven Intelligence Test. Data analysis was performed by Levin, Kolmogorov-Smirnov test and analysis of covariance at a significance level of 0.05. The results showed that Transcranial Direct Current Stimulation (tDCS) have a significant effect on increasing locomotor movement skills (F = 461.84, P = 0.001, Eta = 0.92), object control (F = 351.15, P = 0.001, Eta = 0.90,) and total motor skills (F = 597.21, P = 0.001, Eta = 0.94). This method can be useful and effective in improving Fundamental motor Skills, which is one of the major problems of these children.

Visual perception skills are essential for daily life activities. The purpose of this study was to investigate the effect of eight-week Wii-Fit training on visual perception in children aged 6 to 10 years with a developmental coordination disorder

The research method was semi-experimental with pre-test and post-test with the control group. The statistical population included all children aged 6 to 10 years in Rafsanjan in the academic year of 2018-19. Of these children, 40 children with developmental coordination disorder were selected by multi-stage available sampling method and randomly assigned to experimental and control groups. Research instruments were Wilson's Developmental Coordination Disorders Questionnaire, Movement Assessment Buttery for Children (MABC), and Gardner's Visual Perception Test. Subjects in the experimental group performed the individual Wii fit training for 16 sessions (8 weeks and two sessions per week). The Shapiro-Wilk, Levin test and 95% confidence level covariance were used for data analysis.

The results showed that timely interventions based on active video games significantly affected children's visual perception with developmental coordination disorder (P˂0.05).

According to the results, the emphasis on identifying and performing appropriate interventions such as Wii Fit training may be effective in treating and developing children with developmental coordination disorder.

The purpose of this study was to evaluate the effectiveness of cognitive rehabilitation and physical exercise on locomotor movement skill of children with DCD.

The present study is a quasi-experimental study with a pre-posttest design with a control group. 80 boys aged 6-10 years (mean age: 8.68±1.2) were selected from primary school students in Shiraz using multi-stage cluster sampling method and were randomly divided into three experimental and control groups. Developmental Coordination Disorder Questionnaire (DCDQ7), Raven Intelligence Test and Movement Assessment Buttery for Children (MABC-2) were used to screen children and the Ulrich Gross Motor Skills Development Test (TGMD-2) was used to assess locomotor movement skills. Experimental groups performed the interventions for 8 weeks, Paired t-test and analysis of covariance were used to analyze the data.

The results showed that the locomotor movement skill score in the groups of cognitive rehabilitation, physical exercise and combined intervention from the pre-test to post-test stages increased significantly (P<0.05). While in the control group no significant difference was observed (P>0.05).

Concomitant use of cognitive rehabilitation-related interventions with physical exercise is more effective in improving locomotor movement skill in children with developmental coordination disorders.

Fundamental motor skills form the basis of the development of sports skills. The purpose of this study was to compare the effect of a selected training period and core stability on child object control skills.

The statistical population of this study included all the 4-6-year-old boy children in the kindergarten schools and preschools of Shiraz during in the academic year 1397-98. 45 individuals were randomly divided into three groups (15 in control group, 15 in experimental group and 15 in core stability training group). The research method was quasi-experimental and the research design was pretest-posttest with control group. In this study, the TGMD2 test was used. Shapiro–Wilk test was used to check the natural distribution of data. Data were analyzed using MANCOVA. P ≤ 0.05 was considered as the level of significance.

The results showed that selected exercises and core stability can improve object control skills. The results showed that selected exercises and core stability can improve object control skills.

 Based on the findings of the study, it can be recommended to improve the basic skills of children, especially their object control skills, by designing selected exercises and central stability and implementing them during school hours.

 Breast cancer as the most common cancer and deadliest malignancy among women is one of the most important health concerns in the world. Therefore, the present study was conducted in response to the question of whether the Pilates training method affects the memory, attention, and balance of women with lymphedema after modified mastectomy.

 In this quasi-experimental clinical trial, we studied 20 women with an average and standard division in (age, 43.03±5.61year), height (163.85±4.63 cm) and weight (67±3.95 kg). Our subjects referred to Shahid Motahari clinic, Shiraz, Iran in 2019 with lymphedema after modified mastectomy. They were randomly divided into two groups: Pilates and control. The experimental group performed Pilate’s exercises for 2 weeks, 3 days a week with 60 minutes long each session. Memory, attention, and balance before and after the training program were assessed using one-way analysis of covariance and paired t-test at a significance level of 0.05.

 Statistical analysis of age, height, and weight showed no differences between the two groups. Statistical analysis of paired t-test indicated a significant difference in pre-test and post-test scores of the training group, yet this difference was not significant in the control group. Moreover, one-way analysis of covariance revealed a significant difference between the two groups in pre to post- tests in the tests of Stroop test [exercise (pre): 449.70±45, (post): 421.30±58.13; Control (pre): 461.30±23.17, (post): 457.10±22.20, P=0.014), n-back [Exercise (pre): 69.50±19.69; (post): 88.00±13.23; Control (pre): 79.40±17.48, (post): 82.00±10.74 P=0.016), and Flamingo [Exercise(pre): 18.49 ±18.92; (post): 51.57±43.02; Control (pre): 10.85±4.36, (post): 10.83±3.91, P=0.001]. Attention: (431.30±33.59), (461±11.12), memory: (72.50±17.34), (90±8.27), and static balance: (9.96±4.23), (29.39±7.00). In control group, the mean and standard deviation of the scores were as follows: attention: (465.90±10.56), (462.60±6.99), memory: (79.40±17.48), (85.90±4.45), and static balance: (10.85±4.36), (10.83±3.91).

 According to our findings, it could be concluded that women with breast cancer can use the benefits of Pilates along with other treatments.

The present study aimed to determine the role of ethical foundations and tolerance of failure in predicting marital adjustment of married women. This research method was descriptive-correlational. The statistical population of the study included all married women referring to cultural centers in East Tehran in 2019, from which 210 people were selected as a sample by accessible sampling using the Morgan table. Data were collected using the Height and Gram (2007) Essentials Questionnaire, Harrington Failure Tolerance (2005), and revised dyadic adjustment scale spinner (1976). Data were analyzed using the Pearson correlation coefficient test and multiple regression analysis. The results showed that there was a significant relationship between ethical foundations and tolerance of failure with marital adjustment (p≥0.01). The results of regression analysis showed that the ethical foundations and tolerance of idol failure were 43% able to predict marital adjustment, respectively (p≥0.01). According to the research findings, managers and officials of cultural centers and consultants should take measures to improve and enhance the level of ethical foundations and tolerance of womenchr('39')s failure, and by holding various workshops, the necessary strategies to increase marital compatibility should be done.

Menopausal symptoms severely affect a woman’s lifestyle and health. Lifestyle, including physical activity, is known to be an effective factor on the menopausal-associated symptoms. We conducted the present study to evaluate the effects of an eight-week Pilates training on menopausal-related symptoms, including somatic, psychological and sexual symptoms, body mass index (BMI), and anxiety as possible effective factors on menopausal symptoms. This was an experimental study conducted in the summer of 2020. The participants in this study were 27 postmenopausal women (aged 60-65, BMI: 24-30) who participated in the study voluntarily. They were randomly divided into two groups of control (n=12) and exercise (n=15). The subjects in the training group participated in Pilates training for eight weeks, three sessions per week and each session lasted 75 minutes with progressive intensity. BMI was measured and the participants completed anxiety and depression questionnaires (HADS) and menopausal symptoms rating scale (MRS) before and after the exercises. We utilized paired t-test and analysis of co-variance (ANCOVA) to analyze the data. BMI (P=0.023), anxiety (p <0.001), physical score (p <0.001), psychological score (P=0.001), and the total (p <0.001) score of menopausal symptoms reduced significantly following Pilates training compared to the control group. No significant changes were observed in the sexual symptoms of menopause following Pilates training compared to the control group (P=0.60). An eight-week Pilates training reduced most of the postmenopausal symptoms (somatic, psychological, and total) as well as potentially aggravating menopausal symptoms, including anxiety and BMI

 The aim of this study was to determine the differences between different methods of contextual interference (High and Low) on accuracy. 

The subjects were 51 people from Shiraz Mental Health Park Rehabilitation Center who were purposefully selected and after the pre-test, they were randomly divided into three groups. The High and Low interference groups performed 180 Frisbee attempts (backhand, forehand, and hammer) and the control group played a team game at the same time as the intervention groups. Then, acquisition, retention and immediate transfer tests were taken. Accuracy was measured using a researcher-made test.

The results of repeated measures test showed no significant difference in the phase of acquisition and there was a significant difference between the groups in the phases of transfer (P = 0.011) and retention (P = 0.026).

It seems that the results of this study can be effective in reducing researcherschr('39') concerns in simultaneous training of several motor skills by emphasizing the movement pattern and achieving the goal of movement (accuracy). Findings indicate that the use of contextual interference methods, at high levels, leads to time savings and stabilizes the pattern of movement in the learning phases.

The present study aims to investigate the effect of creative movement games on the social skills development in educatable intellectual disabled children. The population of the study consisted of all educatable intellectual disabled students aged between 6 and 12 in the city of Shiraz during the 2016-2017 academic year. In this quasi-experimental study, 58 Educatable Intellectual Disabled Children (30 boys and 28 girls) with the average age of 9.07 years years were selected randomly and assigned to experimental and control groups. To assess the social skills of the participants, their teachers were asked to answer the social skills sub-questions of Gersham and Elliott (1990) social skills questionnaire. The experimental group performed creative activity games for 6 weeks, and the control group performed the normal activities associated with the school program during this period. For analyzing the data, Levene's Test, Kolmogorov-Smirnov Test and covariance analysis were used by SPSS-16 software at the significance level of 0.05. The results showed that the intervention of creative motor games on social skills lead to a significant difference between experimental and control groups (P≤0.05). It seems that Creative Movement Games an effective role in the social skills Development Educatable Intellectual Disabled Children due to the provision of training opportunities, favorable conditions and having fun and diverse programs.

The aim of this study was to investigate the effect of 8 weeks of proprioceptive training on motor coordination in children with autism spectrum disorder in Shiraz schools. The method was quasi-experimental and a pretest/posttest design with a control group. 16 participants (5 to 12 years old, 8.62 ± 2.21) were randomly homogenized in experimental and control groups according to the results of Bruininks-Oseretsky subtests. Experimental subjects individually performed proprioceptive training in 24 sessions while the control group individually performed the similar number of sessions of regular occupational therapy. After the completion of the training course, posttest was conducted for both groups. Results demonstrated a significant difference between the two groups in all subscales of eye, hand and bimanual coordination (P≤0.05). Regarding the evaluations in this study and the significance of motor coordination due to changes in processing and sensory-motor systems, it can be concluded that proprioceptive training improved motor coordination in children with autism.

 As a significant dynamic period of human life, childhood has always been of great importance to researchers. Children are very active during their early life which improves their locomotor health and consequently their cognitive abilities. This is when most of the developments, including motor development, show a rapid progress in the child. Basic motor skills are among the most significant skills in childhood which are the roots of sport skills learning. In order to learn everyday motor skills and sport skills, basic motor skills are required to be fully experienced. Moreover, numerous studies have claimed that basic motor skills have an influence on physical, social, and cognitive development of the child. While it is well known that playing is in the center of children’s daily activities, almost all the literature on children’s sports deals also with the idea of playing games, since sport programs may be designed in the form of games. Playing begins with the child’s birth and is a natural form with which the child tries to contact with their environment. It is an inseparable part of a child’s life and its presence in the child’s daily life is to the extent that it may even escape our notice. The role of playing is indeed evident in the importance it has for the child. It is observed that children get so absorbed in playing that they forget about their surroundings. The main part of a child’s life consists of playing and discovering the world around. Since playing is an intervention specific to children that has significant advantages over other methods and is actually a way of expressing and interacting in children, in this study the intervention was performed in the form of games. This method attracts children and gives them a chance to precisely and individually examine their behavioral patterns and observe every aspect included. The present study surveys the effect of creative locomotor games on basic motor skills in children between 4 to 6 years old. The present research is designed to answer the following questions: - Do creative movement games affect the manipulation skills in 4 to 6 year-old boys and girls? - Do creative movement games affect locomotor skills in 4 to 6 year-old boys and girls? This study used a quasi-experimental method and a pretest-posttest design with a control group. The statistical population of the study included all 4-6 year-old preschool children in Shiraz, Iran, during the 2014-15 school year. Given the objective of the study and using multistage cluster sampling, one kindergarten was selected and 63 children between 4 to 6 years old were chosen (33 for control group and 30 for experiment group) and were accidentally assigned to the control and experimental groups. First, samples were examined by the Test of Gross Motor Development (TGMD2). This test made an assessment of the basic skills with the two sub-criteria of movement skills (running, trotting, hopping, jumping, sliding) and manipulation skills (hitting a fixed ball, dribbling, getting the ball, hitting a fixed ball by foot, throwing a ball from over the shoulders, turning it over under the shoulder). Subsequently, the experimental group was guided through creative locomotor plays during 24 sessions each for 45 minutes while the control group maintained their usual locomotor activities during the same periods. Finally, the posttests were administered and the scores were recorded for both groups. Levene’s test was also performed for the homogeneity of variances. Based on this test the 2x2covariance analysis statistical method was used to analyze the data. The results showed that in performing object-control skills (F=267.91 and p=0.001) and movement skills (F=92.99 and p=0.001) there was a meaningful difference between the two groups. But between the two types, there was no meaningful difference in terms of performing movement skills (F=0.176) and performing manipulation skills (F=0.547) with a significance level of p ≤ 0.05. Discussion and Considering the present results, locomotor exercise and training in play form could be an effective factor in developing the children’s basic motor skills. Furthermore, the child’s need for motor activities requires an appropriate plan for them, especially before entering school. In general, the results of the study showed that environment is a significant factor in the development of basic motor skills in children. We know, however, that in the motor development literature, the overlap of different areas of motor development such as mental, cognitive, social and locomotor has been emphasized and growth experts have noted the interaction of these factors with each other. This shows the importance of providing various and proper motor experiments for an overall development in children. One important reason that makes motor experiments and training motor skills more effective than normal activities is having the chance to exercise. Since creative locomotor games result in basic patterns by involving the child in fundamental motor processes, they need to be more concerned. In this case, chances to develop basic motor skills could be provided by enriching educational environment in preschools.

This study aims at comparing the visual and sensory-motor imagery skills in soccer referees with less and more mistakes. This was a causal-comparative study and was applied in terms of purpose. Participants included 30 male referees from Fars province who were voluntarily selected and according to average monitoring scores were grouped into two groups of referees with a less mistakes (17 referees) and referees with a more mistakes (13 referees). Marx visual imagery questionnaire (1973) and Isaacs et al motor imagery questionnaire (1986) were used to assess the imagery skills of the referees. Data analysis by independent t-test showed that the referees with less mistakes have higher visual and sensory-motor imagery skills than those with more mistakes, and this helps them to have a lower number of mistakes in their refereeing. Based on the results, referees are advised to use mental imagery skills to improve their performance.

This study aims at comparing the visual skills in soccer referees with fewer and more mistakes. This was a causal-comparative study and was applied in terms of purpose. The participants consisted of 30 male referees from Fars province who were voluntarily selected. Then, according to average monitoring scores, they were grouped into two groups of referees with fewer mistakes (17 referees) and referees with more mistakes (13 referees). Testable vision skills were measured through Wilson and Falkel vision test (2005) to assess the visual skills of the referees. Data analysis by one-way analysis of covariance revealed a significant difference between the two groups in terms of visual skills with soccer referees committing fewer mistakes showing a better performance across all the visual-perceptual and visual-motor subtests) P≤0.05(. It seems that pay more attention to the performance of soccer referees’ visual skills is crucial in improving their level.

Attention deficit/hyperactivity disorder (ADHD), is one of the common neurodevelopmental disorders in children, can produce several cognitive, social and educational difficulties. The purpose of this study is to investigate the effect of fundamental motor skills (FMS) on cognitive impulsivity, motor impulsivity and sustained attention in primary school children with attention deficit/hyperactivity disorder symptoms. The research method was quasi-experimental with pre-test-post-test design. The study population consists of all elementary school students of Shiraz schools. The sample used for the study was 38 students with ADHD symptoms which was selected by multi-level sampling based on SNAP-IV and randomly divided in two groups, experiment (21 subjects) and control (17 subjects). The experimental group trained for ten sessions in the FMS program and the control group dealt its daily activities. Then one session before and after of interventions all of the two groups were measured with using of continuous performance, dexterity, porteus maze and passing test. Data were analyzed by mixed repeated measures ANOVA and indicate that FMS training can have a positive effect on children performance in motor impulsivity, but there was no evidence of the effect of mentioned interventions on Cognitive impulsivity and sustained attention. According to the findings of the study, can be concluded that short term FMS training can be useful in controlling movement and impulses in children with ADHD symptoms.

The present paper aims to examine the effect of self-control feedback and trait anxiety on learning the motor skill of throwing dart in high school boy students. Accordingly, 80 subjects were selected by convenience sampling method. Spielberger state-trait Anxiety Inventory (1983) was used to collect data. The subjects were divided into two anxiety groups (low-high) based on the questionnaire results and two groups (self-control; paired) based on type of feedback. Data were analyzed using covariance analysis test. The findings of learning stage were different in terms of anxiety and feedback. The subjects of self-control feedback group with low trait anxiety exhibited better performance than other groups. It seems that consideration of trait anxiety level bears special importance at the time of providing self-control feedback. Therefore, it is recommended to conduct further studies in this area.

The aim of this study was to investigate the effect of two methods of gradual increasing contextual interference on acquisition, retention, and transfer of throwing skill accuracy in primary school students.

among 162 first grade students of an elementary school in Shiraz city, 30 students were randomly selected. After pre-test, the participants were randomly organized in two groups of gradual increasing of the intersession contextual interference (n=15) and gradual increasing of the percentage contextual interference (n=15). After there sessions of throwing training and recording the scores, the participants were participated in transfer and retention test. In all tests was( P ≤ 0 /05).

The results of repeated measure analysis of throwing accuracy in acquisition sessions and also one- way ANOVA of transfer test showed no significant difference between two groups. The results of the retention test showed significant difference between the two groups, in which the gradual increasing of the intersession contextual interference group had better performance.

According to the findings of this study, it can be concluded that the gradual increasing of the intersession contextual interference method may enhance the throwing accuracy permanently compared to gradual increasing of the percentage contextual interference in first grade of elementary school students, and we suggest this method to teachers to use in classes in order to better performance of students.

Although some research showed the benefits of a systematic increase in contextual interference (CI), it is not completely proved in young children and novices.

On the other hand, considering the recommendation of researchers about the advantages and the use of the mental practice, the aim of the present study was to combine mental practice with CI to improve motor performance in a kata skill. This study investigates the simultaneous effects of these two types of practice.

One school in Shiraz city was chosen randomly. Among the entire group of students in this school, 36 sixth-grade elementary school students of age 12 were chosen randomly to participate in this study. After filling out MIQ questionnaire, participants took part in initial instruction sessions and then participated in the pretest. In the next stage, they were randomly placed in three groups: blocked physical practice (B), physical practice with a systematic increase in CI and mental practice + physical practice with a systematic increase in CI (M-CI). The participants practised for five sessions and five trials in each session. In the last training session, an acquisition test, a subsequent retention test (48 hours later), and transfer test in a completion condition were conducted.

The results showed a significant difference in the acquisition test in the CI and B contexts, and in the retention test and transfer tests, in the CI and M-CI contexts.

Considering the results, it can be deduced that the systematic increase in the CI has the highest effectiveness. After that, the combined practice (M-CI) has long-term positive effects on performance and learning a kata skill.

The right establishment of specialized and sports movements results from proper motor development in childhood.
The current study aimed to evaluate the effect of a period of core stabilization training on the fundamental motor skills in children aged four to six.
From the kindergartens of Shiraz, Iran, 31 children aged four to six were selected using purposive sampling method, and randomly divided into two groups: 16 children in the control and 15 children in the core stabilization training groups. After implementation of the test of gross motor development-2 (TGMD-2) as pre-test, the experimental group performed core stabilization training for six weeks (four sessions per week) and overall for 24 sessions of 45 minutes; in the same period, the control group did the normal activities of kindergartens. When the experimental group had finished its training, both groups were evaluated again in the post-test stage by TGMD-2. It is a process-oriented test that measures the development of the fundamental motor skills of 3 - 10-year-old children in locomotor skills and object control categories and its results can be interpreted by both norm- and criterion-referenced methods. To describe the biographical characteristics of the participants, and the resultant data of the test, mean and standard deviation statistics were used and Kolmogorov-Smirnov test was employed to evaluate the normal distribution of data. At the level of statistical inference, univariate analysis of covariance was used. Data analysis was performed using SPSS statistical software, version 21. The significance level was P ≤ 0.5.
Regarding pre-test scores as covariate variable, the intervention of core stabilization training in locomotor skills and object control skills indicated a significant difference between the experimental and control groups (P = 0.006 and P = 0.011, respectively).
It was concluded that the core stabilization training can be used as a valuable intervention leading to the development of fundamental motor skills. Furthermore, such training has more effects on object control skills than locomotor skills.

Visual has always been recognized as one of the most important sensory systems involved in the implementation of many athletic skills because of the close and necessary relationship with performing the movements, and it is considered particularly important by specialists in learning and motor control. Today, in addition to assessing the key indices in athletic performance (physical, medical, psychological and nutritional evaluations), visual skills assessment is also held in great importance. In this regard, the present study aims to answer the question of whether the difference between the visual skills of athletes (team and individual) and non-athletes is significant. For this purpose, 85 subjects (44 non-athletes, 22 athletes in team sports, and 19 athletes in individual sports) participated in this study and were selected using purposive sampling. The research instrument was "sports vision tests of Wilson and Falkel (2004)". The psychometric properties of this test were studied and confirmed through the correlation between the referees and retest method. The results of the statistical analyses showed that there were significant differences between focusing (P<0.001), tracking (P<0.001), sequencing (p=0.009), eye-hand coordination (P<0.001), and vergence (P=0.015) of all-girl teams and individual sports athletes with non-athletes. Just as female individual and team sports athletes were better at focusing and tracking than non-athletes, individual sports athletes were better in vergence, team sports athletes were better in sequencing, and non-athletes were better in eye-hand coordination. However, in regards to visualization, no significant difference was observed between the three groups. According to the results, participation in sports activities, regardless of the type of activity, helps an individual to obtain better abilities in the visual system and its skills. Additionally, the role of visual skills in individual and team fields is different; therefore, due to the importance of vision, it is recommended that coaches consider special planning along with other motor capabilities.

Many studies have shown that social interactions resulting from participation in physical activities lead to an optimal state of self-esteem. The findings of previous research on gender differences regarding this factor, however, have not been consistent. In an attempt to fill this gap, this study is designed to investigate the effect of physical activity and gender on students' self-esteem in Shiraz University.

Random-Comparative method was employed to conduct this research. Population included all undergraduate students of Shiraz University. Participants were selected through random cluster sampling. 332 students filled out a Cooper Smith and Colleague’s Questionnaire and the scores of 218 of them were analyzed. Two-way analysis of variance was administered for the analysis (P≤0.05).

The results conveyed that the major impact of gender (P=0.05) and physical activity (P=0.02) on self-esteem were both significant. Active students had higher self-esteem compared to inactive ones (P=0.02) and the self-esteem scores of female students were higher than male students (P=0.05).

The results of this research indicate that participation in physical activities may improve the self- esteem of bachelor students studying in Shiraz University. Furthermore, the analysis of the results showed that female students enjoyed higher self- esteem.

-The purpose of this research was to examine the permanency and effect of core stability short term training on static and dynamic balance in children with development of balance. To conduct this study, 30 male students with mean age 8.5 year from the first grade of primary school were selected among 162 students through Bruininks- Oseretsky motor skill test (BOT-2) and then they were random assignment into two groups (experimental and control groups, each group (15 subjects). The control group has traditional sport training class. Before performing the core stability training, the static and dynamic balances of participants were measured by "Romberg" and Y- Balance. The experimental group performed the core stability training for eight weeks, and then they stopped training for four weeks, after that study variable were measured again. The findings were analyzed by one- way analysis of Covariance method. Findings indicated a significant effect of core stability training on balance in experimental group. Respect to the results of this research, it can be concluded that the core stability training programs has a short time and longtime effect on the children's motor performance. One of the suggestions of this research is that core stability training be used to enhance motor capability of children, specially balancing.