جستجوی مقالات مرتبط با کلیدواژه "رشد حرکتی" در نشریات گروه "علوم انسانی"

The purpose of this research was to edition a specialized exercise package for students with Down syndrome so that the coaches, specialists, parents and trianers of this people can prescribe a suitable exercise program for this people with comprehensive and complete information. This exercise package included the principles of exercise for this people, the best practics methods for them, and the details of planning an exercise program based on the etiology of this disorder and the characteristics of people with Down syndrome. After compiling this exercise package, the researchers implemented these exercises in two exceptional children's schools and checked the feasibility of these exercises and made the necessary adjustments in the exercise program. The review of the studies conducted in this field showed that the trainers of this people should consider 12 principles as the most fundamental principles and basics of sports rehabilitation of these people and the best practics methods for this people include strength training and its complementary exercises, Aerobics, muscular endurance, balance, perception-action training, yoga and gymnastics, training with transfer devices, use of vibration device, virtual games and exercises after school. Undoubtedly, providing special training packages for people with any type of disorder will enable trainers, professionals, parents and trainers to act with more confidence and self-confidence to prescribing training programs for this people in the fields of increase physical activity and health development.

The aims of present study were anticipation motor development of 3- 12 month old infants used of environmental factors. Motor development is affected by genetic factors as well as environmental factors. The environment interacts with and influences heredity even during prenatal period

The study was a descriptive- survey. To this end gross and fine development of 856 infants were evaluated. The applied measures were preparation of the home environment for the infant motor development, the parental postpartum attachment scale, environment Opportunities Questionnaire. Variables included affordance, attachment mother- child, encourage of parent and sibling, fine and gross milestone were dependent variables. The related data were analyzed by, step by step regression.

result show in 3- 8 month old infant attachment mother- child anticipated 0.01 of gross motor development, then affordance of home and encourage of parent anticipated 0.06 of fine milestone. In 9- 12 month old infant, affordance in home anticipated 0.02 of gross motor development. And sibling and encourages of parent 0.06 anticipated fine milestone.

The results show that predicting motor development in children under one year of age is influenced by many complex factors. Awareness of effective factors can help motor development specialists and therapists work to promote the children's fine and gross motor development.

The relationship between developmental affordances and child's actual motor competence has been well determined. However, this relationship about their perceived motor competence has not yet been examined. The aim of this study was to determine the relationship between affordances and perceived motor competence in Preschool children. The research method was a descriptive correlational study. The research sample included 192 children and their parents from preschool centers. Scales used to gather data include the affordances for motor behavior of schoolchildren and the pictorial scale of perceived movement skill competence for young children. The Pearson correlation coefficient and the regression analysis results showed that the affordance dimension of game materials predicts the perceived motor competence of locomotor skills; The affordance dimensions of the home and school characteristics significantly predict the perceived motor competence of ball skills; The affordance dimensions of the home and school characteristics, and game material predict total perceived motor competence. Overall, these findings suggest that developmental affordances play an important role in the perception of movement competence in preschool children. Therefore, it is suggested that parents and educators pay more attention to providing developmental affordances such as home and school characteristics, and game material in order to promote the perceived motor competence of preschool children and achieve favorable outcomes.

Developmental coordination disorder causes difficulties in children's motor development. Therefore, the present study was conducted with the aim of determining the effectiveness of task manipulation on motor development in children with developmental coordination disorder.

This study in terms of purpose was practical and in terms of implementation method was semi-experimental with a pre-test, post-test and four-week follow-up design with experimental and control groups. The statistical population of this study was all exceptional students with developmental coordination disorder in Urmia Township in the 2021-2 academic years. The sample of the study was 30 people who were selected based on the inclusion criteria with the purposive sampling method and were replaced by a simple random method with the help of lottery in two equal groups including experimental and control groups (15 people in each group). The experimental group was underwent to the intervention of task manipulation skills for 8 weeks and two 50-minute sessions every week, and during this period the control group trained with traditional method. The data were collected with the second edition of Ulrich's gross motor development test (2016) and analyzed with the methods of analysis variance with repeated measures and Bonferroni post hoc test in SPSS version 22 software at a significance level of 0.05.

The findings showed that there was a significant difference between children with developmental coordination disorder in the experimental and control groups in the post-test and follow-up stages in terms of all subscales of motor development including hitting with a baton, dribbling, receiving, hitting with the foot, throwing overhead and rolling. In the other words, the task manipulation skills training increased hitting with a baton, dribbling, receiving, hitting with the foot, throwing overhead and rolling in children with developmental coordination disorder, and the results remained in the follow-up phase (P<0.05).

According to the results of the present study can be used the task manipulation skills training method along with other effective training methods to improve the motor development of children with developmental coordination disorder

Utilizing scientometrics to analyze and visualize knowledge relationships in the field of motor development proves to be an effective method for systematically reviewing the status of scientific outcomes. This approach was the focus of the present research. In this study, we identified and mapped topics related to motor development, as well as the collaboration network among authors, research institutions, universities, and countries within this field, using scientometric techniques. This applied, quantitative, and descriptive research is based on 7002 documents indexed in the Web of Science database. We used the VOSviewer software to extract the maps. Our findings reveal that Ali Brian from the University of South Carolina Columbia, with a total link strength of 75, is the leading researcher. Lex W. Doyle follows him, and Lisa M. Barnett is in third place in terms of collaboration. In terms of total link strength, the top research institutions are the University of Melbourne, the Royal Children’s Hospital, and Murdoch Children’s Research Institute, respectively. Geographically, the United States, the United Kingdom, and the Netherlands have the highest total link strength. We presented the scientific maps of the motor development field at the end of this research. Scientific policymakers can use this analysis to identify new trends in the field and assist in designing and planning future research

The aim of this study was to compare the effect of parent and teacher-centered play on motor development and motor motivation of 4- to 6-year-old children. The research method was quasi-experimental with pre-test and post-test design. The statistical population of this study was boys and girls aged 4-6 years in district one of Arak city. From the existing statistical population, 30 children (4 to 6 years old) were selected as a sample and after performing the pre-test stage by homogenization, they were divided into two groups of 15 parentscentered and teacher-centered. Then, the people in each group performed 3 sessions of 30 minutes per week for 4 weeks and a total of 12 sessions of play related to their group. Motor development and motor motivation of children were measured using the third Ulrich motor development test and children's motor motivation questionnaire, respectively. Paired t-test was used to evaluate the effects within the group and independent ttest was used to compare the effects of the groups. Paired t-test results showed that motor development and motor motivation in both parent-centered and teacher-centered groups increased significantly from pretest to posttest (P≤0.05). Also, the results of independent t-test to compare the two groups showed that the motor development and motor motivation of the parent group was significantly better than the teacher-centered group (P≤0.05). Therefore, it is suggested to use parent-centered games instead of teacher-centered games to improve motor development and also to improve children's motor motivation.

This study aimed to formulate and evaluate the effectiveness of a selected exercise program structured, unstructured and semi-structured on motor development of children aged 4 to 7 years. This research was quasi-experimental in terms of purpose and applied results. The design of this study was a pre-test-post-test design with three experimental groups. The participants of the study were purposefully selected from among the kindergartens in Tehran, in which 60 people were purposefully selected and after obtaining the consent of their parents through the consent form, they were randomly divided into three groups: structured, unstructured and semi-structured. Selected movement programs with the structure: standing, , skipping in groups, carrying the ball, hitting the ball, Carrying balloons, keeping balance and which was done according to the instructor's training. Selected unstructured movement programs: tools and equipment were provided to the child and he chose the game according to the individual's choice. Selected semi-structured movement programs were used, one session with structure and one session as desired. A gross motor development test (edit 3) is a process-based test set that is used to measure a child's gross motor skills. To analyze the data, combined analysis of variance and Bonferroni post hoc test was used. In the end, the results showed that the semi-structured group performed better in the post-test than the unstructured group. But between the two groups of unstructured and structured as well as semi-structured and structured, no significant difference was observed in the large motor development variable in the post-test.

The aim of this study was to examine the role of gender, age, and body mass index on the perceived motor competence of 7-9-year-old children.

The research method was descriptive and causal-comparative. A total of 270 male and female students aged 7 to 9 years, with underweight, normal, and overweight body mass indexes, were selected using purposive sampling. The pictorial scale of Perceived Movement Skill Competence was used to measure perceived motor competence.

The results showed that the groups of 8 and 9-year-old children had higher perceived motor competence scores than the 7-year-old children in ball skills and total skills. However, this difference was not significant between the groups of 8 and 9-year-olds. Moreover, both the overweight and normal weight groups exhibited higher perceived motor competence than the underweight group across all three skills (locomotor, ball, and total skills). Further, the overweight male group demonstrated even higher perceived competence than the normal weight group in ball skills and total skills.

Gender, age, and body mass index are influential factors in the perceived motor development of children aged 7 to 9 years. It is recommended to consider these factors when designing and implementing motor development interventions for children.

The purpose of this research was to investigate the effectiveness of selected exercises on the motor and social development of children. The current research was a semi-experimental type that was conducted in the field using experimental and control groups. The statistical population of the research includes all the third-grade students (10,500 people) of Ahvaz city, of which 40 people were randomly selected (staged cluster) and then randomly assigned to two experimental (n=20) and control (n=20) groups. Then the experimental group performed selected exercises for 8 weeks and 3 sessions per week and each session was 45 minutes. Gross motor development test (TGMD-2) by Ulrich (2002) was used to measure basic skills and also Vineland social development scale (1989) was used to measure social development. Independent and dependent t tests were used for data analysis at a significance level of p>0.05. The results obtained from the research showed that there is a significant difference between the control and experimental groups in the development of movement skills (p 0.001, 8.433), manipulation skills (p 0.001, 10.951) and in the development movement (p 0.001, 13.203). Also, the findings showed that there is a significant difference between the control and experimental groups in social development (p<0.022, 2.469). Based on tese results, it can be concluded that the selected exercises can be used as a suitable program to improve motor and social development of students in the elementary schools.

The purpose of this research was to investigate the effect of games based on fundamental motor skills on motor perception skills of 10-year-old boys. The research method was semi-experimental with a pre-test-post-test design. A number of 40 elementary school boys were selected through available sampling and were randomly placed in two experimental groups of games based on fundamental motor skills and control. The tools used in this research were the Bruininks-Oseretsky motor proficiency test, version 2, to check perceptual-motor skills. At first, the participants performed the Bruininks-Oseretskyskills pre-test, 2nd edition. The group of games based on fundamental motor skills practiced with locomotors and object control skills for 8 weeks, 2 times a week and 30 minutes per session. At the end of the training sessions, the post-test of Bruininks-Oseretsky skills, version 2, was administered. The results showed that the group of games based on fundamental motor skills had a significant effect on the development of perceptual motor skills, and made a significant improvement in both gross and fine skill areas. Therefore, based on the findings of this research, considering the high importance of basic motor skills in the multiple development of children, games based on fundamental motor skills can be used to improve motor development.

The purpose of this research was determination of relationship between mothers and children's motor development. Participants were 150 Childs with 4-6 aged and their mothers that lived in Eastern Azerbaijan province, Sarab city, and choice by cluster from kindergarten- pre-school centers. The equipment was Demographic, the short form of International Physical Activity, Bar-on Emotional Intelligence questionnaires, and the short form of second edition of Bruininks-Oseretsky Motor Proficiency test. The results of Smart PLS3 showed that: In the %95 of confidence level, the mothers' emotional intelligence predicted 41% (p =0/000) and the mothers' physical activity predicted %17/3 (p=0/030) of children's motor development variations. Also, the mothers' emotional intelligence predicted % 15/9 of mothers' physical activity (p=0/028). The mothers' emotional intelligence has two-fold roles in facilitating of children's motor development and mothers' physical activity. Also mothers' emotional intelligence is facilitator of mothers' physical activity. It is seems that the improvement of emotional intelligence and doing of physical activity can help to improvement of children's motor development.

 The identification of effective factors on fundamental movement skills, considered as the substructure of advanced movement skills, can be very important in superior sports talents’ identification and guidance. Therefore, the aim of this study was to investigate the effect of ACE and ACTN-3 genotypes on the development of fundamental movement skills in children. The statistical population of this study included 4-6 years old kindergarten children in Aleshtar and 50 of them were selected, using cluster sampling method, as the study samples. The data collection tools included the test of gross motor development (TGMD-2) and PCR for determination of ACE and ACTN-3 genotypes. A one-way analysis of variance and independent- t test at a significance level of p≤ 0.05 was used to analyze the study data. The findings showed that the D-allele of ACE carriers, (DD or ID genotype), had greater development of locomotors movement skills than II genotype carriers (p<0/001), and also ACTN-3 R-allele carriers (RR or RX genotype), had greater development of locomotors movement skills than XX genotype (p<0/000). However, none of these differences was observed in the development of object control motor skills (p> 0.05). Therefore, it can be said that the children carrying DD or ID genotype of ACE and RR or RX genotype of ACTN-3 had higher development level in locomotors motor skills performance and will be able to perform sport skills in higher levels if provided with desirable environmental conditions.

The purpose of this study was to investigate the effect of environmental contexts from ecological perspective on motor development and creativity of children. For this purpose, the semi-experimental method with pre-test and post-test design was used with the purposive sampling method. This study included preschool children aged 4.5 to 6.5 years who were divided into two groups of 15 people based on differences in environmental contexts. The first group were children who were in the natural space (nature school) and the second group were children who were indoors space (kindergarten). Both groups conducted their activities in the specified environments for two months. To measure motor development (gross motor skill) was used the Bruininks-oseretsky Test of Motor Proficiency and for children's creativity was used the Torrance Test of Creativity Thinking. Results of mixed ANOVA showed that gross motor skill of children in the natural space are more improved than indoor space. Also activity in outdoor space had positive and significant effect on the all five factors of creativity (fluency, flexibility, originality, elaboration and total creativity skill) of children. Therefore, it can be concluded that the natural environment improves the motor skills development and creativity of children more than the indoor environment and it is suggested to use environmental variability, especially the natural environment for preschoolers.

The term dysgraphia refers to imperfections in written language that focus on the motor and technical aspects of writing skills. The aim of this study was to evaluate the effectiveness of cerebellar rehabilitation on written expression and motor development in students with dysgraphia. The research method of this research is pre-test and post-test with control group. The statistical population of this study included all students with dyslexia in Uremia Learning Disorders Center in the academic year of 2019-20 that the list included 120 people (N = 120). Thirty people were selected using simple random sampling method and the experimental and control groups were assigned randomly. Data collection tools included Lincoln Ossietzky Motor Development Questionnaire and Teacher Spelling Writing Achievement Test. Also the experimental group was tested for 20 sessions of 45 minutes. The results of the present study were based on multivariate analysis of covariance with their default observations show that were significantly different the mean of the experimental and control groups in the variables of written expression and motor development. This means that after performing cerebellar rehabilitation increased and improved significantly the mean of students with dysgraphia compared to the control group. Therefore, based on the results of this study, it is suggested to researchers in the field of education that to improve the academic achievement of students with disabilities, use cerebellar rehabilitation method Along with other educational interventions

The prevalence of autism spectrum disorders (ASD), as a developmental neurological condition, has increased in recent years. The present study aimed to investigate the effectiveness of cognitive-motor exercises on the improvement of some large and delicate motor skills of children with autism based on Gentilechr('39')s Two-Stage Model. In the present Semi-experimental study, one of the rehabilitation centers under the supervision of Tehran Welfare Organization was selected as via the convenience sampling method and 20 children aged 6-10 years with autism were randomly divided into two homogeneous experimental and control groups. The subjects in the experimental group participated in a six-week training protocol (three sessions per week). Each session was made up of 60 minutes of cognitive-motor exercises based on Gentile’s model. Bruininks-Oseretsky subtests of motor proficiency were employed for data collection. The collected data were analyzed using the repeated measures ANOVA. The results indicated that after cognitive-motor training, running and agility skills, static and dynamic balance, upper limb coordination and response speed in the experimental group increased significantly (p<0.05). As the findings showed, cognitive-motor exercises designed as a useful method can be used to rehabilitate the fine and gross motor skills of children with autism.

The aim of this study was to compare motor skills and body mass index of male students (7 to 10 years old) with and without internet addiction. Participants included 150 students with internet addiction and 150 students without internet addiction. After their parents filled out the consent forms and the students' personal information was recorded, the groups firstly were identified by the Kimberly Young Internet Addiction Questionnaire. Body mass index of participants were recorded by stadiometer and scale, and then their motor skills were assessed by the Bruininks - Oseretsky test. To classify the data, measures of central tendency and dispersion in the descriptive statistics were used. To analyze the data, the Kolmogorov-Smirnov test and independent t test were used in the inferential statistics. All research analysis was investigated at the significance level (P<0.05). The results showed significant differences in gross and fine motor skills, motor proficiency as well as body mass index between students with and without internet addiction, that is to say children with internet addiction showed poorer performance in gross and fine motor skills and motor proficiency. Also, they had more body mass index. Internet addiction may be accompanied with obesity and poor performance in gross motor skills. Therefore, it is recommended that the necessary steps should be taken to prevent these problems.

The aim of present study was anticipation motor development of 9- 12-month-old infants. The study was a descriptive- survey. To do this research 856 infants were evaluated. In the present study, the predictor variables included maternal demographic factors (maternal mental health, type of delivery, maternal age at delivery, body mass index and maternal physical activity), and variables of motor performance (gross and fine movements), The applied measures to evaluate predictor variables included biography questionnaire (maternal age at delivery, maternal height of maternal type of delivery), Beak's habitual physical activity questionnaire, General Health Questionnaire,. And the A.S.Q screening scale was used to evaluate dependent variables. The related data were analyzed by independent T, MANOA and step by step regression. Result show body mass index anticipated 0.01 of gross milestone. In gross milestone vaginal delivery was significant. None of variables did not anticipate fine milestone in 3–8-month-old. Also, there was not any difference between vagina delivery and cesarean delivery. Weight of mother in pre-pregnancy can anticipated 0.02 gross milestone in 9–12-month-old. None of variable did not anticipate fine milestone in 9–12-month-old. There was not any difference between vagina delivery and cesarean delivery. The results show that the higher maternal BMI before and during pregnancy decreases the motor development of the child. And also, the natural delivery due to the production of beta-endorphin has a positive effect on the motor development of children.