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Background and Aims Education in school is a key element of health and helps to freshness and vitality of the community through the promotion of the physical activity. In this regard, some practitioners try to be effective in community health through linear or non-linear training methods. Thus, this study tried to determine which educational method (linear, nonlinear) is effective in promoting perceived and real motor competence in children.Methods In this study, two boy schools were selected whose education in the physical education class was linear in one and non-linear in the other. Therefore, 50 children from each school were selected as a sample randomly (Mean±SD age: 8.47±1.14 ). Motor proficiency was assessed by the Bruininks-Oseretsky Test, and perceived motor competence was assessed by the Incentive Motivation Questionnaire. Results The results of the analysis of covariance by eliminating the effect of the pre-test showed that the nonlinear group in motor skills (P=0.00) and perceived motor competence (P=0.02) scored significantly higher than the linear groupConclusion The results emphasize the importance of using nonlinear training in physical education with manipulation of the environment and task without direct instructions and feedback. Nonlinear methods as new methods in schools can replace traditional methods. In this method, by manipulating the constraints, children can be helped to grow in various dimensions, including real and perceived motor skills. The results of this study are useful for teachers who teach basic motor skills in school.

Introduction: In recent years, there has been considerable interest in the evolution of physical education teaching from a linear to a non-linear approach. This study aimed to investigate the effectiveness of traditional games with a hybrid of games for understanding and game sense teaching approaches on students' motor proficiency.Methods: This research was quasi-experimental with a pre-test and post-test design conducted in a field-based study. Fifty-five girl students (10-11years) were randomly divided into four groups: teaching game for understanding, game sense, hybrid of teaching game for understanding and game sense, and traditional group. Subjects practiced one-hour session three days a week according to their group's educational approach for 12 weeks. The Bruininks-Oseretsky test was used to assess children's motor proficiency.Results: The results of Mixed ANOVA showed a significant difference between the pre-test and post-test of the first three groups. So, it can be stated that for gross motor skills, the Hybrid group got the highest score with 79% of variance explained, and for fine motor skills and total motor proficiency, the teaching game for understanding got the highest scores with 84% and 85% of the variance explained, respectively. Traditional education did not have a significant effect on the investigated variables.Conclusion: It can be concluded that using the hybrid approach improves children's motor proficiency. The present study shows that teaching games for understanding and game sense models in the form of traditional games are a proper training method to improve motor proficiency in students. It seems that these approaches can be transferred to other educational levels

The impact of IQ on academic achievement has been confirmed, but its effect on the effectiveness of motion interventions is unknown. The present study examines the effects of Indigenous- Local play on the Motor proficiency of children with high and low IQ. Therefore, using Raven's Inventory, among 13-13 year-old children in Tehran, 15 high-intelligence children and 15 low-intelligence children were selected and trained in Indigenous- Local play for eight weeks. Bruninx-Oseretsky test was used before and after the exercise to assess the Motor proficiency. The results showed that although both groups benefited from the intervention, the impact of intervention on children with high IQ was higher. The results of this study, with the emphasis on the use of indigenous-local play in schools for motor development, also recommends that sports talent specialists use intelligence as an indicator of talent identification. [ABSTRACT FROM AUTHOR]

The mathematical learning disorder is one of the most common learning disorders in schools that occurs due to inadequate concentration and poor memory or lack of coordination of motor proficiency in students. Mathematical learning disorder may be due to difficulty concentrating, memory problems or a lack of complete coordination of body movements. In this study, the effect of motor games in comparison to computer games on the executive, academic functions, and motor proficiency in students with mathematical learning disorder was investigated. In this study, 20 female students with math learning disabilities ranging in age from 8 to 9 years were divided into two balanced groups (n = 10) based on K Matt's mathematical score. Subjects in the first experimental group performed motor games for 8 weeks, 3 sessions of 45 minutes per week, and the second experimental group performed computer games during the same period. Mathematical tests of Key math (To diagnose and evaluate academic performance), Bruininksoseretsky, Stroop, and N-back in the pre-test and post-test stages were used to collect data. The results of this study have clearly shown that computer games compared to movement games had a greater effect on the executive functions and academic performance of students with a mathematical learning disorder. In contrast, it has been observed that the motor games were more effective on the motor proficiency of these students.

Introduction: Assessment of motor skills and the use of a suitable tool to identify children with developmental coordination disorder (DCD) appear to be critical in preschool ages. Therefore the main aim of this study was to evaluate the sensitivity and specificity of the Bruininks-Oseretsky Test of Motor Proficiency-Second Edition-Short Form (BOT-2 SF), in preschool children. Materials and Methods: A total of 306 preschool children participated in this study (4-7 years). Among them, 30 children with DCD were selected. To assess the ability of the BOT-2 SF to detect DCD, we measured the sensitivity and specificity using receiver operating characteristic (ROC) curve method. Results: The area under ROC curve for the sensitivity and specificity were 0.91 and 0.93, respectively. In general, the area under the curve was 0.97. Conclusion: The BOT-2 SF has high sensitivity and specificity in preschoolers; therefore it can be useful in evaluating motor skills and identifying children with DCD.

Background and Aim: The purpose of this study was to investigate the effects of perceptual - motor training on motor proficiency in children with hyperactivity disorder. Materials and Methods: This study was semi-experimental. Fifty hyperactive children referred to Farabi hospital of Kermanshah. Thirty patients (mean age, 8.8 years old) were randomly selected and examined in the control group were evaluated. The tools of the research were the Conners parent questionnaire, Bruininks-Oseretsky test of motor proficiency. Firstly, the per-test was held for all participants. Then, the experimental group did the perceptual- motor activities for 2 months (24 sessions) and after this period, the post test was administered to both groups. Paired t-test and t-test were used to compare the means (P<0.01). the significant difference between pre-test and post-test scores of experimental group, Results: In motor proficiency (total subtests: running speed and agility, balance, bilateral coordination, strength, upper body coordination, response speed, visual controls - motor skills and a high-speed trunk) was found. Conclusion: It seems that perceptual - motor training improves motor skills in children. [ABSTRACT FROM AUTHOR]