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Background and Aims The present study aimed to investigate the effect of a course of practicing motor games based on Montessori theory on the fine and gross motor skills of children with attention-deficit/ hyperactivity disorder. Methods The present research was quasi-experimental. This study was done using a pre-test-post-test design on 30 male students with attention-deficit/hyperactivity disorder. They were randomly divided into the control (15 students with a mean age of 8.1±0.4 years) and experimental (15 students with a mean age of 8.1±0.5 years). Children with attention-deficit/hyperactivity disorder were diagnosed and found appropriate by psychiatrists. They were also assessed using the Conners' parent and teacher rating scale questionnaire, whose validity and reliability in Iran were found to be 81%, using the Cronbach method. Then, through the Lichen-Ozeretsky motor adequacy test, both groups were assessed, and the experimental group received motor games based on Montessori theory for 12 weeks (three days per week). Covariance analysis was used to analyze the obtained data. Results The results of covariance analysis indicate a significant difference between the experimental and control groups. The subtests of strength (P<0.008), balance (P<0.001, F=31.97), 2-way coordination (P<0.001, F=21.32), motor vision control (F=94.15, P<0.001), agility speed (F=82.5, P<0.023), and response speed (F=10.22, P<0.003) were different between groups. Conclusion The study's results showed a significant improvement in strength, balance, 2-way coordination, motor vision control, response speed, speed, and agility after the training period. Therefore, using this training program in children with attention-deficit/hyperactivity disorder is recommended. [ABSTRACT FROM AUTHOR]

Introduction: Children with Attention Deficit Hyperactivity Disorder, in addition to attention deficit hyperactivity disorder and alertness problems, show the the lowest level of social activity and they have more trouble finding and keeping friends. Aim: The aim of this study was to investigate the effect of motor and computer games on the attention and social communications of male students with attention deficit hyperactivity disorder aged 10-12 years. Method: The statistical population of the present study was all elementary male students aged 10-12 years with Attention Deficit / Hyperactivity Disorder in District 4 of Tehran in 2021 and 36 of them were purposefully and accessibly selected. Motor and computer games were performed in 8 weeks and in each session in 3 sessions of 60 minutes. The Connors questionnaire of the parents' version and the Zebov questionnaire were filled out by the parents in the pre-test and post-test. Repeated measure analysis and paired t-test were used to analyze the data using SPSS software version 23. Results: Motor and computer games had a significant positive effect on attention and social communication; also, motor and computer games have a significant positive effect on the perceptual-motor skills of male inactive students (P≤0.05), but there was no significant difference between the effects of these two interventions on any of the research variables (P≥0.05). Conclusion: Motor and computer games improve attention and social communications in children with attention deficit / hyperactivity disorder; therefore, it is recommended that these games be used to help children with attention deficit / hyperactivity disorder.

Through this study I want to confirm the need to use dynamic games in physical education classes and to demonstrate the efficiency that movement games have in the development of motor skills. In this study we started from the assumption that movement games play a key role in the development of motor skills in primary school students. At this level, the dynamic game used in the physical education lesson is the most effective compared to other means of training. During the physical education classes, the movement games will contribute to the improvement of the indices of motor skills, speed and dexterity, thus an evolution will be observed in terms of the initial and final results. Following the study, we calculated the arithmetic mean, the coefficient of variability and the standard deviation. The results obtained in the initial and final tests of the experiment group and the control group were interpreted graphically.

The article defines the specific features of a future specialist in physical education and sports training in using motion games in professional activities. Based on the analysis of educational standards and programs of specialist training, a comparative analysis of the methodological features of the teaching courses «Motion Games in Sports» and «Theory and Methodology of Teaching Motion Games and Entertainment» has been carried out in accordance with the requirements of the competency approach; the main integrated tasks of the training courses have been defined, the requirements for the knowledge, abilities, skills, culture of motor activity of future specialists in the field of physical culture and sports have been formulated. The phasing of the future physical culture and sports specialists' pedagogical actions while implementing game methods is substantiated. Conclusions have been made and practical recommendations have been provided based on the results of a comparative analysis of the educational programme: in general, the course «Motion Games in Sports» and «Theory and Teaching Methods of Motion Games and Entertainment» meet the requirements of the competence approach and the future specialists' professional activities; teaching, structuring of material and distribution of forms and methods of teaching are carried out in accordance with the principles of consistency and systematicity; it is recommended to strengthen the program content of the course «Theory and Teaching Methods of Motion Games and Entertainment» with educational material about the role of motion games in the development of a person's physical qualities and the differentiation of games by sports; teaching the discipline «Motion Games in Sports» for future coaches requires strengthening of age differentiation and substantiation of age aspects of the motion games usage; for the course «Motion Games in Sports» and «Theory and Teaching Methods of Motion Games and Entertainment» it is necessary to strengthen the research and project components of future specialists' education. [ABSTRACT FROM AUTHOR]

Introduction: Children with Attention Deficit Hyperactivity Disorder, in addition to attention deficit hyperactivity disorder and alertness problems, show the the lowest level of social activity and they have more trouble finding and keeping friends. Aim: The aim of this study was to investigate the effect of motor and computer games on the attention and social communications of male students with attention deficit hyperactivity disorder aged 10-12 years. Method: The statistical population of the present study was all elementary male students aged 10-12 years with Attention Deficit / Hyperactivity Disorder in District 4 of Tehran in 2021 and 36 of them were purposefully and accessibly selected .Motor and computer games were performed in 8 weeks and in each session in 3 sessions of 60 minutes. The Connors questionnaire of the parents' version and the Zebov questionnaire were filled out by the parents in the pre-test and post-test. Repeated measure analysis and paired t-test were used to analyze the data using SPSS software version 23. Results: The results showed that motor and computer games had a significant positive effect on attention and social communications; but there was no significant difference between the effects of these two interventions on any of the research variables. Conclusion: Motor and computer games improve attention and social communications in children with attention deficit / hyperactivity disorder; therefore, it is recommended that these games be used to help children with attention deficit / hyperactivity disorder. [ABSTRACT FROM AUTHOR]

This paper presents an intelligent assistant for preventing the injuries during motion gaming. In our previous work, we invented UKI, a middleware that allows its users to play any existing game by using body motions. The goal of this paper is to add an intelligent module to the UKI for promoting healthy motion gameplay. According to the literature in sports science and medicine, several exercise injuries are caused by the unbalanced use of body segments and repetitive movement. To prevent such injuries, we present a module that monitors and promotes two health metrics of the player: balancedness in use of body segments and variability in body movement. The proposed module recommends motions that will improve the two health metrics during gameplay. We evaluate effectiveness of the module on 45 participants with normal health condition. Two methods for motion recommendation were compared: recommendation according to the health fitness functions (HFF) and recommendation by the random motion selection. Our results indicate significant improvement in the two health metrics when HFF is used.

This study mainly aims to determine the role that playing games have in learning and improvement of handball technical and tactical elements of fifth grade students that will be included in the school team. Motivational role of playing games is a decisive factor in terms of attracting children to practice handball. The emotional sphere of the training children's involvement in program or teacher's attitude towards them, or by the used methods in the preparation leads to success or failure of the activity itself. The study included 12 children who were included in the training program; they are showing interest and pleasure for the proposed activities. The results also confirm the proposed hypothesis and objectives of the study.

Movement games have a major importance for students in general and for secondary school students in particular. Through their specific content they form socio-psycho-molitic abilities of selfevoluation and the value of ones personality. Games have an important role in developing ones willingness its qualities. ‘The effort of willingness is present in any human activity facilitating overcoming external or internal obstacles which can occur throughout a specific activity’.[3] Movement games offer the possibility to educate such qualities and require both physical and pshychic effort. Thus, movement games are complex exercises that have implications on humans personality and its different components (intellectual, affective and volitional). The purpose of these activities is to complete the activities organized by the school system.

Purpose: to analyze the possibility of using moving games in the rehabilitation of children with bronchial asthma. Material & Methods: the modern scientific literature on integrated prevention and treatment of children with asthma. Results: A high frequency of morphological and functional deviations at children with asthma. Classification and examples of mobile games, which can be used for this group of children. Conclusions: the results of modern research that show the effectiveness the use of physical rehabilitation, including moving games.

In terms of somatic-functional development, lack of vision does not directly cause disturbances, but the trend towards sedentaryism and knowledge of the environment through predominant tactile kinesthetic information are responsible for the occurrence of physical deficiencies and delayed motor development. These lead to the inevitable slowdown in motor, psychological and intellectual development. This study is outlined as referring to a need to prevent, compensate and complex therapy of the somatic-functional disabilities of the visually impaired schoolchild, by carrying out complex and appropriate assessments with continuity in the development and application of school curricula of physical culture, with a specificity in the somatic-functional reeducation of the visually impaired pupil, using sport-specific means adapted to the educational pupils' scholar program. The study was conducted at the School for the Deficiencies of View no. Austrului 33, Bucharest, sector 2, on a group of 27 subjects enrolled in Gymnasium group V-VIII during January 2008 - June 2009. As a research method, I used the pedagogical experiment using initial and final measurements of a test battery. In this paper I present the applied motion games during the educational process, on the basis of the individual study with the permanent character of the appropriate bibliography. In the physical education and sports adapted lesson motion games can be considered the easiest and most appropriate form to capture and motivate the child and to develop abilities in empathy with its playful side with eloquent results in the somatic-functional development of children with vision deficit. [ABSTRACT FROM AUTHOR]

Objectives. Physical development during the pre-school period physical development records obvious progress, there are a series of morphological changes, so that, towards the end of the pre-school period, the proportion of extremities - the trunk begins to change, in favor of the former. During this period, one of the two hemispheres is hired, which influences the child's handiness (ambidextrous, right-handed or left-handed). Information processing improves, as is the precision of movements. The game, as a form of activity, continues to occupy an important place, the child showing preference for: building games, water games and games involving roles. Methods of research. The need for movement and the availability for movement, extreme to be marked at this age, must be capitalized by placing the child in various situations, which contributes to the acquisition of a wide base of motoring actions. Running, jumping with all its variants, crawling, climbing, equilibrium exercises, throwing, suspension, rocking dominate the preschool's motoric repertoire. The research was carried out during the school year 2017-2018 at the Petre Ispirescu Primary School in Constanta. Results. The difference between the subjects of the two groups on the final test on the route 1 (experiment group 6,307 ± 1,077, control group 6,514 ± 1,099, being statistically insignificant at p ≥ 0,05), apical course 2 - time during the deployment experiment 8,428 ± 1,289, control group 8,554 ± 0,89, being statistically insignificant at p ≥ 0,05) and target discarding (experimental group 2,895 ± 0,658, control group 0,842 ± 0,688 at a significance threshold p ≤ 0,0005 ) have improved due to the introduction of physical variables in the physical and sport education lessons of the independent variable experiment (patches and applicative pathways). Conclusions. In conclusion, we can see that the motion games have positively influenced the results of the final test. [ABSTRACT FROM AUTHOR]

The purpose of primary education is to make sure that children acquire the knowledge, capacities and attitudes which will allow the continuation of education (Cârstea., 1993; Bota, 2006). Through the theme chosen, this paper proposes as main objectives to determine the level of development of the speed as motor quality of pupils in primary education (9-10 years old); to select, develop and implement acting systems (movement games, relay races and competitions), in physical education classes, to contribute to speed development and to form the habit of independent practice of physical activities. For the investigated group, acting systems consisting of competitions, movement games and relay races were selected and applied in the physical education classes. The results obtained after the application of the selected means indicate that this motor quality can be developed successfully at the age of 9-10, if the specific characteristics of the group are taken into account, but also the volume, intensity and complexity of the proposed acting systems. After applying the selected means, at the final testing, better results have been recorded for the tested indicators, showing significant progress when comparing the two tests; the conclusion was that the game was the primary acting means by which it meets the requirements of modern teaching educational process, the use of movement games, of relay races and competitions having a major role in increasing the speed indicators. [ABSTRACT FROM AUTHOR]

In this paper we suggest the use of motion games in the second grade lessons with gymnastics nature. An attempt has been made to break the frame of the traditional activities being done in Physical educa tion and Sports in the area of compulsory educational content "Gymnastics" at elementary school s. The presented motion games are a means for enriching the physical activity of the students, for fostering their interest and activating their participation in the lessons with gymnastic nature. [ABSTRACT FROM AUTHOR]

In Romania, the secondary effects of the lack of physical activity are becoming more visible now with high incidence in children and young people, and many social and economic difficulties affecting voluntary participation of young people in physical activities. One solution could be increasing the number of hours of physical education in the public educational system. The aim of this study was to determine the effect of increasing the number of hours of physical education under the current system of education in Romania, from two to five classes a week and placing movement games in their classes of students in primary level, physically and mentally healthy. Methods and subjects. Thus, using the experimental method, we chose the subjects as the pupils in two classes from primary level, as follows: first grade, as an experimental group - EG (n = 16, 10-B / 6-G ), age = 7 ± 0; height = 1.31 ± 0.03, weight = 30.125 ± 3.28; and second grade as a control group - CG (n = 16, 10-B / 6-F), age = 8 ± 0; height = 1.34 ± 0.07, weight = 33.68 ± 9.03. Before study, we tested both groups of students, initial test - IT, on the level of motor skills development time, using 5 different samples. Then I worked with EG differentiated as planned; ie, five hours a week, while the CG we used means and dosage, according to the current curriculum in Romania. Results. After three months were carried out final tests FT- and we present in this study the results for statistical indicators: mean - M, standard deviation - SD and coefficient of variation - CV, five of the samples - back extension / rep. (BE), - maintaining hang / sec. (MH), - lifting torso (crunch) / rep. (LT) - shutlle 5x5 / sec. (SH), and - long jump from standstill / cm (LJ), of randomly selected samples in the school curriculum. Thus we present here summarized results of the samples from IT: CG: BE: 6.06 ± 2.54, CV = 41.9%; MH: 6.18 ± 2.83, CV = 45.8%; LT: 27.31 ± 3.75, CV = 13.7%; and GE has the results: BE: 6.43 ± 2.27, CV = 35.4%; MH: 6.18 ± 3.22, CV = 52.2%; LT: 27.5 ± 4.22, CV = 15.4%; while the TF, the results were: CG: BE: 2.9 ± 8.75 CV = 33.3%; MH: 9 ± 3.14, CV = 34.9%; LT: 28.62 ± 2.68, CV = 9.4%; and EG it has the results: BE: 13.37 ± 2.94, CV = 22%; MH: 15.2 ± 3.3, CV = 21.8%; LT: 29.81 ± 0.54, CV = 1.8%. Conclusions. The results indicate that, after three months of five hours per week of physical education, the experimental group improved both quantitatively and qualitatively the parameters on all motric qualities, but in force the growth was more spectacular. [ABSTRACT FROM AUTHOR]

Copyright of Studia Universitatis Babes-Bolyai, Educatio Artis Gymnasticae is the property of Babes-Bolyai University, Cluj-Napoca, Romania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Slobozhanskyi Herald of Science & Sport is the property of Kharkiv State Academy of Physical Culture and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Exceptional Child: Teaching & Upbringing is the property of National Academy of Pedagogical Sciences of Ukraine and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The class of physical education is of the essence for the physical, motor and social development of children. Psychomotricity, motor skills and motor qualities can be developed with the methods applied in the physical education class. In the case of preschool age, a primary objective of the physical education class is the development of psychomotricity. This is the reason why the present undertaking targets the development of several psychomotricity components through motion games during the physical education class. During a semester, we applied a syllabus based on the method of motion games. The subjects in the research were assessed with the help of Ozeretski - Guillmain prior and after testing. After the application of the proposed syllabus, an improvement in the test indices has been observed, a significant percentage of subjects advancing towards slight psychomotor inability.

Copyright of Timisoara Physical Education & Rehabilitation Journal is the property of Sciendo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studia Universitatis Babes-Bolyai, Educatio Artis Gymnasticae is the property of Babes-Bolyai University, Cluj-Napoca, Romania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studia Universitatis Babes-Bolyai, Educatio Artis Gymnasticae is the property of Babes-Bolyai University, Cluj-Napoca, Romania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: Stroke patients with hemiparesis often exhibit an asymmetrical weight distribution, with the paretic leg providing less support and less weight-shift activity than the sound leg does. For upper-limb hemiparesis constraint-induced movement therapy (CIMT), where the sound limb is constrained and the patient is forced to use the paretic limb, has proven to be one of the most effective rehabilitation methods. However, this method has not been successfully modified for balance rehabilitation, since hard constraints on the lower limb are difficult to impose and can increase the risk of patient injuries. Here we introduce a novel approach that encourages stroke survivors to use the paretic leg for weight-shifting tasks during balance control training in a virtual reality setting. We recorded motion signals from each leg in real time and streamed modified versions of these signals to the Nintendo Wii Fit gaming system. By independently manipulating the influence of each leg during game play, we successfully forced the stroke survivors to increase the use of the paretic leg. Our preliminary clinical trial, including three patients with hemiparesis in the chronic phase, found that one-week of training improved patients’ ability to maneuver their center of pressure (COP) during a tracking task. More encouragingly, patient’s weight distributions became more symmetrical. These initial results suggest that manipulating control gains during VR rehabilitation may allow the principles of CIMT to be applied during balance training in stroke survivors. [Copyright &y& Elsevier]