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Individual constraints are of the factors that can effect on motor development. The aim of this study was to investigate the relationship between motor proficiency with body mass index and nutritional status in healthy boys 10-14 years old in Tehran. Statistical sample was of 120 children for BMI and 90 children for nutritional status. body mass index groups, lean, normal, overweight and obese groups nutritional status to malnutrition, average feeding and Appropriate division Who were chosen by cluster purposeful and motor proficiency was assessed using the by BOT-2 test. The results showed that the between conditions BMI, lean and normal, normal and obese, overweight and obese, there is a significant difference in motor proficiency but in other cases, the difference was not significant. As well as between conditions of malnutrition and normal nutrition, normal nutrition and proper nutrition, proper nutrition and malnutrition, there is a significant difference in motor proficiency. According to this result, body mass index and nutritional status of children in this age affects motor proficiency, which may be different BMI groups in motor proficiency in geometry and mass of body parts, mechanical factors attributed and differences in nutritional status groups to the role of food items brain growth and physical development, he said.

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The aim of this study was to determine the effect of weight transfer training on static and dynamic balance of older women. 20 accessible subjects that met our criteria divided randomly into two experimental and control groups. The experimental group trained for 6 weeks, 3 times a week and each session 60 minutes a day. Biodex balance system used for training and testing procedures. Data analysis used by repeated measure ANOVA showed significant main effects and interaction for dynamic balance parameters  including overall dynamic balance, anterioposterior dynamic balance and mediolateral dynamic balance) .Intrasubject analysis using t test indicated weight transfer balance training, compared to static balance, improved significantly dynamic balance parameters. The dynamic balance improvement following weight transfer training mat resulted from its effectiveness on sensory and motor systems involved in the dynamic balance of older women.

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Motor learning or the acquisition of coordination is a process of searching for stable functional coordination patterns, into which a system can settle during a task or activity. Human as complex creatures can choose the best pattern based on conditions within different coordination patterns and also achieve goals of tasks. So the purpose of this study is to determination the effect of a Nonlinear Pedagogy approach for the effectiveness of the movement and acquisition of skills. Accordingly, in this study 14 participants (with the average 19.64 and SD 0.74) are taught the short backhand serve of badminton with using linear and nonlinear pedagogy approaches. Linear approach Based on traditional Viewpoint using the descriptive methods and repetive instructions. On the other hand, nonlinear Pedagogy Approach Based on the ecological dynamics theory using manipulation of task constraints especially task constraints including equipment and rules Planned and conducted. Performance accuracy were selected to analyze further selections and used analysis of covariance to measure the effect of the independent variable measured. The test significance level was considered P <./ 05. Despite the progress of both groups to the pre-test, no difference was observed between the two groups in accuracy scores (F=0.092 and p=0.767) and both were equal to achieve results of the task as an indicator of skill acquisition. Our findings indicate that nonlinear pedagogy approach, resulted from theory of ecological dynamics, consider the complexity of Acquisition the skill and inherent tendency of individuals with providing movement affordances. Also, this approach can be effective in the fulfilment of goal tasks.

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Focus of attention instruction has a great influence on performance and learning. The purpose of this study was to examine the predicted constrained action hypothesis in badminton backhand serv. 30 women student participants from physical education classes of University of Kharazmi are selected as sample. Participants are tested in probe task at different stage of serve after identifying base of reaction time, and level of attention demanding of different parts was measured. Then participants divided into two groups (internal and external focus of attention) and they are tested with their specific instruction again. The results revealed that first stage of serve has the most attention need (p<0/001), but there is not any difference between two groups and different serve stage in the effect of focus of attention type. Accordance with these results the constrained action hypothesis at discrete skills is not confirmed.

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    Motor performance and optimization is one of the most important goals of sports science professionals. Vision skills affect athletic performance and the acquisition of motor skills, which can be improved by practice. The purpose of study was to investigate the effect of visual and skill training on visual and performance skills, retention and transfer of Badminton backhand short service. 20 female students were randomly divided into two groups of 10 combined and skill. Depending on their type of training, the groups performed visual and skill training for 6 weeks. Before and after training, visual and performance tests, retention and transfer of backhand short service were done by the participants. For data analysis, t-test and mixed ANOVA analysis were used with a significant level of 0.05. The analysis indicated that there was a significant difference between groups in visual skills (p =0.00). The combined group had a significant improvement in perfomance, retention and transfer of the service (p = 0.00). Also, checking the interactive effect of time and type of training showed that the combined group was more advanced than the skill group (p = 0.00). The results of this study show the combined effects of vision and sports more than the individual trainings of vision and sports, and according to the results of the study, it is suggested that visual training be included as a supplementary training program in the Badminton field exercise.

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Abstract
The purpose of this study was to examine the relationship between motor competence, cardiovascular fitness test and physical activity of adolescents with the role of mediation of perceived competence.  The research sample consisted of 386 adolescent boys. Perceived competence was measured using Physical Ability scale of the short form of the Marshall Self-Descriptive Questionnaire (2010). From the pedometer And physical activity questionnaire for older children was used to measure physical activity,  and using Bruininks-Oseretsky Test test for measuring motor competence and a 1600-meter test for cardiovascular fitness test. The results showed a significant correlation between motor competence, perceived competence, cardiovascular fitness test and physical activity. Perceived competence  mediates association between motor competence and physical activity, fitness and cardiovascular fitness test. Finally, the results of the model showed that perceived competence had the most impact on the participation of adolescent physical activity. Also, motor competence has a greater effect on cardiovascular fitness test than perceived competence. According to the results of the research, educational programs should be designed and designed according to the importance of motor competence and perceived competence to improve participation of physical activity and physical fitness of adolescents.
 

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Obesity is associated with a variety of diseases and efforts to reduce its problems are important. The purpose of this study was to comparison the effects of local native games (game-based interventions) and selected motor-based interventions (skill-based interventions) on the fundamental movement skill of preschool-aged obese girls in Tehran. This study was a semi-experimental with a pretest-posttest design. Thirty obese girls were selected in a targeted way. They divided into control groups, selective motor and local native games interventions. World Health Organization charts were used to determine the rate of obesity and the TGMD-3 test was used to measure the fundamental motor skill. Experimental groups practiced two sessions in week and per session one hour for nine weeks. The control group performed their usual activities during this period. Data were analyzed using covariance analysis. The results showed that there was a significant difference between groups at post-test (p = 0.000); analysis of variance and LSD test were used to examine differences between groups. The results showed that there was a significant difference between skill-based and game-based intervention groups in the TGMD-3 test in displacement scores. Whereas skill-based intervention had more effect than game-based intervention (P = 0.04), but the effect of two training methods for ball skill on the TGMD-3 test was not significantly different (P = 0.71). Also, both training groups had more effect on the dependent variables than the control group (p <0.05). Based on the results of the present study, it seems that both interventions are effective in reducing motor problems in obese children as both groups performed better in posttest than control group. This confirms the role of physical activity in reducing obesity in obese people. However, it is better to use selected motor interventions in accordance with the results of this study for movement skills.

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The purpose of this study was to examine the role of structured conversation and observation on the effectiveness of the dyed practice on motivation and the accuracy in learning the skill of Golf putt. The research participants consisted of 40 female students randomly divided into four groups: observation-conversation, observation, conversation and control. Participants should hit the Golf ball to the target area. During the training period, subjects completed 60 acquisition attempts, 10 retention attempts to measure the participants’ motivation before the beginning of the training and before the acquisition and retention phases. one-way ANOVA and to examine the role of the mediator on the accuracy of the scores of execution Hayes test was used. The results showed that motivational values were significantly higher in conversation-observation group compared to other groups, and  also The mediation role of motivation was not significant in the implementation of acquisition and retention efforts. Regarding the results of this study, coaches are advised to consider both verbal and observational information sources in the presentation of dyed practice.

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Inclusive education refers to the placement of people with disabilities alongside their peers. Recent studies have found this method to be effective when it comes to manipulating the environment. The study investigated the effects of an inclusive education learning method applied in an extracurricular physical education to promote self-esteem and motor proficiency in a child with developmental Coordination Disorder (DCD). The research is a critical case study that involved one obese boy with DCD (age =8 years, height=127 cm and weight =33 kg) who participated in physical education activities with 14 other children without disability over a period of 9 weeks. Three tools, Cooper Smith self-esteem questionnaire, developmental coordination disorder questionnaire and Bruininks-Oseretsky-2 test and semi-structured interviews were used to collect data. Results of semi-structured interviews showed independence, belief, pleasure, family relationships, educational relationships, and social relationships improved. The Cooper Smith questionnaire also showed general (10 score), family (5 score), social (4 score), and educational self-esteem (6 score) increased. While motor proficiency increased (9 score), the body mass index decreased (1.24 score). Results emphasized the importance of applying nonlinear pedagogy in physical education by manipulating the environment and the task without direct instructions and feedback in inclusive settings.

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The purpose of present study was to investigate the role of motor learning strategies (linear, non-linear, and differential) in the experience of flow and clutch in beginner footballers. Participants (66, M age= 27.49 and SD =2.68) participated in this study voluntarily and based on inclusion and exclusion criteria. Participants practiced in three groups: linear, nonlinear, and differential, for three months, two sessions each week and each session one and a half hours. The study method was quantitative and qualitative. In the quantitative part, flow and clutch questionnaire was used and in the qualitative part a semi-structured interview was used. The results of Tukey showed nonlinear pedagogy was effective in flow experience and linear method in clutch experience (p<0.05). In the differential learning, flow was experienced more than linear method (p<0.05) and less than non-linear method (p>0.05). In the qualitative part, four factors of purpose, pleasure, effort and exploration are identified that support the results of the quantitative part. Based on the results of this study, nonlinear and differential methods are effective in the flow experience and linear method are effective in the clutch experience.

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The aim of this study was to compare the effect of training type (full-error and error-less) and skill level on the development of mental representation of putt golf skill. For this purpose, 44 undergraduate physical education students (22 women, 22 men; mean age 22.34 and standard deviation 4.37) were randomly divided into two groups: error-less (near-to-far) and full-error (far-to-near). The two groups practiced in the one-day acquisition phase of 3 blocks of 10 attempts for throwing distances (25, 50, 75, 100, 125, 150 and 200 cm). The error-less group started training from the closest distance to the goal and reached the farthest distance, respectively, but the full-error group started training from the farthest distance and finally reached the closest distance. At the end, they were tested immediately. One day after the acquisition phase, delayed retention tests, single task transfer (from a distance of 225 cm) and dual task transfer (from a distance of 200 cm simultaneously with audio playback) were performed. To compare the effect of error-less and full-error training on the acquisition, retention and transfer of putt golf skills, data analysis of the acquisition stage was analyzed by repeated measures analysis of variance (2×8). SDA-M test was used to measure the structure of mental representations formed in the two groups before and after the acquisition period, and hierarchical cluster analysis  0.05) was used to analyze the mental representations.  Our Findings showed significant functional changes in the post-exercise mental representation structure, suggesting that motor skills are associated with functional adaptation of action-related knowledge in long-term memory.