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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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This study aimed to evaluate the direct and interactive effects of socioeconomic status and birth weight on Tehran children motor proficiency. : The present study was a cross-sectional research which conducted in April and May of 2016 and the study population included 4/5 to 6-year-old boys and girls with very low and normal birth weight from 2 and 19 districts of Tehran city that from which 132 children were selected through a  convenience sampling. In this research we used socioeconomic status questionnaire and Bruininks-Oseretsky -2 test.  obtained data were analyzed using two-way ANOVA. The results showed that motor proficiency in children with very low birth weight was lower than those with normal birth weight (P <0/001), and in terms of effect of socioeconomic status, results showed that motor proficiency of children with low socioeconomic status was lower than those with high socio-economic status (P <0/001) and there wasn’t any significant relationship between effect of weight on motor proficiency with effect of SES on motor proficiency (Interactive effects )(P = 0/633). Results of the study showed that high socio-economic status had the capability of adjustment the negative effects of low birth weight on motor development. But it couldn't has a meaningful reparative effect. Thus the emphasis on the role of socioeconomic status on health of children with very low and normal birth weight is important. Also doing intervention such as improving the quality of environmental stimuli and taking care of pregnant mothers and also awareness for prevention of birth of low weight children must be considered in applied programs.

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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.

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The aim of this study was to Compare Effectiveness motor proficiency of the nutritional status on men in different age groups ((children, adolescents and young adults)), respectively. Statistical Society study was for children all student ages 10-7 years, for adolescents all student ages 15-12 years and for Youth of all students 20-18 of Tehran University except the student physical education. The sample was 90 people in each of the age groups, the four elementary schools and four high schools in Tehran and Tehran University male students were chosen by cluster sampling. This study was a descriptive survey and comparison measurement was test of instruments anthropometric and Brvnynks- Oseretsky. The results showed that among malnutrition, moderate nutrition and proper nutrition in adolescence and adulthood motor proficiency was not statistically different ages but among children ages motor proficiency were significantly different. In addition, no significant difference between motor proficiency age groups. It seems due to the impact of nutritional status on motor proficiency, and this issue was observed in this study at an early age; therefore, children are the most vulnerable in this context and considering the nutritional status of children is very important.

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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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Previous research has indicated the effectiveness of parent-based and instructor-based interventions on children with developmental coordination disorder, but investigation of these two approaches in mentally retarded children has not been considered until. The purpose of this study was to compare the parent-based and instructor-based educational approach on motor proficiency and cognitive development of children aged 7 to 10 years with educable mentally retarded. 40 children with educable mental retardation in Jahrom city were selected by available sampling method and were divided into two experimental groups of parent-based (7.7±1.80) and instructor-based (8.10±0.91). In pre-test, participants performed a cognitive development test (my brain cognitive intervention software). After, all participants were tested motor proficiency (Bruininks Ozertsky) in school environment. The intervention for instructor-based group was done individually by the teacher in school and for the parent-based group, the intervention was done by parents at home. The intervention was performed for both experimental groups for 6 weeks and 3 sessions of 45 minutes each week. Analysis of variance was used to analyze the data. The results of data analysis showed that instructor-based exercises compared to parent-based exercises can improve motor proficiency, cognitive development (P≤0.05). Parent-based exercises can as well improve fine skills (P≤0.05).