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The purpose of this study was to determine Psychometric aspects of the Persian version of Infant Movement Motivation Questionnaire (IMMQ) for infants of 3 to 11 months. In this regard, 528 parents and their infants (239 girls and 289 boys) in Tehran were selected as samples through the method of random cluster sampling. For this purpose, first by using a translation - re translation method, IMMQ was translated into Persian by 3 motor behavior experts and 2 English teaching specialists. Confirmatory and Exploratory factor analysis was used for the validation of questionnaire structure; Cronbach alpha coefficient was computed for internal consistency of questionnaire. Also, intra-class correlation coefficient under test-retest method was used to evaluate the temporal reliability of items. The results of Confirmatory and Exploratory factor analysis showed that IMMQ is multifactorial; so that, in total, four factors consisting activity, exploration, motivation and adaptability can explain % 53/32 of the total variance. Moreover, the fit indexes of the extracted model (PGFI = 0.71, NFI = 0.92, RMSEA = 0.078) were favorable and acceptable. Also, Cronbach alpha coefficient (α = 0/93) and intra-class correlation coefficient (r = 0.88) of the Persian version of IMMQ with 27 questions the like of original version, had acceptable internal consistency and temporal reliability. So the results showed that the Persian version of IMMQ can be used for clinical or research purposes as well as an educational tool for parents.

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The purpose of this study was to determine the relationship between movement motivation and motor development in infants with and without the experience of kindergarten. The population of this study included all parents with infant's boys with 10 to 11 month in Tehran. Among them, 150 infants with and 150 infants without the experience of kindergarten using the multi-stage random sampling the method was selected as the sample groups. Data collection tools included an infant movement motivation questionnaire and Peabody Developmental Motor Scale–Second Edition (PDMS-2), the data analysis was done using Pearson’s correlation coefficient, linear regression, and t-test in a significance level of p≤0.05. The results showed that there was a significant relationship (P=0/000), between movement motivation and motor development in infants with and without the experience of kindergarten. In the same context, a significant difference (P=0/000), was obtained in movement motivation and motor development between of infants with and without kindergarten experience and infants without the kindergarten experience, movement motivation, and motor development was higher. These results indicate that care of infants in kindergarten Centers may be due to the weakness of the programs and facilities have negative effects on of them movement motivation and motor development.

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The aim of this study was to comparison of the effectiveness of linear and non-linear pedagogy on locomotor motor skills Performance and movement motivation in children with developmental coordination disorder. The statistical population was all children with developmental coordination disorder in Urmia. The statistical sample consisted of 30 boys (age = 9.35 ± 1.37) who were selected from Urmia schools using the available method. MABC-2 test was used to diagnose developmental coordination disorder, TGMD- test was used to evaluate locomotor skills, and motor motivation test was used to evaluate movement motivation. To carry out this study, the participants practiced two 50-minute sessions of motor skills interventions in two linear methods (15 people) and task manipulation (15 people) for eight weeks. Variables were measured before and after the interventions. The results of covariance analysis showed that non-linear training compared to linear training significantly improved both in movement skills (p=0.04) and motor motivation (p=0.000) than the linear group. According to these results, non-linear methods considering the individual characteristics of each child are helpful for helping children with movement disorders. Considering the unique characteristics of each child helps to improve motor skills and to have enough motivation to continue the activity. Therefore, the use of non-linear methods is suggested for children with developmental coordination disorder.