ORIGINAL_ARTICLE
*The Effect of a Gross and Fine Motor Intervention Program on Visual-Motor Integration in 4 to 6 Years Old Children
Children in preschool are at an optimal time for the development of gross and fine motor skills. Visual-motor integration is an important perceptual-motor skill that children need to acquire in order to function successfully before formal schooling commences. In this study were investigated the effect of three motor intervention programs (gross, fine, & gross-fine)on visual-motor integration in 80 children who presented below average VMI skills scores. From these participants three experimental (n=60)and a control group (n=20)were randomly selected. The experimental groups participated in a 12 week intervention program of three 45 minutes sessions per week. The Beery-Buktenica developmental test of visual-motor integration 6th edition was used to measure the participants VMI skills. Mixed ANOVA with repeated measures and LSD post hoc test was used to analyze effects of motor intervention programs
https://jsmdl.ut.ac.ir/article_83509_9bb9746dbc74db96987a5ba60f7abf28.pdf
2021-08-23
129
147
10.22059/jmlm.2018.253551.1358
intervention program
Children
gross skills
fine skills
Visual-motor integration
Attieh
Miranzadeh Mahabadi
miranzadehat@gmail.com
1
دانشجوی دکتری آموزش تربیت بدنی، دانشکدۀ تربیت بدنی و علوم ورزشی، دانشگاه تهران، تهران، ایران
LEAD_AUTHOR
Elahe
Erabameri
eameri@ut.ac.ir
2
Department of motor development and physical education, Faculty of physical education and sport sciences, University of Tehran, Tehran, Iran.
AUTHOR
Fazlolah
Bagherzadeh
f-bagherzadeh@ut.ac.ir
3
UT
AUTHOR
Davood
Homaniyan
davoodhomanian@gmail.com
4
UT
AUTHOR
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43
ORIGINAL_ARTICLE
Comparison of the Effectiveness of Mindfulness and Mental Imagery Training on Cortisol levels, Anxiety, and Self-Confidence in Officer Students
Anxiety and self-confidence are factors that affect performance. The aim of this study was to examine the effect of mindfulness and mental imagery training on the psychophysiological response of anxiety and self-confidence in students’ officer. This method was semi-experimental. 45 male officers who voluntarily participated in this study and randomly assigned to two experimental groups (mindfulness and mental imagery) and one control group. The score of anxiety and self-confidence, as well as levels of salivary cortisol were measured in three groups. The experimental groups performed 6 sessions of specific training. Finally, the post-test has conducted in three groups according to the pre-test. The results indicated that mindfulness and imaging training had a significant effect on the level of salivary cortisol, anxiety, and self-confidence. Moreover, there was no significant difference between the groups in terms of effectiveness (p > 0.05). In general, it can be concluded that mindfulness and mental imagery training could be a strategy to reduce anxiety and improve self-confidence in officer students. Therefore, it is suggested to the providers and teachers in the military organs that by holding workshops and using these strategies to reduce anxiety and enhance self-confidence and consequently to improve students’ performance.Therefore, it is suggested to the providers and teachers in the military organs that by holding workshops and using these strategies to reduce anxiety and enhance self-confidence and consequently to improve students’ performance.
https://jsmdl.ut.ac.ir/article_83974_a6d8f42008e3667c372b8da7c7b465f2.pdf
2021-08-23
149
161
10.22059/jmlm.2021.316548.1555
anxiety
Mindfulness
mental imagery
Officer Students
Self-confidence
Foad
Niknasab
foad_niknasab@yahoo.com
1
دانشجو دکتری
LEAD_AUTHOR
Mohammadreza
Zareli
mohammadrezazareli@gmail.com
2
university
AUTHOR
Ali
Fakorean
fakorean@gmail.com
3
university
AUTHOR
Reza
Sharbatzadeh
rezasharbatzadeh@yahoo.com
4
university
AUTHOR
Mehrsafar AH, Strahler J, Gazerani P, Khabiri M, Sánchez JCJ, Moosakhani A, et al. The effects of mindfulness training on competition-induced anxiety and salivary stress markers in elite Wushu athletes: A pilot study. Physiology & behavior. 2019;210:11. 2655.
1
Williams SE, Cumming J. Athlete imagery ability: A predictor of confidence and anxiety intensity and direction. International Journal of Sport and Exercise Psychology. 2016;14(3):268-80.
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Cheng W-NK, Hardy L. Three-dimensional model of performance anxiety: Tests of the adaptive potential of the regulatory dimension of anxiety. Psychology of Sport and Exercise. 2016;22:255-63.
3
Mardon N, Richards H, Martindale A. The effect of mindfulness training on attention and performance in national-level swimmers: An exploratory investigation. The Sport Psychologist. 2016;30(2):131-40.
4
De Petrillo LA, Kaufman KA, Glass CR, Arnkoff DB. Mindfulness for long-distance runners: An open trial using Mindful Sport Performance Enhancement (MSPE). Journal of Clinical Sport Psychology. 2009;3(4):357-76.
5
Frey M. College coaches’ experiences with stress—“Problem solvers” have problems, too. The sport psychologist. 2007;21(1):38-57.
6
Gardner FL, Moore ZE. A mindfulness-acceptance-commitment-based approach to athletic performance enhancement: Theoretical considerations. Behavior therapy. 2004;35(4):707-23.
7
Yalcin I, Ramazanoglu F. The effect of imagery use on the self-confidence: Turkish professional football players. Revista de Psicología del Deporte. 2020; 29(2); 57-64.
8
Holmes PS, Collins DJ. The PETTLEP approach to motor imagery: A functional equivalence model for sport psychologists. Journal of applied sport psychology. 2001;13(1):60-83.
9
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10
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11
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12
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13
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14
Farb NA, Anderson AK, Mayberg H, Bean J, McKeon D, Segal ZV. Minding one’s emotions: mindfulness training alters the neural expression of sadness. Emotion. 2010;10(1):25.
15
Kaufman KA, Glass CR, Arnkoff DB. Evaluation of Mindful Sport Performance Enhancement (MSPE): A new approach to promote flow in athletes. Journal of Clinical Sport Psychology. 2009;3(4):334-56.
16
Frankel MR, Macfie J. Psychodynamic psychotherapy with adjunctive hypnosis for social and performance anxiety in emerging adulthood. Clinical Case Studies. 2010;9(4):294-308.
17
Wright C, Smith D, editors. The effect of PETTLEP-based imagery on strength performance. 12th Annual Congress of the ECSS; 2007.
18
Takamiya Y, Tsuchiya S. The self-care education for healthcare professional students using mindfulness. The International Journal of Whole Person Care. 2018;5(1).
19
Kasala ER, Bodduluru LN, Maneti Y, Thipparaboina R. Effect of meditation on neurophysiological changes in stress mediated depression. Complementary therapies in clinical practice. 2014;20(1):74-80.
20
Miodrag N, Lense MD, Dykens EM. A pilot study of a mindfulness intervention for individuals with Williams syndrome: Physiological outcomes. Mindfulness. 2013;4(2):137-47.
21
Lipschitz DL, Kuhn R, Kinney AY, Donaldson GW, Nakamura Y. Reduction in salivary α-amylase levels following a mind–body intervention in cancer survivors—an exploratory study. Psychoneuroendocrinology. 2013;38(9):1521-31.
22
Brown KW, Weinstein N, Creswell JD. Trait mindfulness modulates neuroendocrine and affective responses to social evaluative threat. Psychoneuroendocrinology. 2012;3. 12(7); 2037-41.
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24
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25
ORIGINAL_ARTICLE
The Effect of Motor Games Versus Computer Games on the Executive Academic Functions and Motor Proficiency in Students with Mathematics Learning Disorders
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.
https://jsmdl.ut.ac.ir/article_83220_f3d59caef8f54127ecb8ff5d21cf7799.pdf
2021-08-23
163
184
10.22059/jmlm.2021.319740.1561
Academic Performance
Computer Game
executive function
Motor Proficiency
Motor game
Mathematical learning disorder
Fatemeh
Baradaran
fatemeh.baradaran74@gmail.com
1
Motor behavior, collage of education, university of Esfahan, Esfahan
LEAD_AUTHOR
Shila
Safavi Homami
sh.safavi.h@gmail.com
2
Assistant Professor, Faculty of Sport, University of Isfahan, Isfahan, Ira
AUTHOR
Salar
Faramarzi
salarfaramarzi@yahoo.com
3
Associated Professor, Department of Psychology and Education of Children with Special Needs, Isfahan, Iran
AUTHOR
Peters L, Ansari D. Are specific learning disorders truly specific, and are they disorders? Trends in neuroscience and education. 2019;17:100115.
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Gao Z, Zeng N, Pope ZC, Wang R, Yu F. Effects of exergaming on motor skill competence, perceived competence, and physical activity in preschool children. Journal of sport and health science. 2019 Mar 1; 8(2):106-13.
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Sadati Baladehi M, Niusha B, Esteki M. Comparison of the Effectiveness of Computer Games with Traditional Iranian Games on Working Memory and Planning for Students with Mathematical disability. Middle Eastern Journal of Disability Studies. 2019;9(0):99-. eng.
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Chuang T-Y, Chen W-F, editors. Effect of computer-based video games on children: An experimental study. 2007 First IEEE International Workshop on Digital Game and Intelligent Toy Enhanced Learning (DIGITEL'07); 2007: IEEE.
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Mohseni SI, Salah KH, Salah V Pour-Mavadat E. Effect of computer games on increasing the active memory of children with learning disabilities. First Computer Games Conference and Health Promotion, autumn; 2015. [Persian]
54
SoltaniKouhbanani S, Alizadeh H, Hashemi J, Sarami G, SoltaniKouhbanani S. The Effectiveness of Computer-Aided Working Memory Training on Improvement of Executive Functions and Math Performances in Students with Mathematics Disorder. Psychology of Exceptional Individuals. 2013;3(11):1-20.
55
Azimi E, Mousavipour S. The Effects of Educational Multimedia in Dictation and Its Role in Improving Dysgraphia in Students with Dictation Difficulty. Contemporary Educational Technology. 2014;5(4):331-40.
56
Prins PJ, Dovis S, Ponsioen A, Ten Brink E, Van Der Oord S. Does computerized working memory training with game elements enhance motivation and training efficacy in children with ADHD? Cyberpsychology, behavior, and social networking. 2011;14(3):115-22.
57
Heidari H, Zare A, Mohammadi M. The effectiveness of game therapy on improvement of math concept learning and ability of problem-solving in students with learning disability in math. Journal of Learning Disabilities. 2018;7(3):57-76.
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Asadi S. Preparing educational games for first to third grade math students with mathematical disabilities and evaluating their effectiveness. Quarterly Journal of Psychological Studies and Educational Sciences 2016;2(4):39-52.[Persian].
59
Jahromian, Z, Salianeh AM. The effect of computer and indigenous-local games on eye coordination and social skills in children aged 7 to 10 years. National Conference on Sports Science with a Health, Social Vitality, Entrepreneurship and Championship Approach 2016.[Persian].
60
The effect of motor games versus computer games on the executive, academic functions and motor proficiency in students with Mathematical learning disorder
61
Fatemeh Baradaran*1 - Shila Safavi Hamami2 - Salar Faramarzi3
62
MSc, Faculty of Sport Science, University of Isfahan, Isfahan, Iran2. Assistant Professor, Faculty of Sport Science, University of Isfahan, Isfahan, Iran3. Associated Professor, Department of Psychology and Education of Children with Special Needs, Isfahan, Iran
63
(Received: 2020/01/04; Accepted:2021/07/21)
64
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.
65
Academic Performance, Computer game, Executive Function, Motor Proficiency, Motor game, Mathematical learning disorder.
66
* Corresponding Author: Email: fatemeh.baradaran@gmail.com ; Tel:+989903435498
67
ORIGINAL_ARTICLE
The Effect of Acute Aerobic Exercise Timing on Verbal Memory Consolidation
Considering the effect that aerobic exercise can have on cognitive function and memory, the challenge that remains in research is how to schedule timing of these exercises in relation to the acquisition sessions. This study is looking at the question of how aerobic exercise before, during and after acquisition affects the process of consolidating verbal memory. In a semi-experimental design, 48 non-athlete girls aged 20 to 30 years in four groups with different timing (Pre-training, during-training and post-training and control) performed a combination of Ray auditory verbal learning task and 15 minutes of moderate-intensity physical activity. Then, all groups participated in the retention test of memory task one and 24 hours later. The results showed that there was no significant difference between the groups in the trend of changes in the acquisition stage. In addition, the groups performed the same in retention tests. The only difference was observed in the rate of performance decline in the first retention test relative to the end-of-acquisition session, according to which, the control and pre-training groups had a significant decline in performance. Accordingly, it seems that physical exercise during and after acquisition session can have short-term positive effects on verbal memory, although more research is needed to conclude about the effects of timing.Key Words: Aerobic Exercise, Memory Consolidation, Training Timing, Auditory verbal learning, Acquisition
https://jsmdl.ut.ac.ir/article_83151_fa8100b3d5e3dacb7e6566f1c61f5fe1.pdf
2021-08-23
185
201
10.22059/jmlm.2021.319754.1562
Acquisition
aerobic exercise
Auditory verbal learning
Memory Consolidation
Training Timing
Parvin
Ghodrat
parvin.ghodrat@gmail.com
1
Department of Motor Behavior, Faculty of physical education and sport sciences, Allameh Tabataba’i University, Tehran, Iran
AUTHOR
Ehsan
Zareian
ehsan.zarian@gmail.com
2
Department of Motor Behavior, Faculty of physical education and sport sciences, Allameh Tabataba’i University, Tehran, Iran
AUTHOR
Mohammad Reza
Ghasemian Moghadam
mor.ghasemian@atu.ac.ir
3
Assistant professor, Department of Motor Behavior, Faculty of physical education and sport sciences, Allameh Tabataba'i University, Tehran, Iran
LEAD_AUTHOR
Walker MP. A refined model of sleep and the time course of memory formation. Behavioral and brain sciences. 2005;28(1):51-64.
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13
Christiansen L, Thomas R, Beck MM, Pingel J, Andersen JD, Mang CS, et al. The beneficial effect of acute exercise on motor memory consolidation is modulated by dopaminergic gene profile. Journal of clinical medicine. 2019;8(5):578..
14
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20
Ward N, Paul E, Watson P, Cooke G, Hillman CH, Cohen N, et al. Enhanced learning through multimodal training: evidence from a comprehensive cognitive, physical fitness, and neuroscience intervention. Scientific reports. 2017;7(1):1-8.
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Labban JD, Etnier JL. Effects of acute exercise on long-term memory. Research quarterly for exercise and sport. 2011;82(4):712-21.
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23
Nepveu J-F, Thiel A, Tang A, Fung J, Lundbye-Jensen J, Boyd LA, et al. A single bout of high-intensity interval training improves motor skill retention in individuals with stroke. Neurorehabilitation and neural repair. 2017;31(8):726-35.
24
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Loprinzi PD, Loenneke JP, Storm BC. Effects of acute aerobic and resistance exercise on episodic memory function. Quarterly Journal of Experimental Psychology. 2021:1747021821994576.
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Loprinzi PD, Crawford L, Moore D, Blough J, Burnett G, Chism M, et al. Motor behavior-induced prefrontal cortex activation and episodic memory function. International Journal of Neuroscience. 2020:1-21.
27
Haynes IV JT, Frith E, Sng E, Loprinzi PD. Experimental effects of acute exercise on episodic memory function: considerations for the timing of exercise. Psychological reports. 2019;122(5):1744-54.
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McNerney MW, Radvansky GA. Mind racing: The influence of exercise on long-term memory consolidation. Memory. 2015;23(8):1140-51.
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34
Thomas R, Flindtgaard M, Skriver K, Geertsen SS, Christiansen L, Korsgaard Johnsen L, et al. Acute exercise and motor memory consolidation: Does exercise type play a role? Scandinavian journal of medicine & science in sports. 2017;27(11):1523-32.
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37
ORIGINAL_ARTICLE
Investigating the Relationship between Learning Styles and Cognitive Styles in Athletic Students with the Moderating Effect of Academic Levels and Gender
It is the basis of every human being's progress in learning, which is in fact one of the most difficult concepts to define. In a successful educational system, students' learning style is always considered as one of the factors affecting academic achievement. Knowledge of students' learning style helps teachers to make optimal use of various learning styles and adopt appropriate teaching methods.The present study was conducted to investigate the relationship between learning styles and cognitive styles among male and female students with the moderating effect of academic levels and gender. For this purpose, 350 undergraduate and graduate students were selected by cluster random sampling method and completed questionnaires of Kolbe's learning styles (1985) and Whitkin's cognitive styles (1971). Data were analyzed using Pearson correlation, independent t-test and multivariate analysis of variance. Results showed that there is no significant correlation between cognitive styles and variables related to learning styles. Also, there was no significant correlation between age and cognitive styles and variables of learning styles, except in active experiments. However, there was a significant correlation between learning styles. The results of group differences showed that undergraduate students tend to be more dependent on the cognitive style than those of masters and boys. There was no statistically significant difference between educational levels and gender in learning styles. Undergraduate students are more inclined toward contextual cognitive styles than graduate students and boys than girls, and style and gender seem to interact with preferences.
https://jsmdl.ut.ac.ir/article_83776_fda19dad33c03d58504d24fd0f6a28dd.pdf
2021-08-23
203
217
10.22059/jmlm.2021.328360.1600
Cognitive styles
educational levels
gender
learning styles
students
Zohreh
Khalilpour
zohreh.khalilpour@gmail.com
1
university
LEAD_AUTHOR
Mohammadtaghi
Aghdasi
mt.aghdasi@yahoo.com
2
Prof. Motor behavior, Department of Motor Behavior, Faculty of Physical Education and Sport Science, University of Tabriz, Tabriz, Iran.
AUTHOR
Seyed Hojjat
Zamani Sani
hojjatzamani8@gmail.com
3
University of Tabriz
AUTHOR
Sarchami R, Hosseini S. Relationship between learning styles and academic achievement of Qazvin nursing students. Journal of Inflammatory Diseases 2004;8(1):64. (in persian)
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ALQahtani DA, Al-Gahtani SM. Assessing learning styles of Saudi dental students using Kolb’s Learning Style Inventory. J Dent Educ. 2014;78(6):927–33.
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Angeli C, Valanides N. Examining the effects of text-only and text-and-visual instructional materials on the achievement of field-dependent and field-independent learners during problem-solving with modeling software. Educ Technol Res Dev. 2004;52(4):23–36.
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Musser T. Individual differences: How field dependence-independence affects learners. Retrieved Novemb. 1998;9:2008.
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Griggs SA. Learning Styles Counseling. ERIC; 1991.
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Tsakanikos E. Associative learning and perceptual style: Are associated events perceived analytically or as a whole? Pers Individ Dif. 2006;40(3):579–86.
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42
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Guillot A, Collet C. Field dependence--independence in complex motor skills. Percept Mot Skills. 2004;98(2):575–83.
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51
ORIGINAL_ARTICLE
Validity and Reliability of the Test of Gross Motor Development - 3 in Children Aged 5 to 9 years in Iraq and a Comparison of the Development of Gross Motor Skills of Iranian and Iraqi Children
The aim of the study was to investigate the psychometric properties of the Iraqi version of the Gross Motor Development Test - Third Edition TGMD-3 in Iraqi children aged 5 to 9 years. The second aim of this study was to compare the development of gross motor skills of Iranian and Iraqi children. The participants were selected from 400 people by cluster sampling method from Iraq and were evaluated using TGMD-3 test. Finally, 30 Iraqis in the age group of 8-9 years were randomly selected and compared with a similar group of 30 Iranian children. Cronbach's alpha, Pearson correlation coefficient, factor analysis and t-test were used to analyze the data. Internal consistency reliability coefficients for locomotor, ball skills and total scores were 0.77, 0.85 and 0.87; test-retest reliability coefficients were 0.89, 0.90 and 0.91; inter-rater reliability coefficients were 0.77, 0.85 and 0.88; intera-rater coefficients were 0.66, 0.80 and 0.84, respectively. Also, there was no significant difference between the performance of Iranian and Iraqi children in the subtests of locomotor and ball skills and the total score of gross motor skills (P <0.05). Due to the confirmation of validity and reliability, this test can be used with confidence to evaluate the development of gross motor skills. The results obtained are limited to the Iraqi boy community of 5 to 9 years, and additional studies are needed in the future for use in the girl community and other age groups.
https://jsmdl.ut.ac.ir/article_83746_8c8a6ec1fb88d2d3ffa0a19a232cb0bb.pdf
2021-08-23
219
238
10.22059/jmlm.2021.327150.1595
psychometrics
Validity
reliability
Iraqi children
gross motor skills
Rifat
Al-Hajjaj
rifar.a88@yahoo.com
1
PhD. Student, Department of Motor Behavior, Faculty of sport sciences, Ferdowsi University of Mashhad, Mashhad, Iran
AUTHOR
Mehdi
Sohrabi
sohrabi@um.ac.ir
2
Professor, Department of Motor Behavior, Faculty of sport sciences, Ferdowsi University of Mashhad, Mashhad, Iran
LEAD_AUTHOR
Aireza
Saberi Kakhki
askakhki@um.ac.ir
3
Associate Professor, Department of Motor behavior, Faculty of sport sciences, Ferdowsi University of Mashhad, Mashhad, Iran
AUTHOR
Seyed Reza
Attarzade Hosseini
attarzadeh@um.ac.ir
4
Professor, Department of Exercise Physiology, Faculty of sport sciences, Ferdowsi University of Mashhad, Mashhad, Iran (Received:2021/07/14;Accepted:2021/
AUTHOR
1. Barnett, L.M., et al., Correlates of gross motor competence in children and adolescents: A systematic review and meta-analysis. Sports medicine, 2016. 46(11): p. 1663-1688.
1
Morgan, P.J., et al., Fundamental movement skill interventions in youth: A systematic review and meta-analysis. Pediatrics, 2013. 132(5): p. e1361-e1383.
2
Haywood, K.M. and N. Getchell, Life span motor development. 2019: Human kinetics.
3
Kim, S., et al., Validity and reliability of the TGMD-2 for South Korean children. Journal of Motor Behavior, 2014. 46(5): p. 351-356.
4
Goodway, J.D., J.C. Ozmun, and D.L. Gallahue, Understanding motor development: Infants, children, adolescents, adults. 2019: Jones & Bartlett Learning.
5
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6
Ulrich, D.A., Introduction to the special section: Evaluation of the psychometric properties of the TGMD-3. Journal of Motor Learning and Development, 2017. 5(1): p. 1-4.
7
Valentini, N.C., L.W. Zanella, and E.K. Webster, Test of Gross Motor Development—Third edition: Establishing content and construct validity for Brazilian children. Journal of Motor Learning and Development, 2017. 5(1): p. 15-28.
8
Estevan, I., et al., Validity and reliability of the Spanish version of the test of gross motor development–3. Journal of Motor Learning and Development, 2017. 5(1): p. 69-81.
9
Cepicka, L., Normative data for the Test of Gross Motor Development-2 in 7-yr.-old children in the Czech Republic. Perceptual and motor skills, 2010. 110(3_suppl): p. 1048-1052.
10
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