Journal of Sports and Motor Development and Learning

Abstract Introduction: Mental fatigue significantly impacts sports performance, particularly in precision-oriented disciplines such as air pistol shooting. This research aims to investigate the effects of mental fatigue on performance accuracy and alpha wave activity with EEG in air pistol athletes.
Method: This semi-experimental study involved two groups, consisting of 20 shooters divided into a mental fatigue group (N = 10 participants) and a control group (N = 10 participants). The Stroop test was employed to induce mental fatigue. Sports performance was assessed by having participants shoot 15 arrows at a shooting range, while alpha wave activity was measured using a 30-channel electroencephalography (EEG) device in two phases: before and after the shooting test. Statistical analysis was conducted using MATLAB, EEGLab, Excel software and 2x2 mixed analysis of variance with SPSS version 26 software at a significance level of 0.05.
Results: The results indicated that the mental fatigue group exhibited a decrease in shooting accuracy performance and an increase in alpha wave activity across five brain regions (F4, Ft7, C4, T8, P7), specifically in the frontal, central, temporal, and parietal areas. However, no changes were observed in the control group.
Conclusion: These results highlight the significance of managing mental fatigue in precision-oriented sports and suggest the development of training programs and coping strategies aimed at reducing mental fatigue to enhance athletes' performance.

Abstract Introduction: Therefore, the aim of the present study was to examine the effect of a course of targeted exercises based on a difficulty index on the balance of the elderly.
Methods: In this semi-experimental study, which was conducted with a pre-test-post-test design with a control group, 75 elderly women in Mashhad, aged 65 to 75 years, were selected through voluntary participation and placed in five groups: standard-target distance, standard-variable distance, standard-target distance, variable-target distance, variable-target distance, and control. In the pre-test phase, participants stood on the Biodex balance board. The intervention phase was conducted for six weeks, with three sessions per week, in which participants performed 10 blocks of 10 attempts with two minutes of rest between blocks according to the available instructions. After completing the training phase, the post-test phase was conducted in which participants stood on the Biodex balance board as in the pre-test phase. The data were analyzed using univariate analysis of covariance.
Results: The results indicated that the standard-target-standard distance, standard-target-variable distance, variable-target-standard distance, and variable-target-variable distance interventions had a significant effect on improving the balance of elderly women (P<0.05). Other results also indicated the superiority of the standard-target-standard distance effect compared to the effect of other interventions in improving the balance of elderly women (P>0.05).
Conclusion: According to the results of the present study, it was determined that equilibrium would be facilitated by keeping the difficulty index constant, as this occurred in the test results of the group with the same difficulty index.

Abstract This study investigated the effects of a selected virtual reality exercise program emphasizing environmental enrichment on continuous performance and brain waves in patients with Parkinson’s disease. This was a quasi-experimental study with a pre-test/post-test with a control group. The sample consisted of 30 patients with moderate Parkinson's disease (aged 55-65) referred to outpatient rehabilitation centers in Tehran. Participants were randomly assigned to three ten-person groups (control, traditional exercise, virtual reality exercise). The tools used included virtual reality equipment, EEG for recording brain waves (delta, theta, alpha, beta, sensorimotor rhythm), and the Vienna Test System for assessing continuous performance. The training protocol consisted of 1-hour sessions over three weeks (twice weekly). The control group received no exercise, the traditional exercise group performed physical exercises, and the virtual reality group performed game-based exercises. Analysis of covariance (ANCOVA) showed significant differences between the three groups in continuous performance variables (omission errors and commission errors) and brain waves (p<0.05). Post hoc Bonferroni tests confirmed significant differences between the groups. Both the traditional and virtual reality training groups demonstrated significant differences in continuous performance and brainwave changes compared to the control group. Therefore, it can be concluded that both virtual reality and traditional exercises significantly improve continuous performance and brain waves in Parkinson's disease patients. Based on these findings, it is recommended that virtual reality technology be used as a novel and effective tool in designing rehabilitation programs for Parkinson's disease patients.

Abstract Introduction: A warm-up decrement is a temporary and fleeting decrease in an individual's performance that occurs following a short-term rest period. It can be reduced by practicing cognitive techniques during the rest period. Therefore, the purpose of the present study was to investigate the effect of overt and covert self-talk on the warm-up decrement of indirect billiards.
Methods: 70 participants were divided into seven homogeneous groups of 10 based on their indirect billiards hit scores in the pretest, including overt instructional self-talk, covert instructional self-talk, overt motivational self-talk, covert motivational self-talk, overt irrelevant self-talk, covert irrelevant self-talk, and control groups. They performed the task for 15 minutes, and their final score of 10 performances was recorded. Then they rested for 5 minutes, and then performed 10 performances. During the rest period, the participants performed self-talk related to their group. And the same steps were repeated once again with a 2-minute rest interval.
Results: The obtained scores were analyzed by combined analysis of variance (7x2) at a significance level of 0.05, and Bonferroni post hoc test was used to determine the differences between the groups at different stages. The results showed that the instructional and motivational self-talk groups (overt and covert) performed better than the unrelated self-talk and control groups, and their difference was significant.
Conclusion: According to the research results, athletes can use overt and covert instructional and motivational self-talk to reduce warm-up decrement during rest periods.

Abstract Introduction: The aim of the present study was to investigate the effect of different cognitive conditions in dyad trainings on the improvement and stability of executive functions (working memory, response inhibition) of table tennis players. ‎

Methods: In a semi-experimental study with a pre-test-post-test and retention design, 24 boys (mean age 15.03±0.076) were selected through convenience sampling from boys' schools in yasouj city and randomly assigned to two groups: high cognitive load and low cognitive load. Both groups performed dyad trainings for 6 sessions with their respective cognitive engagement levels. Each session consisted of 20 repetitions (3 minutes) with a 1-minute rest period between repetitions. The participants' working memory and response inhibition were measured by the n-back and go/no go tests in the pre-test, post-test, and retention stages, respectively. Data were analyzed using a mixed model analysis of variance (ANOVA) test.

Results: The results showed that both high and low cognitive load groups had a significant effect from pre-test to retention on working memory (P<0.05), and the high cognitive load group performed better than the low cognitive load group. Neither group showed a significant effect on response inhibition (P > 0.05).

Conclusion: In general, the results of the present study indicate that dyad trainings with high cognitive load provide the possibility of improving the working memory of table tennis players.

Abstract Introduction: This research investigates the effects of transcranial direct current stimulation, in one or more sessions, on the executive functions of novice tennis players.
Methods: 27 novice male tennis players (mean age 20.29 ± 0.29) were randomly and double-blindly divided into three groups: experimental group 1 (5 sessions of anodal stimulation), experimental group 2 (1 session of anodal stimulation), and control group (no anodal stimulation). Stimulation was applied for 20 minutes at an intensity of 2 mA in the M1 and DLPFC regions. Indicators of selective attention, working memory, response inhibition and cognitive flexibility were measured before (pre-test), after 5 sessions (post-test) and 2 weeks after the intervention (retention). For statistical analysis, a repeated measures ANOVA test (3x3 factorial design) was used.
Results: The results showed that there was no significant difference between the intervention groups in the indicators of selective attention and working memory in any of the evaluation stages (P> 0.05). However, experimental group 1 showed a more significant improvement in response inhibition (p= 0.018) and cognitive flexibility (p= 0.14) indices in the retention test compared to the control group, while no significant difference was observed between the other groups (P> 0.05). Both experimental groups showed significant improvement in all indicators in the post-test and retention. Notably, experimental group 1 showed a significant improvement in all indicators from post-test to retention (P<0.05).
Conclusion: In conclusion, both single-session and multi-session tDCS enhance executive functions in novice tennis players, with repeated stimulation yielding more durable cognitive benefits.

Abstract Introduction: Early childhood parent-child relationship is vital to emotional development and mental health, this study was intended to explore a movement-based (quality time) relationship between mothers and their preschool-aged Childs and the outcome on attachment styles and anxiety symptoms.
Methods: This study was a non-randomized quasi-experimental post-test design conducted in the city of Isfahan. It involved 24 children aged 3 to 5 years old and their mothers, who participated in 18 joint mother-child physical activity sessions based on Teraplay therapeutic play principles. A control group consisting of 16 children received no intervention. Attachment was assessed using the Kinship Center Attachment Questionnaire (KCAQ), and child anxiety was measured using the Spence Children’s Anxiety Scale – Parent version (SCAS-P). Initial data analysis was performed using multivariate analysis of covariance (MANCOVA), controlling for maternal age and prior participation of the child in sports classes before the intervention.
Results: The level of attachment in the experimental group was significantly higher (p < 0.01) while anxiety level was significantly lower (p < 0.04) than that of the control group. Reductions in avoidance and negative attachment were also seen.
Conclusion: The results support that structured mother-child physical activities can foster secure attachment and decrease anxiety in young children. These results support the feasibility of using movement-based therapeutic interventions in early child mental health and parenting programs.

Abstract The purpose of this research was to investigate the effect of Purposeful challenging games on motor proficiency in children with developmental coordination disorder. ‎The current research is semi-experimental with a pre-test-post-test design. The statistical population of the present study included children with developmental coordination disorder in Karaj with an age range of 8-9 years. For this purpose, a number of 45 people were selected by available and targeted sampling method and after obtaining written consent, they were randomly assigned to one of the two groups of challenging and non-challenging games. The tools used in this research were the Persian version of the DCD questionnaire, the MABC test and the TGMD-3 test. The implementation method was as follows: first, the TGMD-3 pre-test was taken from the subjects, then the research intervention was conducted in a challenging and non-challenging manner for a period of 10 weeks, 2 times a week and 45 minutes. After completing the intervention, the TGMD-3 post-test was taken from the subjects again. The data was analyzed using the statistical method of analysis of covariance. The results of this research showed that there was a significant difference between the impact of challenging games compared to non-challenging in motor proficiency; that this difference was in favor of the challenge group (sig=0.001). The results of this research support the viewpoint of the challenge point framework. Therefore, due to the greater effectiveness of challenge games,

Abstract Background: Stereotype threat and perceived competence are socio-cognitive variables that can greatly impact individuals' cognitive and motor performance. This research aimed to investigate the role of perceived competence, a psychological characteristicthat develops during childhood, in mitigating the effects of gender stereotype threat on the learning of pétanque throwing skills.
Method: Sixty female student volunteers, with a mean age of 13.22 ± 0.99 years, were divided into four groups based on their scores on the Perceived Motor Competence Questionnaire and the presence or absence of stereotype threat. During the acquisition phase, the participants executed 60 pétanque throws across 10 blocks of six trials each. The stereotype threat groups received written instructions regarding stereotype threats at the start of each trial and again in the third trial as a reminder. The retention test was conducted 24 hours after the acquisition phase, without the introduction of stereotype threat instructions. Following this, the transfer test took place 10 minutes later in front of an audience.
Result: The results indicated that gender stereotype threat significantly impaired motor learning in individuals with low perceived competence, while its effect on motor learning in individuals with high perceived competence is not statistically significant.
Conclusion: The findings of the current study suggest that high perceived competence may serve as a strategy to mitigate the harmful effects of stereotype threat. It seems that individuals with high perceived competence can lessen the negative impacts of stereotype threat owing to their increased self-efficacy.

Abstract : Perceptual performance plays an important role in acquisition of children's skills, and perceptual-motor speed exercises and balance are effective in future professional success. The aim of this research was to determine the effectiveness of perceptual-motor exercises with self-control feedback and coach control on balance and reaction time of children aged 6-8.
Methods: Using available sampling, 60 girls from 6 to 8 years of age were selected from Neishabur city and randomly divided into 3 groups: self-control, coach control, and control. In order to colecting data the static and dynamic balance plate, the dynamometer device and the eight-way reaction time recording device was used. To implement the exercises from the protocol of perceptual-motor exercises with self-control feedback (the children had access to their performance feedback based on their choice) and control tester (the tester gave them feedback on how to perform the movements) for 8 weeks, 3 sessions a week in 45-60 minutes and a total of 24 sessions were used. The data were analyzed using analysis of covariance test.
Results: The findings of the research showed that perceptual-motor exercises with self-control and examiner-control feedback have significantly improved the static (P=0.12) and dynamic (P=0.001) balance of children. Also, perceptual-motor exercises with self-control feedback and examiner control caused a significant improvement in reaction time (P=0.0001), and the effect of training (group) on reaction time was also significant (P=0.001), there was a further decrease.
Conclusion: These findings somehow support the effect of intervention exercises on children's perceptual-motor abilities, especially reaction time. ...

Abstract Introduction: The method and manner of teaching can be one of the factors affecting the amount of learning in sports and its sense of fun in sports activities in school and other educational environments. The aim of the present study was to investigate the effect of futsal teaching using the teaching games for understanding (TGFU) and tactical games (TGA) methods on the performance and enjoyment of sports for students.
Methods: The statistical population of the study was female students in the first grade of secondary school (10 to 12 years old), 30 of whom had no previous experience of playing futsal and were physically healthy. They were randomly assigned to two educational groups (20 people in each group). The futsal skill test was used to evaluate futsal performance and the PACES questionnaire was used to evaluate the enjoyment of sports.
Results: The amount of the components of passing, dribbling, shooting and overall performance of futsal based on the TGFU method was better than the TGA method. Also, the average enjoyment of sports based on the TGA method was better than the TGFU method.
Conclusion: Both educational models had a profound impact on the performance and enjoyment of futsal training in students, and it can be said that both methods are practical models that coaches and sports teachers can use in their training.

Abstract Introduction: External attentional focus has been shown to enhance motor performance compared to internal attentional focus. Recently, studies have suggested that this effect may depend on the type of task-relevant instructions provided. The present study aimed to compare the effects of task-relevant attentional focus instructions on dart-throwing skill performance.
Methods: This study employed a pretest, retention, and transfer test design. A total of 114 male high school students were randomly assigned to three groups (n = 38 each): external focus, form/technique external focus, and form/technique internal focus. On the first day, all participants completed 27 practice throws followed by a pretest. Over three training sessions (108 throws per session), the participants practiced under their assigned attentional focus instructions. Retention and transfer tests were conducted 24 hours after the final session. Data were analyzed using repeated-measures ANOVA, one-way ANOVA, and Tukey's post-hoc test.
Results: The results indicated significant differences across the pretest, retention, and transfer phases in all three groups. In the form/technique external focus group, a significant improvement was observed from the pretest to the retention test, but not from the pretest to the transfer test. When comparing transfer scores among the three groups, the form/technique internal focus group outperformed both other groups (p < 0.05).
Conclusion: Based on the findings, form/technique instructions with an internal attentional focus may be beneficial for improving motor skill performance; however, confirming these results requires further research.

Abstract Introduction: MS is a progressive autoimmune disease that damages the myelin sheath of neuron axons and, depending on the location and severity of the damage, leads to motor and cognitive disorders. The aim of the study was to investigate the effects of 12 weeks of submaximal aerobic exercise on balance, flexibility, and bilateral coordination of women with MS.
Research Method: This study was conducted on 30 women with mild MS in Kermanshah city with an age range of 18 to 40 years and a disability level of up to 5.5 on the EDSS scale. The volunteers were randomly divided into two groups of 15 people: control and experimental. Tests were administered before the exercises. The experimental group performed submaximal aerobic exercise for 12 weeks (2 sessions of 45 minutes per week). The control group continued their daily activities during this period. At the end, the desired variables were measured again.After ensuring the normality of the data distribution, a mixed analysis of variance test (2x2 factorial design, time with two levels, and group as a between-subjects factor with two levels) was used.
Findings: The results showed that compared to the control group, the experimental group had significant improvements in static and dynamic balance, bimanual coordination, and flexibility at the post-test. (P<0/05).
Keywords: Flexibility, Multiple Sclerosis, Static Balance, Dynamic Balance, Aerobic Exercises, Bimanual Coordination

Abstract Introduction: Basketball is a dynamic sport requiring rapid and accurate decision-making under conditions of fatigue. Both mental and physical fatigue have been shown to impair cognitive and motor performance. However, the combined effects of these two types of fatigue on decision-making processes across different skill levels in basketball players remain underexplored. Therefore, this study aimed to investigate the impact of mental and physical fatigue on the decision-making abilities of skilled and novice basketball players.
Methods: In this quasi-experimental study, 30 female basketball players (15 skilled and 15 novices, aged 18–25) participated. Mental fatigue was induced via the Stroop test, and physical fatigue was induced through a basketball-specific circuit protocol. Decision-making was assessed by presenting participants with video clips of real-game scenarios, with measures of accuracy and response time recorded for analysis. Data were analyzed using paired t-tests and ANCOVA to compare performance changes.
Results: Both mental and physical fatigue significantly reduced decision-making accuracy and increased response time in both skilled and novice groups (p < 0.05). In novice players, physical fatigue caused a greater increase in response time compared to mental fatigue. However, no significant differences were observed between skill levels in terms of fatigue-induced declines in decision-making performance.
Conclusion: The results demonstrate that mental and physical fatigue substantially impair basketball players’ decision-making performance. These findings underscore the importance of incorporating fatigue management strategies in both training and competitive settings, which should be tailored according to players’ skill levels.

Abstract Introduction: This study aimed to compare the effects of two training methods, "Small-Sided Games" (SSGs) and "divergent thinking" (DT) training, on self-efficacy and enjoyment of physical activity in young male soccer players.
Research method: The quasi-experimental research method with a pre-test and post-test design included two experimental groups and a control group. This study was conducted over eight weeks, including pre-test and post-test sessions and practice during soccer school practices. The pre-test included completing a self-efficacy and enjoyment of physical activity questionnaire, one week before the start of the intervention. Players were homogeneously assigned to one of two experimental groups (DT group and SSG group) and control group according to the pre-test results. The intervention phase consisted of 18 training sessions lasting 20 minutes. The post-test was conducted according to the pre-test.
Results: The results of the mixed ANOVA showed a significant difference between the pre-test and post-test of the two DT and SSG groups, so that it can be said that the SSG group had a greater impact on self-efficacy and enjoyment of physical activity compared to the DT group and both groups had a greater impact on self-efficacy and enjoyment of physical activity compared to the control group, with 77% and 75% of changes, respectively. No significant difference was observed in the control group.
Conclusion: SSG training, by providing dynamic and variable training environments, creates internal motivation, enjoyment, self-efficacy, self-confidence and ultimately greater participation of young players in training.

Abstract Introduction:The purpose of this study was to determine the effect of self-controlled video feedback with and without attentional cues on the learning of the soccer push pass skill in girls.
Methods:A total of 52 female students, with an average age of (11.2 ± 0.6 years) and no prior experience, were selected through convenience sampling. After pre-testing, participants were randomly assigned to four groups: self-controlled video feedback with attentional cues, self-controlled video feedback without attentional cues and yoked groups with first and second groups. Participants practiced the ball control and push pass skills over four training sessions. During training, the self-controlled groups were allowed to watch their videos whenever they chose, while the yoked groups watched their videos upon the request of self-controlled groups.The attentional cues groups received attentional cues toward important aspects of the skill in addition to watching their videos. Following the training sessions, all participants completed ball control and push pass skill test and a questionnaire measuring their experience of receiving feedback.After 48 hours, retention and transfer tests were conducted.Data were analyzed using analysis of covariance.
Results:There was a significant difference between the self-controlled video feedback with attentional cues group and its yoked group (p=0.005), the video feedback group(p=0.002), and the yoked with video feedback group(p=0.001).Additionally a significant difference was observed between the self-controlled video feedback group and its yoked group(p=0.009).
Conclusion:Skill acquisition is likely to improve when learners are actively engaged in the learning process and are given control over at least some aspects of the practice.

Abstract Objective the specific content of these interventions and their optimal delivery methods, especially for pediatric populations, remain inadequately described.

Methodology: This semi-experimental study employed a pretest-posttest design with a one-month follow-up. Twenty-four children aged 7 to 10 years diagnosed with ADHD were purposively selected based on inclusion criteria and randomly assigned to two groups: yoga combined with real DLPFC stimulation and yoga combined with sham DLPFC stimulation. The study consisted of pretest, intervention, posttest, and follow-up stages. Following familiarization, participants completed the Ulrich-3 test at pretest. The intervention lasted four weeks, with four sessions per week, conducted every other day; each session was 40 minutes long. At the end of the intervention, participants completed the Ulrich-3 test again in the posttest, and one month later during the follow-up phase. Data were analyzed using multivariate analysis of variance .

Results: Findings indicated that both yoga combined with real and sham DLPFC stimulation significantly improved and maintained gross motor skills (locomotor and object control skills) in children with ADHD (p < 0.05). Furthermore, the combination of yoga with real DLPFC stimulation demonstrated superior effects compared to yoga with sham stimulation in enhancing and sustaining gross motor skills (p < 0.05).

Conclusion: This study presents an evidence-based training program that rehabilitation specialists and occupational therapists can directly implement when working with children with ADHD. Additionally, the results highlight the potential use of DLPFC stimulation combined with yoga as an efficient and practical intervention to improve motor proficiency and executive function children with ADHD.

Abstract Background: A central objective in sports science is to examine the influence of various variables to optimize training efficacy and develop superior frameworks for skill acquisition and performance enhancement.
Aims: This study investigated the effect of self-controlled vs instructor-controlled demonstration on coordination variability (CV), movement smoothness (MS), and learning of the under-parallel swing skill.
Methods: 29 novice male gymnasts aged 10 to 12 years, were purposefully selected and randomly placed into three groups: self-controlled, yoked, and instructor-controlled. During the acquisition phase, all groups physically performed the under-parallel swing task across 12 blocks of 5 trials (60 trials total). Following each block, participants received a demonstration of the correct movement pattern. The principal distinction among the groups was the timing of the movement pattern demonstration. Following the training blocks, acquisition and retention tests were conducted. A motion capture system was used to evaluate the MS and CV of the movement pattern. The data were analyzed using a Mixed ANOVA test.
Results: The results showed that all training groups, significantly improved their CV, MS, and under-parallel swing skill performance, irrespective of the intervention. Moreover, between-group comparisons demonstrated that the self-controlled group performed significantly better than the other two groups in terms of performance, CV and MS (with the exception of movement smoothness in the retention test) (p < 0.05).
Conclusion: The findings confirm that utilizing a self-controlled practice method yields more favorable outcomes for learning the under-parallel swing skill. Therefore, this method is recommended for athletes and coaches.

Abstract Background: Encouraging physical activity is an important public health priority worldwide due to its multiple health outcomes, impact on quality of life, and significant savings in hospitalization and healthcare costs among older adults. Recently, physical literacy, a concept to support participation and maintenance of physical activity in older adults, has been introduced.
Aims: The aim of the present study was to determine the validity and reliability of the Persian version of the Perceived Physical Literacy Scale for the elderly.
Methods: The present study was descriptive-correlational. For this purpose, 408 elderly men and women completed the Persian version of the Perceived Physical Literacy Scale for the Elderly. First, the accuracy of the translation of the Persian version of the questionnaire was confirmed using the back-translation method, and then confirmatory factor analysis based on structural equation modeling was used to determine the construct validity of the questionnaire, and Cronbach's alpha coefficient was used to determine internal consistency. Also, for the temporal reliability of the questions, intraclass correlation was used with the test-retest method.
Results: The results showed that the goodness of fit index and adaptive fit index were desirable. The temporal reliability and Cronbach's alpha coefficient for self-efficacy and its dimensions were higher than 0.7 .
Conclusion: Based on the results, the Persian version of the Perceived Physical Literacy Scale for the Elderly has acceptable construct validity and internal and temporal reliability, and it can be used as a valid and reliable tool for assessing the physical literacy of Iranian elderly people.

Abstract Introduction: The purpose of the present study was to determine the role of sport self-efficacy in moderating the effect of negative gender stereotypes on motor learning in female students.
Methods: Sixty participants (Mage = 14.02 years old) were assigned into two groups, high and low self-efficacy, based on their scores on the sport self-efficacy questionnaire. Each group was randomly divided into four subgroups (high self-efficacy + stereotype threat, high self-efficacy + control, low self-efficacy + stereotype threat, low self-efficacy + control) based on whether they received stereotype threat instruction or not. In the pre-test phase,the individuals performed 1 blocks of five trials soccer dribbling. In the practice phase, they performed 5 blocks of five trials. Before the first trial, the stereotype threat groups received written stereotype instructions. Then 48 hr later in retention, subjects participated in the same way as the pre-test.
Results: Findings showed that gender stereotype threat caused a significant difference between the high and low self-efficacy groups in the acquisition and retention phase of the soccer dribbling task. The results showed that stereotype threat weakened the motor learning of individuals with low self-efficacy, whereas this effect was not significant on the motor learning of individuals with high self-efficacy.
Conclusion: High self-efficacy can be proposed as a strategy to reduce the negative impact of stereotype threat on motor learning. Possible mechanisms to explain the findings of the present study were discussed.

Abstract Methods: The participants included 40 shooters who were randomly divided into four groups. In pre-test, the subjects shot thirty arrows at red, blue, and white targets as environmental change factors, and brain waves were simultaneously recorded by an electroencephalography device. Then, mental fatigue group performed a thirty-minute Stroop task, the physical fatigue group performed thirty minutes of work on a stationary bicycle, and the combined group performed fifteen minutes of Stroop and fifteen minutes of cycling. The control group did not receive any intervention. Finally, the post-test was taken according to the pre-test. The data were evaluated using SPSS27, Excel10, and Matlab2019 software and the combined analysis of variance method.
Results: The results showed that in red and white sables, all types of fatigue led to increased alpha wave activity, possibly indicating a compensatory mechanism for the brain to maintain focus. In contrast, in exposure to blue sables, all forms of fatigue caused a decrease in alpha wave activity, indicating an increased brain processing load.
Conclusion: The neural response to fatigue is not an absolute and fixed phenomenon, but is dynamically influenced by environmental features, including the color of visual stimuli. Increased alpha activity in response to red and white stimuli may represent a compensatory strategy of the brain to maintain performance under conditions of fatigue, while decreased alpha activity in response to blue stimuli likely reflects increased processing load and altered attentional mechanisms. These results emphasize the importance of considering environmental variables in studies of fatigue and cognitive performance.

Abstract Introduction: The aim of the present study was to investigate the effect of manipulating the motivational-mastery-climate on the level of physical literacy in autistic children.
Methods: The present study is a quasi-experimental study with a pre-test-post-test design. The statistical population of the present study included autistic children in Shiraz, aged 8-10 years. For this purpose, 40 people were selected using the accessible and purposive sampling method and after obtaining written consent, they were randomly assigned to one of two groups: motivational-mastery-climate and control. The instrument used in this study was the physical literacy scale. The implementation method was that first, the physical literacy pre-test was taken from the subjects. Then, the research intervention was implemented in the form of a motivational-mastery-climate and a recreational training program (Control) for 12 weeks, three days a week and 60 minutes. After the intervention, the physical literacy post-test was taken from the subjects again. Data were analyzed using the analysis of covariance statistical method.
Results: The results of this study showed that there was a significant difference in physical literacy between the effectiveness of the motivational-mastery-climate intervention compared to the control group (recreational training program); this difference was in favor of the motivational-mastery-climate intervention group (sig=0.001).
Conclusion: Therefore, due to the greater effectiveness of motivational-mastery-climate intervention, it is suggested to trainers and therapists to use this method to enrich the conditions of their training interventions.

Abstract Introduction: Rational Emotive Behavior Therapy (REBT) focuses on modifying irrational beliefs, Transcranial Direct Current Stimulation (tDCS) aims to modulate prefrontal cortex activity. This study investigated the individual and combined effects of REBT and tDCS on perfectionism and burnout among adolescent athletes to enhance psychological well-being .Methodology: This quasi-experimental study utilized a pretest-posttest design with a 3-month follow-up and a control group. Sixty semi-skilled male footballers (aged 16–18) were selected via convenience sampling and randomly assigned to four groups (n=15 each): REBT, tDCS, Combined, and Sham. Instruments included the Sport Multidimensional Perfectionism Scale , the Multidimensional Inventory of Perfectionism in Sport , and the Athlete Burnout Questionnaire . The REBT and Combined groups received eight 45-minute sessions. The tDCS group received 15 minutes of stimulation (2 mA), while the Sham group received 2 minutes of stimulation every five days. Data were analyzed using Mixed Between-Within Subjects Analysis of Variance and Bonferroni post-hoc tests.Findings: REBT (both standalone and combined ) significantly increased positive perfectionism (p < 0.01) and decreased negative perfectionism (p < 0.01), with effects sustained at the 3-month follow-up. No significant effects were observed on athlete burnout, tDCS alone didnt produce significant changes in any of the variables (p > 0.05).Conclusion: The findings suggest that REBT is an efficacious for managing perfectionism dimensions in adolescents. To mitigate psychological pressure in youth , focusing on cognitive restructuring of underlying beliefs through REBT is recommended. For tDCS to be effective, future research should consider adjusting stimulation parameters and increasing session frequency.

Abstract Purpose: This study investigated the brain’s electrical activity underlying sustained attention in elite athletes during an targeting task.
Methods: Sixteen elite male basketball players (M = 22.06, SD = 1.56 years) voluntarily participated. Data were recorded using a 32-channel wireless electroencephalography (EEG) device during five free throws and within a three-second time window. For quantitative analysis, the absolute power of the theta frequency band (4–8 Hz) was calculated at four primary midline scalp electrodes: Fz, Cz, Pz, and Oz.The resulting electrophysiological data were subsequently analyzed using a robust 2×3×4 repeated measures Analysis of Variance, specifically implemented for statistically comparing the differences between successful and unsuccessful throws.
Results: Results demonstrated that Theta band activity at the Fz electrode was significantly higher compared to other regions (Cz, Pz, Oz). Furthermore, in successful throws, Theta band activity at the Fz electrode was significantly greater than in unsuccessful throws. A similar significant difference was also observed in the Pz electrode, but no difference was found in the Cz and Oz electrodes.
Conclusion: In summary, the results of this study confirm the vital role of Midline Frontal Theta in the sustained attention and cognitive control of elite athletes. Success in the free throw is associated with the enhancement of Theta activity at the Fz electrode. This key marker (Midline Theta) is considered vital not only for optimal attentional allocation but also for the formulation and development of effective cognitive protocols within the domain of sports performance.

Abstract Introduction: The aim of the present study was to investigate the effect of two nonlinear training models (Tactical Game Approach and Sport Education Model) on the level of tactical knowledge and performance of novice handball students.
Methods: This quasi-experimental study included pre-test, post-test and Transfer test design. Two schools were selected from areas with the same conditions using a multi-stage random clustering method. A total 46 students aged 13 to 15 years participated for 17 sessions. Data were collected through video recording, Game Performance assessment instrument and a written test. The data were analyzed using paired t-tests, mixed model ANOVA.
Results: The results indicated a significant increase in the level of tactical knowledge in the groups, but no significant difference was observed between the groups (P<0.05). Conversely, in evaluating performance under real-game conditions, the Tactical Game Approach group showed significant progress compared to the Sport Education Model group (SEM) (P<0.05). In the Transfer test, both groups showed a decline in performance; however, this decrease was more pronounced in the SEM group (P<0.05).
Conclusion: Tactical Game Approach can provide an appropriate response to the demands related to changes in game and training methods in handball through improving the motor skills and tactical knowledge of novice athletes. In addition, in the field of teacher education and professional development in physical education through the process of curriculum review and improvement of the physical education content in schools, attention to this teaching approach will have increasing importance.

Abstract Introduction: Psychological characteristics among sports coaches can play an effective role in their behaviour and the possible injuries that result from it. In this regard, the present study aimed to Investigating the relationship between cognitive consequences of sports injuries and control behaviour and impulsivity of swimming coaches in Iraq.
Methods: The current research strategy is descriptive, correlational with an applied purpose. The statistical population was swimming coaches in Iraq and the required sample size was determined as 129 people using GPower software and based on the information entered, including the error rate of 0.05, precision of 0.95, medium effect size (0.15) and number of variables (4). The data collection tools were three standard questionnaires: Cognitive Consequences of Sports Injuries by Rokan Hassan et al. (2022), Coach Control Behavior by Bartholomew et al. (2010) and Impulsivity Scale by Barratt (1994). In addition to descriptive analysis, Kolmogorov-Smirnov test, Pearson correlation test and linear regression test were used to analyze the data in SPSS version 23 software at a significance level of 0.05.
Results: The results showed that the cognitive consequences of sports injuries are positively and significantly related to the control behavior of swimming coaches in Iraq (p=0.001, R=0.548) and negatively and significantly related to the impulsivity of swimming coaches in Iraq (p=0.001, R=-0.503).
Conclusion: The more information and knowledge swimming coaches have about sports injuries, the better control and supervision they will have over everything that happens in sports sessions and the less likely they will take rash and emotional actions.

Abstract Introduction: The aim of the present study was to investigate the effect of transcranial stimulation of different brain areas on the working memory and attention of the elderly. ‎
Methods: The present study is a quasi-experimental study with a pretest-posttest design. The statistical population of the present study included elderly people aged 60-70 years in Mashhad. For this purpose, 72 people were selected using the available and purposive sampling method and after obtaining written consent, they were randomly assigned to one of six groups: cerebellar tDCS stimulation and cerebellar sham, dorsolateral prefrontal tDCS stimulation and dorsolateral prefrontal sham, primary motor cortex tDCS stimulation and primary motor cortex sham. The tools used in this study were the Cambridge Neuropsychological Assessment Test Automated Battery (CANTAB) scale and the tDCS device. The pretest of the working memory and attention scale was taken from the subjects. Then, stimulation was performed in the aforementioned areas for 2 weeks, 5 times a week, and for 20 minutes. After the intervention, the posttest of the working memory and attention scale was taken from the subjects again. The data was analyzed using the statistical method of analysis of covariance.
Results: The results of this study showed that there was a significant difference between the effects of tDCS stimulation conditions on the working memory and attention of the elderly; this difference was in favor of the cerebellar tDCS group (sig=0.001).

Abstract Introduction: Executive functions are among the most important cognitive abilities related to goal-directed behavior, self-regulation, and learning in childhood and play a decisive role in students' academic success and daily performance. Given this, empirical evidence regarding the effect of motor skills interventions on various components of executive functions in Iranian children is limited. Therefore, the aim of the present study was to investigate the effectiveness of a motor skills intervention course on the executive functions of 10- to 12-year-old male and female students.
Research Method: This study was quasi-experimental and was conducted on two experimental and control groups using a pretest-posttest design. Motor skills training intervention was implemented for 7 weeks for the experimental group. The statistical sample consisted of 40 male and female students aged 10 to 12 years who were randomly divided into two experimental and control groups using convenience sampling method, and data collection was done using the Wechsler Intelligence Test, Color Flanker Test, and Stop Sign Test
Findings: Covariance analysis results It showed that the motor skills intervention had a significant effect on the executive functions, information processing, and attention deficit of students, but there was no significant difference between girls and boys in terms of the extent of this effect or in any of the dependent variables.

Conclusion: This study showed that the training program with the method presented in this study is effective on the

Abstract Introduction: The present study aimed to examine the effect of practice variability on handball shooting accuracy among adolescent girls under psychological pressure.

Methods: Forty-eight female students (aged 13–15 years) were randomly assigned to one of three practice groups: random, increasingly random, and blocked. All participants completed four phases: pre-test, immediate retention, delayed retention, and transfer, during which their shooting accuracy was recorded. Data were analyzed using mixed-design ANOVA and repeated-measures ANOVA.

Results: The findings showed significant main effects of phase (F(3,43)=50.19, p<0.001, η²p=0.53) and practice type (F(2,45)=11.81, p<0.001, η²p=0.34), as well as a significant phase × group interaction (F(6,88)=8.89, p<0.001, η²p=0.28), indicating different performance patterns across groups. All three groups demonstrated significant improvements from pre-test to immediate retention, delayed retention, and transfer (p<0.05). The random and increasingly random groups exhibited more stable performance compared to the blocked group. Moreover, the gradual increase in variability in the increasingly random group reduced initial cognitive load while producing performance outcomes similar to full random practice.

Conclusion: The results support the principles of Schmidt’s schema theory and the challenge point hypothesis. Variable practice enhances motor learning through deeper cognitive processing and the formation of generalized motor programs, resulting in better skill transfer and greater resistance to psychological pressure. These findings offer valuable implications for coaches and educators in designing practice schedules that strategically incorporate variability to promote more effective and resilient motor learning.

Abstract Objective: This study aimed to develop a structural model of dysmorphophobia in adolescents based on sports desire, self-esteem, and emotional processing.
Methods: This descriptive-correlational study was conducted on all high school students in Qom city during the 2024-2025 academic year. A sample of 211 adolescents was selected using a multi-stage cluster sampling method. Data were collected using standardized questionnaires: the Yale-Brown Obsessive Compulsive Scale Modified for Body Dysmorphic Disorder (BDD-YBOCS), the Physical Activity Desire Scale (PADS), the Rosenberg Self-Esteem Scale (RSES), and the Baker Emotional Processing Scale (EPS-25). The proposed model was tested using Structural Equation Modeling (SEM) with the Partial Least Squares (PLS) approach in Smart PLS software.
Results: The path analysis indicated that the proposed model had a satisfactory fit. The only significant direct path was from self-esteem to dysmorphophobia (β = -0.285, p < 0.01), demonstrating that lower self-esteem directly predicted higher symptoms of dysmorphophobia. The mediating roles of emotional processing and sports desire in this relationship were not confirmed. Among the dimensions of emotional processing, only 'Emotion Control' had a significant relationship with dysmorphophobia.
Conclusion: The findings underscore the central and direct role of self-esteem in explaining dysmorphophobia among adolescents. Preventive and therapeutic interventions should primarily focus on enhancing self-esteem and teaching emotion control skills, as sports desire alone, without addressing the underlying cultural motivations, may not have a significant mitigating effect on body image concerns.

Abstract The aim of the present study was to investigate the relationship between motor performance ability and physical activity with executive function in 9- to 11-year-old children.
Methods: This descriptive-correlational study was conducted in the field. The statistical population included all primary school boys and girls (grades 3 to 5) in Nazarabad County, Alborz Province. Random sampling was conducted from public and private primary schools, and then 300 eligible students were purposively selected based on the study inclusion criteria. Executive function was assessed using the Brief-2 questionnaire (parent version), physical activity level was assessed using the International Physical Activity Questionnaire for Children and Adolescents, and motor performance ability was assessed using the DMT test. Data analysis was performed using path analysis and SPSS and AMOS version 23 software.
Results: The results of the path analysis showed that speed has a negative and significant effect on children's executive function (r=-0.46), while backward step (r=0.48), lateral jump (r=0.42), endurance (r=0.47), flexibility (r=0.48), push-ups (r=0.50), sit-ups (r=0.58), and long jump (r=0.48) have a positive and significant effect on executive function. Also, the level of overall physical activity also showed a positive and significant relationship with children's executive function (r=0.50).
Conclusion: Accordingly, it is suggested that educators, parents, and child specialists should evaluate and improve children's executive function by considering the level of physical activity and motor abilities, and try to strengthen children's cognitive abilities and executive function through targeted planning.

Abstract Introduction: In today's world, the tendency to learn as a psychological and behavioral characteristic plays an important role in the educational process. In the field of physical education, strengthening this tendency, especially through the sports education model, can lead to the improvement of students' individual and social competencies. However, there is no standard tool to measure this concept in Persian.
Methods: The present study was conducted as a descriptive-correlational study with the participation of 157 students aged 15 to 18 in Semnan. The Persian version of the Learning Orientation in Physical Education Questionnaire was administered among the students after translation, retranslation, and validation by experts. Confirmatory factor analysis was used to examine the construct validity, Cronbach's alpha was used for internal reliability, and intraclass correlation coefficient was used for temporal reliability.
Results: The results of the first-order confirmatory factor analysis showed that the model fit indices (CFI=0.96, GFI=0.87, and RMSEA=0.071) were at an acceptable level. Also, Cronbach's alpha coefficients for the subscales were between 0.884 and 0.895 and for the total scale were 0.897. The temporal reliability values were also between 0.79 and 0.89.
Conclusion: The results indicate that the Persian version of the Learning Orientation Questionnaire in Physical Education has appropriate validity and reliability and can be used to measure this construct in physical education educational environments in Iran.

Abstract Introduction: Growing concerns over the rising prevalence of burnout among competitive athletes have underscored the need to examine its antecedents, protective factors, and underlying mechanisms. The present study, therefore, aimed to investigate the relationship between self-compassion and athlete burnout, as well as the mediating role of gratitude in this relationship.
Methods: In this cross-sectional study, 339 athletes (146 females; Mage=20.54 years, SD=6.39) from Tehran Province, Iran, competing in both team and individual sports, completed measures of self-compassion (SCS-SF), athlete burnout ABQ), and gratitude (GQ). Structural equation modeling (SEM) was performed using AMOS (version 24.0) to test the proposed model.
Results: The empirical model demonstrated an adequate fit to the data, with fit indices derived from maximum likelihood estimation indicating linearity among the variables. Path analysis revealed that self-compassion significantly and negatively predicted athlete burnout. Moreover, gratitude played a significant mediating role in this relationship, such that higher levels of self-compassion were associated with increased gratitude, which in turn was associated with reduced athlete burnout
Conclusion: These findings suggest that self-compassion, as a positive trait, plays an effective protective role against athlete burnout, with gratitude serving as an underlying mechanism. The results highlight the importance of designing and implementing positive psychology interventions aimed at enhancing self-compassion and gratitude in sport settings, which may significantly contribute to preventing and reducing athlete burnout.

Abstract This study aimed to examine the combined effects of mental imagery, mental fatigue, and caffeine consumption on dribbling performance and mood in adolescent football players. Forty male players aged 15–17 were randomly assigned to four groups: mental fatigue + caffeine, mental fatigue + placebo, caffeine without mental fatigue, and control. After completing a football dribbling imagery protocol, a mental fatigue task (Attention Network Test for 30 minutes), and caffeine intake (3 mg/kg body weight), dribbling performance and mood were assessed in pre- and post-tests. Mixed ANOVA results showed significant differences among groups. Players who consumed caffeine without experiencing mental fatigue performed better than those in the mental fatigue + placebo group (p = 0.003). Caffeine intake also reduced perceived mental fatigue in both fatigued and non-fatigued conditions: the fatigued + caffeine group reported lower fatigue than the fatigued + placebo group (p = 0.011), and the non-fatigued + caffeine group reported less fatigue than the fatigued + placebo group (p = 0.001). Moreover, the non-fatigued + caffeine group experienced greater vigor compared to the fatigued + placebo group (p = 0.025). Overall, caffeine improved both technical performance and mood when players were not mentally fatigued, whereas mental fatigue led to performance decline and negative mood changes. Controlled caffeine supplementation may therefore serve as an effective strategy to enhance the physical and psychological readiness of adolescent football players, although further investigation is needed under fatigued conditions.

Abstract Introduction: Schools and physical education foster physical literacy—motor competence, knowledge, understanding, motivation. Traditional games offer cultural opportunities. This study compared their effectiveness through linear, Game Sense, and Sport Education approaches in elementary students.
Methods: The study population included male students in grades three and four from schools in District 15 of Tehran during the 2023–2024 academic year. Using convenience sampling, 45 participants were randomly assigned to three equal groups. Physical literacy was assessed with the Persian version of the Canadian Assessment of Physical Literacy. The intervention comprised 16 sessions across eight weeks, featuring traditional games such as Seven Stones, Hopscotch, Tug of War, and Dodgeball (locally known as ‘Vasati’ in Iran). In the linear group, games followed fixed rules and drills; in the Game Sense group, constraints and questioning guided play; in Sport Education, teams competed formally.One-way analysis of variance (ANOVA) and analysis of covariance (ANCOVA) were used to compare the means of the groups.
Results Analysis of covariance revealed that both nonlinear approaches significantly improved overall physical literacy, motivation, confidence, and knowledge compared to the linear approach (p<0.001). No significant differences were found between the two nonlinear groups. Motor competence and daily behavior showed no significant differences across groups.
Conclusion:Learning through questioning, cognitive engagement, social interaction, and authentic game experiences proved more effective than technique-focused drills in enhancing cognitive and motivational aspects of physical literacy. Integrating traditional games within nonlinear models offers a practical strategy to enrich physical education curricula.

Abstract Introduction: The present study aimed to determine the effectiveness of mindfulness training and PETTLEP imagery on competitive state anxiety and the performance of equestrian athletes.
Methods: In this quasi-experimental study, which was conducted with a pre-test-post-test design and a control group, 30 professional adult equestrians were selected conveniently and were randomly assigned into three Mental Imagery, Mindfulness, and Control groups. In the pre-test and the post-test phases, the participants completed the Persian version of the Competitive State Anxiety Inventory-2, and then their jumping performance was measured in a simulated competition by the jury. In the intervention stage, a 90-minute session was held in 6 weeks, in which the training groups dealt with the desired interventions. Data were analyzed using dependent t-tests, Univariate, and Multivariate Analyses of Covariance with Bonferroni's post hoc test.
Results: The study's results showed that mindfulness has a significant effect on sports performance (P=0.025), physical anxiety (P=0.030), cognitive anxiety (P=0.015), and self-confidence (P=0.0001). Also, imagery has a significant effect on sports performance (P=0.039), physical anxiety (P=0.016), cognitive anxiety (P=0.033), and self-confidence (P=0.033). Other results indicated that there is no significant difference between the effect of mindfulness and imagery on the anxiety, self-confidence, and performance of equestrian athletes in show jumping discipline (P<0.05).
Conclusion: In general, the results of the study suggest the use of mindfulness training and PETTLEP mental imagery interventions as practical, safe, and effective training methods to reduce competitive state anxiety, and to improve the performance of equestrian athletes in show jumping discipline.

Abstract .
Introduction: The present study aimed to determine the role of meta-motivational dominance in predicting competitive anxiety and salivary cortisol in elite track and field athletes.
Methods: Ninety elite track and field athletes participated in this study. The Goal-Oriented Dominance Scale was used to measure and identify meta-motivational dominance, and the Persian version of the Competitive State Anxiety Inventory-2 (CSAI-2) was used to assess cognitive and somatic anxiety as well as self-confidence. Additionally, salivary cortisol levels were measured using a salivary cortisol ELISA assay kit. Data were analyzed using the Pearson correlation coefficient, stepwise multiple regression analysis, and independent samples t-test.
 Results: The results indicated a significant positive correlation between meta-motivational dominance and cognitive-somatic anxiety as well as salivary cortisol levels, and a significant negative correlation with self-confidence. Furthermore, multiple regression analysis revealed that meta-motivational dominance predicted 72% of the variance in cognitive-somatic anxiety, self-confidence, and salivary cortisol levels.
Conclusion: Based on the findings of the present study, meta-motivational dominance is associated with competitive anxiety and salivary cortisol levels. Specifically, the more goal-oriented individuals are, the higher their levels of cognitive and somatic anxiety and salivary cortisol, and the lower their self-confidence. Therefore, it is recommended that coaches pay close attention to the role and importance of meta-motivational patterns and emotional states in athletes, and provide conditions for recognizing meta-motivational dominance and negative emotions.

Abstract Introduction: Sports injuries are often associated with emotional and psychological challenges. Psychologists and team physicians should examine emotional reactions in addition to assessing physical factors. This research aimed to investigate the effectiveness of cognitive-behavioral group therapy on anxiety, depression, and anger caused by the psychological trauma of injury in injured athletes.
Methods: The statistical sample of the research was 32 professional athletes injured due to psychological trauma who were selected conveniently, purposively, and with the approval of the experts from the Sports Medicine Federation. The athletes were randomly assigned into two groups of 16 people consisting of a treatment group and a control group. After applying the treatment, a post-test and a two-month follow-up test were conducted. The measurement tools in this research were Spielberger's State-Trait Anger Expression Inventory–2 (STAXI-2), Beck Anxiety Inventory (BAI), and Beck Depression Inventory - Second Edition (BDI-II). The data were analyzed using the repeated measures analysis of variance statistical method (P<0.05).
Results: The results showed that the difference between the experimental and control groups in reducing behavioral problems in the post-test and follow-up phase was significant. The follow-up results after two months also showed that there was a difference between the experimental and control groups in the amount of psychological reactions and the effectiveness of the treatment remained after 2 months.
Conclusion: The results indicated that cognitive-behavioral therapy focused on psychological trauma reduces the psychological problems of athletes such as anxiety and depression, but does not affect anger control.

Abstract Introduction: Declining levels of physical activity among elementary school students have become a significant public health concern. The Daily Mile is an innovative physical activity intervention that has a positive impact on health markers. The present study aimed to investigate the effect of a school-based physical activity intervention (The Daily Mile) on the physical literacy and quality of life of elementary school boys.
Methods: The statistical population included male students from Noorabad city aged 8 to 10 years, with a total of 200 participants (100 in the experimental group and 100 in the control group). Using cluster sampling, physical literacy was assessed using the CAPL-2 test, and quality of life was measured via the PedsQL questionnaire. Both assessments were conducted as pre-tests and post-tests. The experimental group participated in the Daily Mile program for two months, three sessions per week, while the control group continued their usual activities.
Results: The results showed that the Daily Mile intervention had a significant positive effect on physical literacy, including daily physical activity, physical competence, motivation, and self-confidence, as well as knowledge and understanding of the participants (p = 0.001). Additionally, the intervention significantly improved quality of life and all its components—physical functioning, emotional functioning, social functioning, and school functioning (p = 0.001).
Conclusion: Based on these findings, school-based interventions like The Daily Mile can help improve both physical literacy and quality of life in male elementary school students. These results support the integration of such activities into regular school programs. Further research is needed to assess the effectiveness of these interventions on a national scale.

Abstract Introduction: Sports talent identification (STI) is a complex process that benefits from insights across various scientific fields to enhance its credibility. Nowadays, artificial intelligence (AI) has proven effective in prediction and classification tasks. Given that talent identification revolves around accurately predicting and classifying individuals, leveraging AI can be truly transformative. This study aimed to explore how artificial intelligence can be used for STI.
Methods: Despite the diversity of sports disciplines, four categories were selected: ball sports, racket sports, martial arts, and aquatic sports. The expert opinion method was used to prioritize the selected indicators, which included anthropometric characteristics, physical abilities, perceptual‑motor skills, fitness‑related abilities, and psychological factors. A total of 310 participants (boys and girls aged 6 to 16 years) were evaluated and labeled based on their scores. To assess the relationship between each component and the labels, independent t‑tests were conducted, resulting in the selection of six key components for each category. Finally, a perceptron 6‑1‑1 neural network was used to evaluate the accuracy and validity of the STI results.
Results: The neural network results showed that the classification accuracy for ball sports, racket sports, martial arts, aquatic sports, and other sports was 97.9%, 97.9%, 87.2%, 91.5%, and 80.8%, respectively, which represent high and desirable accuracy levels.
Conclusion: Finally, it can be concluded that identifying the principal components specific to each sport category and designing an artificial neural network can help researchers and coaches recognize the important indicators for each sport and use them for sports talent identification in their respective fields.

Abstract  .
Introduction: The purpose of this research was to investigate the effect of training with different musical rhythms on bimanual movement coupling.
Methods: The participants were 48 students aged 15 to 17 years, randomly divided into three groups of 16 each. In the pre-test, they performed four bimanual tasks of varying difficulty, including circle-line drawing. During the training phase, only one task was practiced: drawing a circle with the right hand and a horizontal line with the left hand. Three training sessions were conducted, each consisting of 4 blocks of 10 trials lasting 30 seconds. During training, the first group listened to music with a tempo of 120 beats per minute (BPM), the second group listened to music at 90 BPM, and the third group trained without music (control group). Participants completed an immediate post-test, followed by retention and transfer tests 48 hours later. Statistical analysis was performed using mixed ANOVA and repeated measures ANOVA in SPSS at a significance level of 0.05.
Results: The results showed that training with music improved performance in the spatial pattern of the bimanual circle-line drawing task during the simple and moderate transfer and retention tests. However, in the difficult transfer test, training—especially with high-tempo music (120 BPM)—led to a decline in performance. Specifically, a decrease in the temporal pattern (i.e., number of circle-line cycles) was observed, indicating negative transfer.
Conclusion: Overall, after training, strong bimanual coupling did not occur, possibly due to the simplicity of the task. Temporal coupling was found to be stronger than spatial coupling. Moreover, higher music tempo was associated with greater bimanual coupling.

Abstract Background: Identifying the theoretical frameworks and intervention components in socio-economically deprived communities to improve their performance in various aspects of development, can be effective. Therefore, there is a need to review more recent literature that reports the effectiveness of interventions for people living in a socio-economically deprived society. This study aimed to investigate the effect of teaching games for understanding approach on fundamental motor skills and executive functions in economically deprived children.
Methods: This quasi-experimental research was an applied one in terms of purpose with a pre-test and post-test design. For this purpose, thirty 7 to 9-year-old children from the economically deprived areas of Kahnouj City were randomly assigned into two groups including the non-linear approach (the teaching games for understanding) and the linear approach. The  research participants were trained for eight weeks. Before and after the eight weeks of training, the test of gross motor development-2 and the executive functions questionnaire scores were recorded.
Results: The results of this research showed that the teaching games for understanding approach compared to the linear approach has a greater effect on the subscales of fundamental motor skills and executive functions of economically deprived children (P≤0.05).
Conclusion: Engaging in cognitive activities in the teaching games for understanding approach improves fundamental motor skills and executive functions.