The current study aimed to investigate the relationship between the performance of children in motor coordination skills and their ability in cognitive and affective empathy. The participants contained 45 students aged 7-9 years from Tehran elementary schools. Movement Assessment Battery for Children-second edition (MABC-2) was used to asses motor coordination skills including manual dexterity, aiming, catching, and balance. Moreover, cognitive and affective empathy were evaluated employing Griffith Empathy Measure (GEM). Univariate and multiple linear regression revealed that manual dexterity and balance were positively and significantly correlated with affective and cognitive empathy explaining 7 and 11 percent of their variance, respectively. Moreover, manual dexterity was positively and significantly correlated with general score of empathy, while not controlling for the other variables. Monitoring motor coordination skills, fine motor skills in particular, seems necessary to prevent deficits in development of social skills such as empathy.

The development and human personality consists of cognitive, perceptual-motor and social development. This study was carried out to determine the interaction between social development and motor development. With meta-analysis methods, theoretical models and research findings are surveyed. In this study, three models, martens, GALLAHUE, and Isaacs, were used to compare the different aspects of the models, goals; concepts, criteria, dimensions, processes and the factors. Results indicated that theoretical models and risearen finding were identical inregard probability bias. According to these findings, the social development and motor development are inrelated. Therehow, it is essential to consider the social development as an important sunyect in physical aducation texy.

The aim of this study was to compare gross motor skills development in two subtests (locomotors and object control) in preschool children in the deprived and rich environments. Participants in this study were 39 children (mean age: 5 yr). 19 children were selected from deprived environments without extensive motor experiences, and 20 children from a preschool with extensive motor experiences. Ulrich (2000) gross motor development test was used to collect data. Data were analyzed by independent t test. Results showed that there was a significant difference between two groups of rich and deprived in percentage score of locomotors (P=0.001), percentage score of object control (P=0.004), motor development quotient scores (P=0.001). The findings also showed that children with varied motor experiences and education compared with deprived children had higher qualified function in gross motor skills.

Learning motor tasks is one of the fundamental attributes of mankind's experiences and is a collection of sensitive, cognitive and motor processes. Many of complex motor behaviors are performed based on a type of order or sequence. In the present study, the developmental differences in motor sequence learning were examined in three groups of children (age range 7,8,10 yr) and one control group of adults. For this purpose, the professional software of sequential stimuli, time record and response error was designed in C++. 48 right-handed participants (3 groups of 12 children and 1 group of 12 adults) who were healthy in their nervous system and had no prior experience of the mentioned task participated in this study. The intervention included 10 stages (8 stages for acquisition and 2 stages for retention). Performance was assessed by examining changes in accuracy and response coordination. The data were analyzed with factor analysis of variance and Kolmogorov-Smirnov test. The results showed a developmental progression in motor sequence learning in all groups. Interestingly, different developmental trajectories were observed in response accuracy and coordination. There was a significant difference in response accuracy between 7, 8-year-old groups and adults and 10-year-old groups in the acquisition phase but no significant difference was observed between adults and 10-year-old-group. For response coordination, adults responded to the stimuli more synchronously than all children and 10-year-old group responded more quickly than 6-year-old group. In the retention test, for response accuracy, 10-year-old group's performance was similar to adults and for response coordination, adults performed more synchronously than all groups but 7-year-old group had a delay in response coordination compared to the other groups. Overall, the differences observed in response accuracy and coordination was consistent with the hypothesis that accuracy may rely on cortical pathways that show their greatest maturation between ages of 7 and 10 whereas coordination may rely on subcortical pathways that continue to develop into young adulthood. The findings suggested that in one hand, various aspects of motor development influence motor learning and on the other hand during the learning of different components of a task, parameters that are more difficult with regard to motor control ( for example response coordination) are acquired and maintained in a longer process.

Objective: Fundamental motor skills are the foundation of special skills. The purpose of this study was to study the effectiveness of the teaching of perceptual-motor practices and rhythmic movement on motor development in children with intellectual disability.Materials & Methods: In this quasi-excremental study, 30 children aged 7 to 10 years old were selected through random cluster sampling method from elementary schools in Tabriz city. They were homogenized in two experimental groups (perceptual-motor practices and rhythmic movement) and one control group based on their age and IQ. Programs were held in 9 weeks, two sessions per week, and each session was 45 minutes. Before beginning the training and at the end of the last session, pre-test and post-test were conducted. In order to assess motor development TGMD-2 test was used, and to analyze data covariance and bonferroni postdoc test were used.Results: The results showed that both perceptual-motor practices and rhythmic movement groups performed better in locomotors and object control skills than the control group (P£0.05) and there was no significant difference between these two groups (P³0.05). Perceptual-motor skills training group had a greater impact on the development of control object skills than rhythmic movement group. Program rhythmic movement group had a greater impact on the development of object control skills than the control group.Conclusion According to the results, educational programs which are used can be as an appropriate experiencing motion for children. These programs can be used at schools to provide suitable program and the opportunity for training and developing motor skills.

Introduction: More than half a century, studies reported about strong association between preterm birth and development disorders. Therefore, the aim of this study was to follow the effect of a period of tactile kinetic simulations on motor development quotient in preterm neonates. Materials and Methods: So, among all of Iranian neonates healthy and preterm of Amiralmomenin hospital neonatal unit of Semnan city, 40 neonates selected purposefully and divided into experimental and control groups (20 person each group). Then, mothers of the experimental group conducted tactile kinetic stimulations on neonates to completion of the fetal period (40 weeks gestation) for 20 minutes and three times a day whereas the control group received only usual care. Peabody Development Motor Scale test was used to measure motor development quotient. Results: The results showed that tactile kinetic stimulations led to significant improvement in motor development quotient of neonates in the experimental group as measured in the end of intervention and after 4 months compared to the control group. Conclusion: It can be concluded that tactile kinetic stimulation can allow cost and stable way in order to increase motor development of preterm infants.