Background and Aim: There is an agreement on impression of environment on the development in different ways. The environment effect could be passive or active. The environment enrichment is a passive method which is used to show the effect of environment on the development during infancy. The purpose of this study was to investigate the effect of early perceptual-motor enrichment on later fine motor development process of infants.Materials and Methods: Fifteen 5 to 8-months-old healthy infants participated randomly in this study. According to their age, participants were divided homogenously in two groups: training (n=8, ages=6.5±2) and non-training (n=8, ages=6.5±2). Training group had 36 training sessions(3 times in a week) for an hour at a perceptual-motor enrichment environment (involve vary manipulation and locomotion tools). After 36 training sessions, at the first assessment stage, infant fine motor skills were evaluated by Peabody motor development scale. Three months later, all infants were kept in similar and normal condition. At the later assessment stage, after this three months, infant fine motor skills were evaluated by same scale. Data were analyzed by mixed ANOVA2 (group)´(stage).Results: Results indicated that in fine motor age equivalent, main effect of group(F(1,10)=10.53 , P=009 ) and main effect of assessment stages(F(1,10)=96.33 , P=.001) was significant. Interaction between groups and assessment stages (F(1,10)=2.58 , P=.13)was not significant. Also, in fine motor scaled score, main effect of group(F(1,10)=6.65, P=.02) and main effect of assessment stages (F(1,10)=32.93 , P=.001) was significant. Interaction between groups and assessment stages (F(1,10)=.24, P=.63)was not significant.Conclusion: Generally, results show that training and experience have positive effect on later fine motor skills development of infant.

Purpose: This study aimed to investigate the impact of pre-performance routines on the learning of fine motor skills (specifically, the table tennis serve) and gross motor skills (simple volleyball serve).Methods The research utilized a quasi-experimental design with a pretest-posttest structure and a control group. Forty-five beginner male students (mean age: 17.22±0.69 years) in motor skills were selected using an availability sampling method. They were divided into two experimental groups with pre-performance routines and two control groups without pre-performance routines based on their pre-test scores. The research involved pre-tests, 12 acquisition sessions (practicing forehand table tennis serve and simple volleyball serve skills), post-tests (after the final practice session), and retention and transfer tests (one week later). Data were analyzed with the mixed ANOVA.Results: The mixed design analysis of variance revealed a significant main effect of training (P=0.01). However, there was no significant difference between the experimental and control groups in acquiring and learning skills. Nonetheless, during the acquisition phase, and particularly in the retention and transfer tests, the experimental groups outperformed the control groups.Conclusion: The results suggest that pre-performance routines can enhance learning motor skills by improving concentration and utilizing mental imagery. Further research is necessary to explore this area. 

Objectives: Social development in children is influenced by several factors, including family, school friends, television, gender, race, socioeconomic status, and locomotor activity, and depending on the situation and how they react to it, social development and maturity might get accelerated or get undermined. Therefore, in this study, we aimed to investigate the relationship between fine motor skills and social development and maturity in children.Methods: This is a descriptive-analytical study that included 85 children in the age group of 6-8 years (41 boys and 44 girls). We used a two-stage random sampling method in order to select samples from elementary schools in Regions 14 and 15, Tehran. Information was collected through the General Health Questionnaire and demographic questionnaire, which was filled by the parents. Fine motor skills test consisting of three subtests, i.e. response speed, visual-motor control, and upper-limb speed and dexterity, was measured using Bruninks-Oseretsky Test of Motor Proficiency. Social maturity was measured using Vineland social maturity scale. The entire process lasted for a month and the mean, standard deviation, range of changes, minimum, and maximum values were analyzed. Mann-Whitney test was used to compare mean scores of variables between male and female groups and significance level for statistical tests was analyzed at α=0.05.Results: Significant correlation between social quotient and total score of fine motor skills variable was obtained (P<0.001, r=0.46). A significant correlation was also observed between visual-motor control score and social quotient (P<0.001, r=0.44) and between social quotient and upper-limb speed and dexterity (P<0.001, r=0.36). However, there was no significant correlation observed between response speed and social quotient (P<0.42, r=0.08).Discussion: According to the results, there is a significant association between fine motor skills with respect to visual-motor skills of hands and social competence and maturity in children. As a result, fine motor skill can be used as an important factor along with other effective factors in improving social skills of children who have defects in the social field.

In this study, we examined the effects of other peoples presence and qulities of presence (interactive and noninteractive spectators) on fine and gross motor skills learning in the subjects of tabriz university nonathletics students. We selected 114 students randomly and divided them into two groups a) fine motor skills group, b) gross motor skills group. Then subjects were divided into three condition subjects involving: a) alone, b) with interactive audience, c) with noninteractive audiences. Each group of subjects trained in a specific conditions 80 trials in four separate days and participated in the retention test. Data were analized by ANOVA oneway method. The results obtained are as follows: a) They presence or absence of intractive and noninteractive audience have no significant effect on learning the gross motor skills. b) They presence or absence of audience have significant effect on fine motor skills learning. In other word"s presence of spectators inhibited the learning of fine motor skills.

Objective: The purpose of this study was to examine the effect of a perceptual-motor training program on the fine motor skills and writing scores of children with motor dysgraphia. Method: This was a quasi-experimental applied research. From among 41 male students suspected of motor dysgraphia studying in regular schools in Ziaabadi, Iran, 20 third-grade children were purposefully selected and randomly assigned to experimental and control groups. The experimental group received the training program three days a week for six weeks. Measurement tools included the individual characteristics questionnaire, Bruininks-Oseretsky Test of Motor Proficiency (BOTMP), and the third-grade writing test. Analysis of covariance was used to test the hypothesis. Results: The results showed that the experimental group outperformed the control group in fine motor skills and on the writing test. Conclusion: The selected perceptual-motor training program can improve the fine motor skills and writing of children with motor dysgraphia. Thus, it is suggested that these types of programs be used in educational and rehabilitation centers for children with specific learning disorders.

The purpose of this study was to investigate the effect of perceptual- motor experience on motor development quotient of fine and gross motor skills in infants. Fifteen 5-8-month-old healthy infants participated randomly in this study and were divided homogenously into two groups (experimental and control) according to their age. Experimental group had 36 training sessions, each session an hour at a perceptual- motor enriched environment. Peabody motor development scale was used to evaluate fine and gross motor skills. Data were analyzed by independent t test. Results indicated a significant difference in mean score of motor development quotient between fine motor skills (p=0.004) and gross motor skills (p=0.02). These findings showed that training and experience had a positive effect on motor development generally and on motor development quotient of fine and gross motor skills specifically. In other words, training and experience were positive factors of fundamental and basic motor skills development of the infants in both groups. These results are in line with the perspective of dynamic systems of motor development.

Introduction: The purpose of this study was to investigate the effect of perceptual-motor exercises with gross and fine motor skills in children with cerebral palsy.Method: Research design was quasi- experimental and pretest posttest with control group. The study sample consisted of cerebral palsy children 7 to 15 years of primary school in Tabriz exceptional that 20 people eligible to take part in the study were selected randomly were assigned to two experimental and control groups (10 in experimental group and 10 in control group) were replaced. After the experimental and control groups were matched for age, gender, IQ, social and economic level were chosen. To collect the test data before and after the intervention were Ossietzky Lincoln motor efficiency. Data analysis was performed using analysis of covariance.Findings: The results showed that in perceptual- motor skills gross and fine motor training in children with cerebral palsy has effect. In fact, perceptual- motor exercises to improve fine and gross motor skills in children with brain paralysis.Conclusion: The perceptual- motor intervention could improve motor skills in children with cerebral palsy used.

Introduction: Hearing impairment is a type of children's sensory disorder that cause problems in the daily life of children and parents. This research aimed to determine the effect of sensory-motor training on fine motor skills and the psychological well-being of children with hearing impairment.Methods: This applied research was a quasi-experimental type with a pre-test and post-test design. The statistical population included children with a hearing impairment from the elementary exceptional student education center in Ardabil City. To participate in this research, the hearing threshold of each student was measured using an audiometer. By using the convenience sampling method, 20 samples were selected and assigned to two control (N=10) and experimental (N=10) groups. The measurement tools included Peabody Developmental Motor Scale (PDMS) for fine motor skills and the Strengths and Difficulties Questionnaire (SDQ) for psychological well-being assessment. No training was given to the groups before the intervention. The experimental group performed 45-minute sessions of sensory-motor integration training for eight weeks and six days a week, by imitating the coach's movements and trying to coordinate with the group at the same time. The control group participated in daily activities. The analysis of the covariance (ANCOVA) test was used for statistical analysis.Results: sensory-motor integration training had a significant effect on improving children's fine motor skills and well-being and cause improvement in the levels of both factors.Conclusion: Participating in sensory-motor training can be of great help in reducing motor and psychological problems of children with hearing impairment.