Objectives: Cerebral palsy (CP) describes a group of disorders in the development of movement and posture in the developing brain. The main aim of this study was to determine the distribution of motor impairment and associated disorders in a population of children with CP.Method: This study was carried out in 2011 during three months, on 200 CP children. Multiple sources of ascertainment were used, including medical records of patients who access at the major rehabilitation and special educational centers in Tehran and examination by rehabilitation team. Children were grouped according to motor type, topographic pattern according to the Surveillance of Cerebral Palsy in Europe (SCPE) definitions and classifications, Manual Ability Classification System (MACS) and Gross Motor Function Classification System (GMFCS) scales. In this study we evaluate impairments such as seizure disorders, hearing and visual problems, and cognitive issues.Results: During the study period, 200 CP child (103 males, 97 females) aged 4-12 years were seen, with a mean (SD) age of 7.7 (2.4) years. In this study spastic CP was the most common type (80.5%) and more specifically, bilateral CP (62.5%) was more common than unilateral (18%). With respect to the MACS classification, level IV (23%), and to the GMFCS classification also level IV (30.5%) was the most common.Conclusion: Bilateral spastic CP was the most frequent type that had the worst motor problem, and difficult treatment, so it seems that the health care system should pay more attention to perinatal insults for prevention of CP in our population.

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. 

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.

Background and Purpose: Motor skills are essential skills for learning and success in school. Movement and learning are the source of all perceptions and learning. In relation to motor impairments in students with intellectual disability, motor-sensory integration is one of interventions that is consistent with perceptual-motor theories. The purpose of this study was to investigate the effect of motor sensory integration exercises on the gross motor skills of students with intellectual disability. Method: The present study was conducted with experimental design with pre-test, post-test, and follow-up period with control group. The study population consisted of all students with intellectual disability in Firoozabad city during the academic year of 2017-2018. The sample consisted of 30 students from this papulation (7-14 years old) who were selected by convenience sampling and then randomly assigned to experimental and control groups. The experimental group received motor sensory integration training for 10 sessions (two days a week), while the control group did not receive any training. In this study, the Bruininks-Oseretsky Test of Motor Proficiency, was used as pre-test, post-test, and follow-up for data collection. Multivariate analysis of variance was used to analyze the data. Results: The results of the data analysis of this study showed that the intervention of motor sensory integration increased the scores of gross motor skills in the experimental group which remained stable after one month (P <0. 001). Conclusion: According to the findings of this study, it can be concluded that the intervention based on motor sensory integration method has been able to control basic motions, maintaining body posture or balance, lateral superiority, movement and orientation movements, body awareness and imagery, and thus improve motor skills in students with intellectual disabilities.

Introduction: The purpose of this study was to investigate the effect of early perceptual-motor enrichment on later development of gross motor processes in infants.Materials & Methods: Fifteen healthy full-term infants with the age range of five to eight months were randomly recruited from a nursery and then assigned to two groups according to their age: training (n=8, age=6.5±2 mo) and nontraining (n=8, age=6.5±2 mo). Both groups were homogeneous in terms of age. Subjects in training group underwent thirty-six one-hour training sessions in a perceptual-motor enriched environment (supplied with various manipulable and movable tools) for 12 weeks. At the end of program, the subjects’ gross motor skills were evaluated for the first time using Peabody motor development scale. For the following three months, all infants were kept in similar and normal conditions. At the end of this period, the infants’ gross motor skills were evaluated for the second time via the same scale. Data were analyzed through mixed ANOA 2 (group) × (stage).Results: Study results indicated that in terms of gross motor age equivalent, the main effect of group (F (1,10)=15.5, P=.003) and the main effect of assessment stages (F (1,10)=56.95, P=.001) was significant. Interaction between group and assessment stages (F (1, 10) =1.95, P=.19) was not significant. Considering gross motor scaled score, however, the main effect of group (F (1, 10) =8.53, P=.015) and the main effect of assessment stages (F (1, 10) =151.60, P=.001) was significant. Interaction between group and assessment stages (F (1, 10) =.66, P=.43) was not significant.Conclusion: Generally speaking, these results show that training and experience has positive effects on the development of later gross motor skills in the infant.

Background and aim: The aim of this study was to evaluate the effects of sensory-motor integration on gross motor skills in children with developmental coordination disorder.Material and Methods Target population was all male students in grade two of special elementary schools in three regions of Tehran. Among them, 30 students with developmental coordination disorder were recruited using practical tests of MABC and clustering sampling method. To assess the children's gross motor skills, second version of Ulrich’s Gross Motor Test (TGMD-2) was used. After the pre-test assessment, participants were randomly assigned into control and experimental groups (20 participants per each goup). The experimental group performed sensory-motor integration training in 50 sessions (6 days a week, each for 45 minutes), while the control group did their usual activities in their schools. Analysis of covariance was used in order to analyze the data.Results The results indicated that sensory-motor integration program had a significant effcet (P<0.05) on improving manipulative and displacement skills in experimental group in comparison to the subject in control group; however, there was no significant effect on hopping, sliding, striking, dribbling, rolling the ball and kicking between the study groups (p>0.05).Conclusion The exercise program used in the currect study could be appropriate motor experiences for children with DCD, so it is recommended to be used at schools to improve students’ gross motor skills.

A two-year longitudinal study was conducted in 1996. The data are related to a cohort of 317 healthy neonates (164 girls and 153 boys) randomly selected in June 1996 from the city of Shiraz followed from birth to two years of age. Firstly, logistic regression model and HRY (Healy- Rasbash- Yang) method were A used on ten selected milestones separately. Secondly, we used an auto-regressive multivariate multilevel model to account for the serial correlation between milestones. Selected centiles were calculated from estimated age of reaching to milestones. Gender, as a predictor, did not show any significant effect. In comparison to Denver children, Shiraz children attained the skills late.