Shahid Beheshti University Sports Psychology 2676-3729 10 1 2018 05 22 compare the resilience and creativity emotional of impact and non-impact sports in AmateurAthletic man compare the resilience and creativity emotional of impact and non-impact sports in AmateurAthletic man 1 8 99720 10.48308/mbsp.3.1.1 FA Zahra Niknam Master of Sports Psychology, University of Tabriz and Shiraz University Majid Chahardahcheric Assistant Professor of Physical Education and Sports Sciences, Shiraz University Farshad Ebrahimi Master of Sports Psychology, University of Tabriz Ali Asgari Master of Sports Psychology, University of Tabriz Journal Article 2017 01 17 Purpose: The aim of this study was to compare the resilience and creativity emotional impact and non-impact sports in Amateur Athletic man. Methodology: The study was causal-comparative and Research community included all male athletes in shahriyar city. For this purpose, 266 amateur athletes (132 impact and 134 non- impact) randomly participated in this study. Criteria for the study had a maximum of three months experience in this exercise. Connor-Davidson Resilience Scale and Averill emotional creative scale were used for the measuring data Multivariate analysis of variance was used to analyze data. Results: The results showed significant difference in resilience between impact and non-impact sports (P<0.05).But there was no significant difference between groups in emotional creativity. The mean scores showed that non-impact sports need to high levels of resilience in comparison to Impact sports.Conclusion: According to these results, it seems that practicing the impact sports may increase the athlete’s resiliency. Purpose: The aim of this study was to compare the resilience and creativity emotional impact and non-impact sports in Amateur Athletic man. Methodology: The study was causal-comparative and Research community included all male athletes in shahriyar city. For this purpose, 266 amateur athletes (132 impact and 134 non- impact) randomly participated in this study. Criteria for the study had a maximum of three months experience in this exercise. Connor-Davidson Resilience Scale and Averill emotional creative scale were used for the measuring data Multivariate analysis of variance was used to analyze data. Results: The results showed significant difference in resilience between impact and non-impact sports (P<0.05).But there was no significant difference between groups in emotional creativity. The mean scores showed that non-impact sports need to high levels of resilience in comparison to Impact sports.Conclusion: According to these results, it seems that practicing the impact sports may increase the athlete’s resiliency.

https://mbsp.sbu.ac.ir/article_99720_ab7ab6ade072ba6f14321f5e969dc91a.pdf

Shahid Beheshti University Sports Psychology 2676-3729 10 1 2018 05 22 Effects of normative feedback on learning volleyball serves, vitality during exercise and interest to continue sports participation Effects of normative feedback on learning volleyball serves, vitality during exercise and interest to continue sports participation 9 22 99726 10.48308/mbsp.3.1.9 FA Marjan Arjmand Faculty of Physical Education and Sport Sciences, Islamic Azad University, Isfahan Branch (Khorasgan) Rokhsareh Badami Faculty of Physical Education and Sport Sciences, Islamic Azad University, Isfahan Branch (Khorasgan) Journal Article 2016 03 15 This study examined the effects of normative feedback on learning volleyball serves, vitality and interest to continue sports participation. 45 students of University with age range of 18-21 years, who were amateur volleyball players, were selected randomly and assigned into 3 groups: positive normative feedback, negative normative feedback and control group. The task of the participation was simple volleyball service. During the acquisition phase the participations performed 120 volleyball serving drills in form of 12 ten-trial block in 4 sessions. Any of the three groups became aware of their scores average after each block. Both of the positive and negative normative feedback groups became aware of their scores average and also they were falsely reported about the scores average of the group. Retention test was carried out 10 days later. This test included 10 trials without any feedback. Before and after the acquisition phase, the participation completed the questionnaire of vitality and interest in sports participation. Analysis of variance with repeated measures, one-way analysis of variance and co-variance were used for data analysis. In the acquisition phase and retention test, the scores of negative normative feedback group was lower than control group; however, no significant difference was observed between positive normative feedback group and control group. Also in comparison with control group, the negative normative feedback group had lower interest to continue sports participation; however, there was no significant difference between positive normative feedback group and control group regarding interest in sports participation. Vitality of positive normative feedback group and negative normative feedback group were estimated higher and lower than the control group, respectively. The findings of the study showed that the coach’s feedback can influence vitality, learning and interest to continue sports participation. So, the coaches are recommended to pay enough attention to use augmented normative feedback. This study examined the effects of normative feedback on learning volleyball serves, vitality and interest to continue sports participation. 45 students of University with age range of 18-21 years, who were amateur volleyball players, were selected randomly and assigned into 3 groups: positive normative feedback, negative normative feedback and control group. The task of the participation was simple volleyball service. During the acquisition phase the participations performed 120 volleyball serving drills in form of 12 ten-trial block in 4 sessions. Any of the three groups became aware of their scores average after each block. Both of the positive and negative normative feedback groups became aware of their scores average and also they were falsely reported about the scores average of the group. Retention test was carried out 10 days later. This test included 10 trials without any feedback. Before and after the acquisition phase, the participation completed the questionnaire of vitality and interest in sports participation. Analysis of variance with repeated measures, one-way analysis of variance and co-variance were used for data analysis. In the acquisition phase and retention test, the scores of negative normative feedback group was lower than control group; however, no significant difference was observed between positive normative feedback group and control group. Also in comparison with control group, the negative normative feedback group had lower interest to continue sports participation; however, there was no significant difference between positive normative feedback group and control group regarding interest in sports participation. Vitality of positive normative feedback group and negative normative feedback group were estimated higher and lower than the control group, respectively. The findings of the study showed that the coach’s feedback can influence vitality, learning and interest to continue sports participation. So, the coaches are recommended to pay enough attention to use augmented normative feedback.

https://mbsp.sbu.ac.ir/article_99726_179813a47452b6ac58c2420fc53e6623.pdf

Shahid Beheshti University Sports Psychology 2676-3729 10 1 2018 05 22 The relationship between cognitive emotion regulation and coping style with sporting success Student athletes The relationship between cognitive emotion regulation and coping style with sporting success Student athletes 23 36 99691 10.48308/mbsp.3.1.23 FA Fatemeh Maghsoudi Allameh Tabatabai University, Faculty of Physical Education Journal Article 2016 08 14 Objective: The aim of this study was to investigate the relationship between cognitive emotion regulation strategies and coping styles in sport Success of athletic students. Statistical analysis was descriptive and correlational. The target group consisted all athletic students at Tehran universities in the year of 1394-1395. For sampling 141 persons (95 females and 46 males), that average age of 24.29 and a standard deviation of 4.63, which is the minimum age of 19 and a maximum of 37 years, in team sports (volleyball, soccer, football, handball, basketball) and individual sports (badminton, swimming, karate, fencing, ping pong) were selected. The athletes completed all items of cognitive emotion regulation questionnaire (Garnefski, Kraaij & Spinhoven, 2001), coping strategies questionnaire athletes (Gaudreau & Blondin, 2002) and a questionnaire of sport achievement (Mousavi & vaezmousavi,1393). Data analyzed by Pearson's correlation coefficient and multiple regression. Results showed there is a significant relationship between cognitive emotion regulation strategies and emotion-focused coping style with sport Success Also the relationship between cognitive emotion regulation and problem-oriented style was positive and predicted it positively. But emotion-focused coping style was negatively associated with sport achievement and predicted it negatively. Among all kinds of cognitive emotion regulation strategies, only refocus on planning strategy, could positively predict sport achievement. Among coping styles only level of effort style could positively predict sport achievement (P<0.05).Conclusion: This study have important implications for improving athletic performance with skills cognitive emotion regulation in athletes. Objective: The aim of this study was to investigate the relationship between cognitive emotion regulation strategies and coping styles in sport Success of athletic students. Statistical analysis was descriptive and correlational. The target group consisted all athletic students at Tehran universities in the year of 1394-1395. For sampling 141 persons (95 females and 46 males), that average age of 24.29 and a standard deviation of 4.63, which is the minimum age of 19 and a maximum of 37 years, in team sports (volleyball, soccer, football, handball, basketball) and individual sports (badminton, swimming, karate, fencing, ping pong) were selected. The athletes completed all items of cognitive emotion regulation questionnaire (Garnefski, Kraaij & Spinhoven, 2001), coping strategies questionnaire athletes (Gaudreau & Blondin, 2002) and a questionnaire of sport achievement (Mousavi & vaezmousavi,1393). Data analyzed by Pearson's correlation coefficient and multiple regression. Results showed there is a significant relationship between cognitive emotion regulation strategies and emotion-focused coping style with sport Success Also the relationship between cognitive emotion regulation and problem-oriented style was positive and predicted it positively. But emotion-focused coping style was negatively associated with sport achievement and predicted it negatively. Among all kinds of cognitive emotion regulation strategies, only refocus on planning strategy, could positively predict sport achievement. Among coping styles only level of effort style could positively predict sport achievement (P<0.05).Conclusion: This study have important implications for improving athletic performance with skills cognitive emotion regulation in athletes.

https://mbsp.sbu.ac.ir/article_99691_8b31eff76582d6c64a3e13960632819f.pdf

Shahid Beheshti University Sports Psychology 2676-3729 10 1 2018 05 22 Identify the characteristics of the coach as a source of individual and collective efficiency athletes’ Iranian national volleyball team Identify the characteristics of the coach as a source of individual and collective efficiency athletes’ Iranian national volleyball team 37 56 99699 10.48308/mbsp.3.1.37 FA Zahra Mohammadi Islamic Azad University, Isfahan Branch (Khorasgan) Zohreh Meshkati Islamic Azad University, Isfahan Branch (Khorasgan) Mehdi Zhianpour Director of Urban Studies Department, University Jihad, Isfahan Branch Journal Article 2015 12 20 Aim: The aim of this study was to identify the characteristics of the coach into account as the source of individual and collective efficiency Iran's national team athletes. Methods: In this qualitative study of phenomenological method was used. The sample population of, athletes, members of Iran's national volleyball team was in 2014 that the participants (10 men and 4 women) purposefully and voluntarily participated in this study. For data collection, semi-structured interviews were used. Data were analyzed using content analysis. Results: The results were evaluated for reliability and validity. The results of the interviews, participants of collective efficacy two main concepts of individual and collective efficiency were presented. The 3 code efficiency explanatory category of person, including "encouragement and motivation the coach", "Faith the coach to player" and "technical and psychological knowledge"; and 3 explanatory code included in the category of collective efficacy "of leadership", "social support the coach" and "past successes" were identified. Conclusion: This study is the importance of the issue of efficiency coaches to achieve further successes in the areas of international volleyball Iran suggests. Aim: The aim of this study was to identify the characteristics of the coach into account as the source of individual and collective efficiency Iran's national team athletes. Methods: In this qualitative study of phenomenological method was used. The sample population of, athletes, members of Iran's national volleyball team was in 2014 that the participants (10 men and 4 women) purposefully and voluntarily participated in this study. For data collection, semi-structured interviews were used. Data were analyzed using content analysis. Results: The results were evaluated for reliability and validity. The results of the interviews, participants of collective efficacy two main concepts of individual and collective efficiency were presented. The 3 code efficiency explanatory category of person, including "encouragement and motivation the coach", "Faith the coach to player" and "technical and psychological knowledge"; and 3 explanatory code included in the category of collective efficacy "of leadership", "social support the coach" and "past successes" were identified. Conclusion: This study is the importance of the issue of efficiency coaches to achieve further successes in the areas of international volleyball Iran suggests.

https://mbsp.sbu.ac.ir/article_99699_ac758187f96145932d5b3ac415c4016d.pdf

Shahid Beheshti University Sports Psychology 2676-3729 10 1 2018 05 22 Explaining Defeat and Entrapment based on Cognitive Flexibility in Athlete and Non-Athlete Students of Iran Medical Sciences University Explaining Defeat and Entrapment based on Cognitive Flexibility in Athlete and Non-Athlete Students of Iran Medical Sciences University 57 68 99705 10.48308/mbsp.3.1.57 FA Afrooz Mousavi Ph.D sport psychology, Department of of Human Sciences, International University of Imam Reza, Mashhad, Iran. Mohammad Javad Barzegar Ph.D Student in Sport Management, Sama Technical and Vocational Training College, Tehran Branch (Tehransar), Islamic Azad University, Tehran, Iran. Fatemeh Asghari Ph.D Student in Sport Management, Department of Humanities Sciences, Science and Research Branch Islamic Azad University, Tehran, Iran. Journal Article 2017 10 09 Introduction: perceptions of defeat and entrapment appear to be strong risk factors for the psychological problems. The purpose of this study was to explain defeat and entrapment based on cognitive flexibility in athlete and non-athlete students. Methods: Sample of this study was 100 men students (50 athlete and 50 non-athlete students) of Iran medical sciences university. Participants completed defeat, entrapment, and cognitive flexibility questionnaires. Results: The result of regression indicated that controllable and explanations for human behavior subscales negatively predicted the total score of defeat. And also controllable, alternative solutions, and explanations for human behavior subscales negatively predicted the total score of entrapment. The results also indicated that there is a significant difference between athlete and non-athlete students in view of defeat, entrapment, and cognitive flexibility. Conclusion: So cognitive flexibility with a focus on sport programs can reduce the defeat and entrapment in students. Overall, these findings have been suggesting that perceptions of defeat and entrapment may be important in diagnosing psychological processes which require greater clinical and research attention. Introduction: perceptions of defeat and entrapment appear to be strong risk factors for the psychological problems. The purpose of this study was to explain defeat and entrapment based on cognitive flexibility in athlete and non-athlete students. Methods: Sample of this study was 100 men students (50 athlete and 50 non-athlete students) of Iran medical sciences university. Participants completed defeat, entrapment, and cognitive flexibility questionnaires. Results: The result of regression indicated that controllable and explanations for human behavior subscales negatively predicted the total score of defeat. And also controllable, alternative solutions, and explanations for human behavior subscales negatively predicted the total score of entrapment. The results also indicated that there is a significant difference between athlete and non-athlete students in view of defeat, entrapment, and cognitive flexibility. Conclusion: So cognitive flexibility with a focus on sport programs can reduce the defeat and entrapment in students. Overall, these findings have been suggesting that perceptions of defeat and entrapment may be important in diagnosing psychological processes which require greater clinical and research attention.

https://mbsp.sbu.ac.ir/article_99705_d14b84638a9f4576869534a1fcade546.pdf

Shahid Beheshti University Sports Psychology 2676-3729 10 1 2018 05 22 The effect of teaching the circuit exercise and skill on aggression and depression of street children The effect of teaching the circuit exercise and skill on aggression and depression of street children 69 84 99710 10.48308/mbsp.3.1.69 FA Somayeh Hoseini Azad University, South Tehran Branch Hasan Ghasemalipour Azad University, South Tehran Branch Mryam Abdoshahi Al-Zahra University Journal Article 2016 11 27 The aim of this study was to investigate the effect of teaching the circuit exercise and skill on depression and aggression psychological variables of street children in Tehran. This was quasi-experimental, pretest-posttest design with a control group. The population was the street children of District 12 in Tehran in 1394 that a total of 72 boys aged 10 to 13 years were considered for this study based on availability of two children house. The Buss and Perry Aggression Questionnaire and Barlow Depression Scale was used. Independent samples t-test and paired t test were used for data analysis. The results indicated that circuit exercise and play had a significant effect on reducing aggression and depression of street children, but the sporting methods had not significant difference to reduce these psychological variables. It is recommended to correct the social planning, teaching and participation conditions be provided for sporting activities for all street children. The aim of this study was to investigate the effect of teaching the circuit exercise and skill on depression and aggression psychological variables of street children in Tehran. This was quasi-experimental, pretest-posttest design with a control group. The population was the street children of District 12 in Tehran in 1394 that a total of 72 boys aged 10 to 13 years were considered for this study based on availability of two children house. The Buss and Perry Aggression Questionnaire and Barlow Depression Scale was used. Independent samples t-test and paired t test were used for data analysis. The results indicated that circuit exercise and play had a significant effect on reducing aggression and depression of street children, but the sporting methods had not significant difference to reduce these psychological variables. It is recommended to correct the social planning, teaching and participation conditions be provided for sporting activities for all street children.

https://mbsp.sbu.ac.ir/article_99710_36b9c8f8c99d5cfc44d201ebc21c2626.pdf

Shahid Beheshti University Sports Psychology 2676-3729 10 1 2018 05 22 Interactive impact of learning styles with attention focus on learning of a discrete motor skill Interactive impact of learning styles with attention focus on learning of a discrete motor skill 85 98 99723 10.48308/mbsp.3.1.85 FA Mohammad Taghi Aghdasi Tabriz University Samira Mafiasl Tabriz University Samira Mafiasl Tabriz University Journal Article 2016 12 20 The aim of this study was to interactive impact of learning styles with attention focus on learning the skills of throwing darts learning skill. Statistical society of this research was girls students of Tabriz University, from those students, we chose forty peoples by who were unfamiliar with dart throwing skill. A total of 40 people in four groups of 10 patient’s divergent learning styles- internal attention, divergent learning styles- external attention, converging learning style- internal attention, converging learning style- external attention. Students attended in pretest within two weeks, each week three sessions and each session 10 attempts in five times. After learning phase, immediate retention test and transfer test one week later delayed remember test were taken. Data using one-way ANOVA and Kruskal-Wallis. The results showed that there is not meaningful difference between learning styles and attention focus in acquisition, immediate retention, delayed remember and transfer (Radial and the average error) P 0/05. It seems learning styles converge with external focus of attention and divergent learning styles with a focus on internal to learn more. The aim of this study was to interactive impact of learning styles with attention focus on learning the skills of throwing darts learning skill. Statistical society of this research was girls students of Tabriz University, from those students, we chose forty peoples by who were unfamiliar with dart throwing skill. A total of 40 people in four groups of 10 patient’s divergent learning styles- internal attention, divergent learning styles- external attention, converging learning style- internal attention, converging learning style- external attention. Students attended in pretest within two weeks, each week three sessions and each session 10 attempts in five times. After learning phase, immediate retention test and transfer test one week later delayed remember test were taken. Data using one-way ANOVA and Kruskal-Wallis. The results showed that there is not meaningful difference between learning styles and attention focus in acquisition, immediate retention, delayed remember and transfer (Radial and the average error) P 0/05. It seems learning styles converge with external focus of attention and divergent learning styles with a focus on internal to learn more.

https://mbsp.sbu.ac.ir/article_99723_05db9ca748e5d75d03197c2c346eabc9.pdf

Shahid Beheshti University Sports Psychology 2676-3729 10 1 2018 05 22 the effect of sensory-motor Integration training on motor skill in students with Educable Mentally Retardation the effect of sensory-motor Integration training on motor skill in students with Educable Mentally Retardation 99 110 99733 10.48308/mbsp.3.1.99 FA Zahra Khosravi Razi University of Kermanshah Ali Heirani Razi University of Kermanshah Journal Article 2016 04 20 Aim: To investigate the effectiveness of sensory integration training on fine and gross motor skills development in children with educable mental retardation. Methods: A quasi-experimental study was conducted. 25 mentally retarded children from Primary school were selected through purposive sampling. Then, they were aligned (homogeneity) based on their pretest scores and divided into 2 groups: 15experimental & 10control. Each. In this research ‘Bruininks‒Oseretsky Test of Motor Proficiency’ was used. Sensory stimulation and physical exercises were practiced by the experimental group during 24 sessions. Each session was 45 minutes long and was held 3 times a week. The control group used the class programs. After 24 sessions both groups were tested. To test the research hypothesis the Level data descriptive of mean and standard deviation and Deduction using independent and Dependent t-test and ANOVA2 × 2 and by Spss software (version 21) were analyzed. Results: There was a significant difference in post‒test between the two groups (p<0.001) Conclusion: Sensory-Motor integrative training improve fine and gross-motor skills. Aim: To investigate the effectiveness of sensory integration training on fine and gross motor skills development in children with educable mental retardation. Methods: A quasi-experimental study was conducted. 25 mentally retarded children from Primary school were selected through purposive sampling. Then, they were aligned (homogeneity) based on their pretest scores and divided into 2 groups: 15experimental & 10control. Each. In this research ‘Bruininks‒Oseretsky Test of Motor Proficiency’ was used. Sensory stimulation and physical exercises were practiced by the experimental group during 24 sessions. Each session was 45 minutes long and was held 3 times a week. The control group used the class programs. After 24 sessions both groups were tested. To test the research hypothesis the Level data descriptive of mean and standard deviation and Deduction using independent and Dependent t-test and ANOVA2 × 2 and by Spss software (version 21) were analyzed. Results: There was a significant difference in post‒test between the two groups (p<0.001) Conclusion: Sensory-Motor integrative training improve fine and gross-motor skills.

https://mbsp.sbu.ac.ir/article_99733_bc8ad2ee36df20c03a11aaab15bb51ae.pdf

Shahid Beheshti University Sports Psychology 2676-3729 10 1 2018 05 22 A comparison of the local indigenous games and jump roping plan effects on the growth of fine- motor skills for children 6 to 8 A comparison of the local indigenous games and jump roping plan effects on the growth of fine- motor skills for children 6 to 8 111 122 99681 10.48308/mbsp.3.1.111 FA Ayoub Hashemi faculty of physical education. university of tehran Mahmood Shieikh Faculty of Physical Education and Sport Sciences, University of Tehran Journal Article 2015 06 02 Objective: The purpose of this research is the comparison of the local indigenous games and jump roping plan effects on the growth of fine- motor skills for children between the age of 6 to 8. Method: For this purpose, 120 children between the age of 6 to 8 were selected from primary schools of Tehran in cluster random mode. They were settled in to 4 groups: local indigenous game, jump roping plan, compound and control group. After pre- test they were settled in matching method. The plan carried out for groups during 4 months (16 weeks, 2 sessions a week and 50 minutes every session). Post- test was conducted in the seventeenth week. Multivariate Analysis of Variance method (MANOVA) and Analysis of Variance (ANOVA) have been used in order to carry out this test and hypothesis. Result: The result showed that 3 group local indigenous game, jump roping and compound group had the better effects in fine- motor skills than the control group(p</.05). In visual- motor control and upper limb speed & dexterity skills, jump roping group had better performance in comparison with the local indigenous game group. But in response to speed skill, local indigenous game group did better than jump roping group. Also in all three fundamental motor skills, compound group had more effect than the other groups. Conclusion: According to this result, the training plan could be the appropriate work experience for children. Objective: The purpose of this research is the comparison of the local indigenous games and jump roping plan effects on the growth of fine- motor skills for children between the age of 6 to 8. Method: For this purpose, 120 children between the age of 6 to 8 were selected from primary schools of Tehran in cluster random mode. They were settled in to 4 groups: local indigenous game, jump roping plan, compound and control group. After pre- test they were settled in matching method. The plan carried out for groups during 4 months (16 weeks, 2 sessions a week and 50 minutes every session). Post- test was conducted in the seventeenth week. Multivariate Analysis of Variance method (MANOVA) and Analysis of Variance (ANOVA) have been used in order to carry out this test and hypothesis. Result: The result showed that 3 group local indigenous game, jump roping and compound group had the better effects in fine- motor skills than the control group(p</.05). In visual- motor control and upper limb speed & dexterity skills, jump roping group had better performance in comparison with the local indigenous game group. But in response to speed skill, local indigenous game group did better than jump roping group. Also in all three fundamental motor skills, compound group had more effect than the other groups. Conclusion: According to this result, the training plan could be the appropriate work experience for children.

https://mbsp.sbu.ac.ir/article_99681_d487a3315e170ad09ac4970ca89cdfbf.pdf

Shahid Beheshti University Sports Psychology 2676-3729 10 1 2018 05 22 The effect of selective training on fundamental motor skill development of children with autism spectrum disorder The effect of selective training on fundamental motor skill development of children with autism spectrum disorder 123 138 99685 10.48308/mbsp.3.1.123 FA Vahideh Velayati Haghighi Mashhad Ferdowsi University Manijeh Arabi Mashhad Ferdowsi University Nasrin Lotfi Payame Noor University of Mashhad Nafise Amini Payame Noor University of Mashhad Journal Article 2016 04 06 Introduction: The purpose of this study was to investigate the effect of selective physical training on perceptual – motor development of children with autism spectrum disorder (ASD) (7 – 10 years old). Method: Thirty children with ASD (ages 7 – 10 years. Male) were randomly selected and tested with garz questioner and performed TGMD2 test. Then they divided into control and experimental Group, with regards of the Gars questioner scores. Then after 6 week training (two session per week) TGMD2 again performed as post test for both group. Selective exercise training was based on SPARK motor program that performed on experimental group and in this time control group just received the ordinary learning program of themselves .Results: For data analysis Leaven and covariate analysis was used. Results showed that selective physical training had significant effect on growth motor skills in experimental group (p < 0.05). Conclusions: We can conclude that selective physical training from SPARK motor program cam improve fundamental motor movement in children with autism spectrum disorder. Introduction: The purpose of this study was to investigate the effect of selective physical training on perceptual – motor development of children with autism spectrum disorder (ASD) (7 – 10 years old). Method: Thirty children with ASD (ages 7 – 10 years. Male) were randomly selected and tested with garz questioner and performed TGMD2 test. Then they divided into control and experimental Group, with regards of the Gars questioner scores. Then after 6 week training (two session per week) TGMD2 again performed as post test for both group. Selective exercise training was based on SPARK motor program that performed on experimental group and in this time control group just received the ordinary learning program of themselves .Results: For data analysis Leaven and covariate analysis was used. Results showed that selective physical training had significant effect on growth motor skills in experimental group (p < 0.05). Conclusions: We can conclude that selective physical training from SPARK motor program cam improve fundamental motor movement in children with autism spectrum disorder.

https://mbsp.sbu.ac.ir/article_99685_1a49f5fecc60a753a0a7bf07a2b669b4.pdf