Shahid Beheshti UniversitySports Psychology2676-372918220260923The effect of different levels of difficulty of executive control task on endogenous, exogenous attention and compatible and incompatible visual memoryThe effect of different levels of difficulty of executive control task on endogenous, exogenous attention and compatible and incompatible visual memory10347810.48308/mbsp.2023.229795.1178FAMahyaMohamadtaghi1. Faculty of Sport Sciences and Health, Shahid Beheshti University, Tehran, Iran.MahinAghdaeiFaculty of Sport Sciences and Health, Shahid Beheshti University, Tehran, Iran0000-0002-5933-7201AlirezaFarsiProfessor of Shahid Beheshti University0000-0002-2086-6632Journal Article20221212Purpose: Strengthening visual perception increases visual processing and sports performance. The purpose of this study is to investigate the different levels of difficulty of executive control tasks on endogenous, exogenous, and inhibitory attention.<br /><br />Methods: The number of samples in this present was 42 girls (20-35 years old) beginners in table tennis, who were placed in four homogeneous groups (high difficulty/medium difficulty/low difficulty and control). In the pre-test phase, the participants first completed the attention networks test to check endogenous, exogenous, and inhibition attention and then performed special table tennis forehand skill exercises for eight sessions for 30 minutes. 24 hours after the last training session, the post-test was performed in the same way as the pre-test.<br /><br />Results: There was a statistically significant difference between the moderate task difficulty group and the endogenous attention variable control group. There was no significant difference between the groups in the exogenous attention pre-and post-test. In addition, all groups had a significant improvement in the post-test of the inhibition variable.<br /><br />Conclusion: This study showed the effectiveness of task difficulty in the moderate task difficulty group of endogenous attention and the effectiveness of task difficulty on task inhibition. Therefore, the research results can be used to design more effective exercises to increase visual perception.Purpose: Strengthening visual perception increases visual processing and sports performance. The purpose of this study is to investigate the different levels of difficulty of executive control tasks on endogenous, exogenous, and inhibitory attention.<br /><br />Methods: The number of samples in this present was 42 girls (20-35 years old) beginners in table tennis, who were placed in four homogeneous groups (high difficulty/medium difficulty/low difficulty and control). In the pre-test phase, the participants first completed the attention networks test to check endogenous, exogenous, and inhibition attention and then performed special table tennis forehand skill exercises for eight sessions for 30 minutes. 24 hours after the last training session, the post-test was performed in the same way as the pre-test.<br /><br />Results: There was a statistically significant difference between the moderate task difficulty group and the endogenous attention variable control group. There was no significant difference between the groups in the exogenous attention pre-and post-test. In addition, all groups had a significant improvement in the post-test of the inhibition variable.<br /><br />Conclusion: This study showed the effectiveness of task difficulty in the moderate task difficulty group of endogenous attention and the effectiveness of task difficulty on task inhibition. Therefore, the research results can be used to design more effective exercises to increase visual perception.https://mbsp.sbu.ac.ir/article_103478_d103a7364bb718a36c5d47296570b4b6.pdfShahid Beheshti UniversitySports Psychology2676-372918220260923Investigating factors affecting the vandalism and violent of students Athletic with a meta-analysis approachInvestigating factors affecting the vandalism and violent of students Athletic with a meta-analysis approach10575710.48308/mbsp.2022.226779.1109FAAkram SadatHashemi DanalouPh.D. student of Islamic Azad University, Ayatollah Amoli, Amol, Iran.0009-0004-2920-5955HasanMasoumiAssistant Professor of Islamic Azad University, Chalous, Iran.0000-0003-0272-5948RasoulTarighiAssistant Professor of sport management, Shomal University.Amol. mazandaran. iran.0000-0002-0992-4360Journal Article20220417Purpose: The present study aims to employ the meta-analysis method to analyse and synthesise the findings of studies on the factors influencing vandalistic and violent behaviour among students with moderate to high physical activity levels.<br /><br />Methods: This descriptive study is fundamental research in terms of its purpose. Using the meta-analysis method, the study analyses studies conducted between 2011 and 2021 on violent behaviours in physically active students. The statistical population includes all domestic articles available in databases accessible to the researcher, which were analysed using CMA3 software.<br /><br />Results: A total of 28 studies were examined. The findings of the meta-analysis indicate that the following factors had the most significant impact on vandalistic and violent behaviour among students across various studies: alienation, parental discord, school punishment, association with delinquent peers, socio-economic status, sense of family belonging, social isolation, and relative deprivation.<br /><br />Conclusion: If the factors that lead to violent behaviour among students in schools or society can be controlled or eliminated through strategic interventions, instances of vandalistic and violent behaviour are likely to decreasePurpose: The present study aims to employ the meta-analysis method to analyse and synthesise the findings of studies on the factors influencing vandalistic and violent behaviour among students with moderate to high physical activity levels.<br /><br />Methods: This descriptive study is fundamental research in terms of its purpose. Using the meta-analysis method, the study analyses studies conducted between 2011 and 2021 on violent behaviours in physically active students. The statistical population includes all domestic articles available in databases accessible to the researcher, which were analysed using CMA3 software.<br /><br />Results: A total of 28 studies were examined. The findings of the meta-analysis indicate that the following factors had the most significant impact on vandalistic and violent behaviour among students across various studies: alienation, parental discord, school punishment, association with delinquent peers, socio-economic status, sense of family belonging, social isolation, and relative deprivation.<br /><br />Conclusion: If the factors that lead to violent behaviour among students in schools or society can be controlled or eliminated through strategic interventions, instances of vandalistic and violent behaviour are likely to decreaseShahid Beheshti UniversitySports Psychology2676-372918220260923Predicting sports participation motivation of student athletes with place attachment: the role of basic psychological needs.Predicting sports participation motivation of student athletes with place attachment: the role of basic psychological needs.10688210.48308/mbsp.2024.230969.1191FAParisaKhajehdehiDepartment of Movement Behavior, Faculty of Physical Education and Sports Sciences, Tabriz UniversityMohammadtaghiAghdasiAssociate Professor of Motor Behavior, University of Tabriz0000-0001-8921-1856Journal Article20230306Purpose: The study examines relationship between place attachment and sports participation motivation and mediating role of psychological needs of student athletes.<br /><br />Methods: In this descriptive-correlational research, 173 students active in Tabriz universities sports teams were selected by cluster random sampling. Then, questionnaires of place attachment, sports participation motivation, and basic psychological needs completed. The Kolmogorov-Smirnov test (p> 0.05) did not confirm the assumption of normality of the data; Therefore, the data were standardized using the Box-Cox method and through a structural equation model and step-by-step regression with alpha 0.05 through spss software version 26, Lisrel version 8; Checked.<br /><br />Results: all correlations are significant between place attachment and sports participation motivation and basic psychological needs, except between fame and relatedness, energy drain and autonomy, energy drain and relatedness. The results of regression test showed that model 1 and 2 predicts 0.32 and 0.52 units of changes in sports motivation-participation, respectively. In fact, by adding the variables of basic psychological needs, autonomy, competence, and relatedness, 0.2 units were aggrevate to prediction power of model 1. However, the only significant variable in model 1 and 2 is place identity, and place identity and basic psychological needs, respectively. Therefore, place identity and then basic psychological needs suppose to have the highest predictive power for sport participation motivation variable in this research.<br /><br />Conclusion: Place identity as a subscale of place attachment has an effect on the level of sports participation motivation of Tabriz university sports team students and basic psychological needs moderates this relationship.Purpose: The study examines relationship between place attachment and sports participation motivation and mediating role of psychological needs of student athletes.<br /><br />Methods: In this descriptive-correlational research, 173 students active in Tabriz universities sports teams were selected by cluster random sampling. Then, questionnaires of place attachment, sports participation motivation, and basic psychological needs completed. The Kolmogorov-Smirnov test (p> 0.05) did not confirm the assumption of normality of the data; Therefore, the data were standardized using the Box-Cox method and through a structural equation model and step-by-step regression with alpha 0.05 through spss software version 26, Lisrel version 8; Checked.<br /><br />Results: all correlations are significant between place attachment and sports participation motivation and basic psychological needs, except between fame and relatedness, energy drain and autonomy, energy drain and relatedness. The results of regression test showed that model 1 and 2 predicts 0.32 and 0.52 units of changes in sports motivation-participation, respectively. In fact, by adding the variables of basic psychological needs, autonomy, competence, and relatedness, 0.2 units were aggrevate to prediction power of model 1. However, the only significant variable in model 1 and 2 is place identity, and place identity and basic psychological needs, respectively. Therefore, place identity and then basic psychological needs suppose to have the highest predictive power for sport participation motivation variable in this research.<br /><br />Conclusion: Place identity as a subscale of place attachment has an effect on the level of sports participation motivation of Tabriz university sports team students and basic psychological needs moderates this relationship.Shahid Beheshti UniversitySports Psychology2676-372918220260923The effect of high and low cognitive load along with decision training The effect of high and low cognitive load along with decision training on the acquisition of perceptual-motor skillsThe effect of high and low cognitive load along with decision training The effect of high and low cognitive load along with decision training on the acquisition of perceptual-motor skills10687910.48308/mbsp.2023.231875.1205FAMaryamKhalajiDepartment of Motor Behavior, Faculty of Sports Sciences, Al-Zahra University, Tehran, Iran0000-0002-8957-5905ParvanehShamsipour DehkordiDepartment of Movement Behavior, Faculty of Sports Sciences, Al-Zahra University (S)0000-0001-7750-5734RanaHashemialzahra universityJournal Article20230528Purpose: The purpose of this research is to investigate the effect of high and low cognitive load along with decision practice on the acquisition of perceptual-motor skills.<br /><br />Methods: The participants were 36 students who were selected as available samples. For this purpose, 36 students were selected as available and were randomly divided into high cognitive load, low cognitive load, and control groups. At the pre-test, a video clip of 25 badminton serves was shown, which was occluded at the moment of the racket-ball contact. Participants anticipated the direction of the badminton long serve shots and the decision time was measured at the same time. Then, the experimental group performed decision training in the acquisition phase, and the control group just anticipated the direction of the shots. 48 hours, the post-test was performed <br /><br />Results: The results of the present study showed that the decision-training group with low cognitive load performed better in anticipation and decision-making than the decision-training group with high cognitive load and the control group, but the decision-training group with high cognitive load did not differ significantly from the control group.<br /><br />conclusion: High cognitive load leads to disturbances in the acquisition of perceptual-motor skills in beginners.Purpose: The purpose of this research is to investigate the effect of high and low cognitive load along with decision practice on the acquisition of perceptual-motor skills.<br /><br />Methods: The participants were 36 students who were selected as available samples. For this purpose, 36 students were selected as available and were randomly divided into high cognitive load, low cognitive load, and control groups. At the pre-test, a video clip of 25 badminton serves was shown, which was occluded at the moment of the racket-ball contact. Participants anticipated the direction of the badminton long serve shots and the decision time was measured at the same time. Then, the experimental group performed decision training in the acquisition phase, and the control group just anticipated the direction of the shots. 48 hours, the post-test was performed <br /><br />Results: The results of the present study showed that the decision-training group with low cognitive load performed better in anticipation and decision-making than the decision-training group with high cognitive load and the control group, but the decision-training group with high cognitive load did not differ significantly from the control group.<br /><br />conclusion: High cognitive load leads to disturbances in the acquisition of perceptual-motor skills in beginners.Shahid Beheshti UniversitySports Psychology2676-372918220260923Effect of Aerobic Exercise on Kinematic Variables of Postural Control and Fear of Falling in Elderly People with Fall HistoryEffect of Aerobic Exercise on Kinematic Variables of Postural Control and Fear of Falling in Elderly People with Fall History10593610.48308/mbsp.2023.1059.1236FAAmirShamsDepartment of Motor Behavior, Sport Sciences Research Institute, Tehran, Iran.0000-0001-9931-9158FarzanehDavariDepartment of Physical Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran0000-0002-4923-054XMaralMehnati KouchehBaghMs in Sports Injury, Tehran, Iran.0009-0004-4923-8156FaezehJeddiMs in motor Behavior, Tehran, Iran0009-0000-3734-9511Journal Article20230906Purpose: The objective of this study was to examine the impact of moderate-intensity aerobic exercise on kinematic variables related to postural control and fear of falling in elderly individuals who have experienced falls.<br />Methods: This semi-experimental study utilized a pre-test-post-test design. The sample consisted of 15 healthy elderly individuals and 15 elderly individuals with a history of falls, with an average age of 67.5 ± 2.5 years, selected through convenience sampling based on specific criteria. Postural control was assessed using a computerized dynamic posturography sensory organization test. Kinematic variables, such as overall center of pressure velocity in anterior-posterior and medial-lateral directions, were measured across six different test conditions. Fear of falling was evaluated using the Falls Efficacy Scale-International (FES-I). Participants engaged in moderate-intensity aerobic exercise twice a week for six weeks. Data were analyzed using mixed analysis of variance and Bonferroni post-hoc tests.<br />Results: The findings indicated that six weeks of aerobic exercise resulted in enhancements in kinematic variables related to postural control in all six test conditions and a reduction in fear of falling among elderly fallers (P<0.05), with significant improvements compared to healthy elderly individuals.<br />Conclusion: Based on the results of this study, it is recommended to incorporate moderate-intensity aerobic exercise to enhance kinematic variables of postural control and reduce fear of falling in elderly individuals.Purpose: The objective of this study was to examine the impact of moderate-intensity aerobic exercise on kinematic variables related to postural control and fear of falling in elderly individuals who have experienced falls.<br />Methods: This semi-experimental study utilized a pre-test-post-test design. The sample consisted of 15 healthy elderly individuals and 15 elderly individuals with a history of falls, with an average age of 67.5 ± 2.5 years, selected through convenience sampling based on specific criteria. Postural control was assessed using a computerized dynamic posturography sensory organization test. Kinematic variables, such as overall center of pressure velocity in anterior-posterior and medial-lateral directions, were measured across six different test conditions. Fear of falling was evaluated using the Falls Efficacy Scale-International (FES-I). Participants engaged in moderate-intensity aerobic exercise twice a week for six weeks. Data were analyzed using mixed analysis of variance and Bonferroni post-hoc tests.<br />Results: The findings indicated that six weeks of aerobic exercise resulted in enhancements in kinematic variables related to postural control in all six test conditions and a reduction in fear of falling among elderly fallers (P<0.05), with significant improvements compared to healthy elderly individuals.<br />Conclusion: Based on the results of this study, it is recommended to incorporate moderate-intensity aerobic exercise to enhance kinematic variables of postural control and reduce fear of falling in elderly individuals.Shahid Beheshti UniversitySports Psychology2676-372918220260923The Effectiveness of Mindfulness-Based Cognitive Therapy (MBCT) on Impulsivity and Mental Toughness in Martial Arts Athletes with High Competitive AnxietyThe Effectiveness of Mindfulness-Based Cognitive Therapy (MBCT) on Impulsivity and Mental Toughness in Martial Arts Athletes with High Competitive Anxiety10688410.48308/mbsp.2025.236896.1267FAMostafaTaheriUrmia university0009-0008-4827-7179AliIsazadegandepartment of psychology, urmia university0000-0002-0846-3128EsmaielSoeimaniDepartment of psychology, Urmia university0000-0003-4774-734XJournal Article20240913Introduction: Overcoming competition anxiety is one of the major issues athletes face in championship sports. The present study examines the effectiveness of mindfulness-based cognitive therapy on impulsivity and mental toughness of athletes with high competitive anxiety.<br /><br />Methods: This semi-experimental study used a pre-test, post-test design with a control group. The participants included competitive athletes over 16 years old in martial arts disciplines like Taekwondo, Karate, and Wrestling, who experienced the highest competitive anxiety. Among these athletes, 40 individuals who scored the highest in Smith et al.'s (1990) competitive anxiety measure were randomly assigned to experimental (mindfulness-based cognitive therapy) and control groups. Both groups completed self-report scales of mental toughness (Sheard et al., 2009) and impulsivity (Barratt et al., 1995) in the pre-test. The experimental group then received mindfulness-based cognitive therapy. In the end, both the control and experimental groups took a post-test, and the results were analyzed using covariance analysis after examining the homogeneity of variances.<br /><br />Findings: The results indicated that mindfulness-based cognitive therapy was effective in reducing impulsivity and improving mental toughness in martial arts athletes (p < 0.001).<br /><br />Conclusion: Mindfulness-based cognitive therapy can be used to help with impulsivity and mental toughness in athletes.Introduction: Overcoming competition anxiety is one of the major issues athletes face in championship sports. The present study examines the effectiveness of mindfulness-based cognitive therapy on impulsivity and mental toughness of athletes with high competitive anxiety.<br /><br />Methods: This semi-experimental study used a pre-test, post-test design with a control group. The participants included competitive athletes over 16 years old in martial arts disciplines like Taekwondo, Karate, and Wrestling, who experienced the highest competitive anxiety. Among these athletes, 40 individuals who scored the highest in Smith et al.'s (1990) competitive anxiety measure were randomly assigned to experimental (mindfulness-based cognitive therapy) and control groups. Both groups completed self-report scales of mental toughness (Sheard et al., 2009) and impulsivity (Barratt et al., 1995) in the pre-test. The experimental group then received mindfulness-based cognitive therapy. In the end, both the control and experimental groups took a post-test, and the results were analyzed using covariance analysis after examining the homogeneity of variances.<br /><br />Findings: The results indicated that mindfulness-based cognitive therapy was effective in reducing impulsivity and improving mental toughness in martial arts athletes (p < 0.001).<br /><br />Conclusion: Mindfulness-based cognitive therapy can be used to help with impulsivity and mental toughness in athletes.Shahid Beheshti UniversitySports Psychology2676-372918220260701"Investigating Changes in Brain Frequency Bands Influenced by Mental Fatigue and Target Color in Air Pistol Shooters: An Electroencephalography Study"Investigating Changes in Brain Frequency Bands Influenced by Mental Fatigue and Target Color in Air Pistol Shooters: An Electroencephalography Study10717010.48308/mbsp.2026.242947.1320FAElahehYousefiDepartment of Motor Behavior and Sport Management, Faculty of Sport Sciences, Urmia University, Urmia, IranHasanMohammadzadeDepartment of Motor Behavior and Sport Management, Faculty of Sport Sciences, Urmia University, Urmia, IranZahraFathirezaieDepartment of Motor Behavior and Sport Management, Faculty of Sport Sciences, Tabriz University, Tabriz, IranSomayehKeygobadiDepartment of Motor Behavior and Sport Management, Faculty of Sport Sciences, Tabriz University, Tabriz, IranJournal Article20251220Purpose: Mental fatigue can have significant effects on neuropsychological performance and cognitive abilities, especially in complex and high-concentration activities such as shooting.<br /><br />Methods: The present study included 20 semi-professional shooters aged 18 to 28 years, who were randomly assigned into two groups: mental fatigue and control. In the pre-test, all participants fired 30 shots at red, blue, and neutral targets, while electroencephalography (EEG) signals were recorded simultaneously. The mental fatigue group then underwent a 30-minute Stroop task, while the control group received no intervention. Finally, the post-test was conducted identically to the pre-test. The power spectrum (in µV²/Hz) of theta (4–8 Hz), alpha (8–12 Hz), and beta (13–30 Hz) frequency bands was calculated. Data were analyzed using mixed-design analysis of variance at a significance level of 0.05.<br /><br />Findings: The results showed that mental fatigue and target color change the spatial pattern of brain frequency band activity. Mental fatigue was generally associated with an increase in theta band power spectrum (µV²/Hz) in sensorimotor and parietal regions. In the alpha frequency band, red and neutral targets induced a widespread increase in spectral power, whereas the blue target was associated with a decrease in spectral power in fronto-occipital regions. An interactive pattern was also observed in the beta frequency band.<br /><br />Conclusion: The present findings indicate that mental fatigue caused by a cognitive task, as well as changes in sable color, can independently and interactively change the spectral patterns of the shooters' cerebral cortex in the theta, alpha, and beta frequency bands.Purpose: Mental fatigue can have significant effects on neuropsychological performance and cognitive abilities, especially in complex and high-concentration activities such as shooting.<br /><br />Methods: The present study included 20 semi-professional shooters aged 18 to 28 years, who were randomly assigned into two groups: mental fatigue and control. In the pre-test, all participants fired 30 shots at red, blue, and neutral targets, while electroencephalography (EEG) signals were recorded simultaneously. The mental fatigue group then underwent a 30-minute Stroop task, while the control group received no intervention. Finally, the post-test was conducted identically to the pre-test. The power spectrum (in µV²/Hz) of theta (4–8 Hz), alpha (8–12 Hz), and beta (13–30 Hz) frequency bands was calculated. Data were analyzed using mixed-design analysis of variance at a significance level of 0.05.<br /><br />Findings: The results showed that mental fatigue and target color change the spatial pattern of brain frequency band activity. Mental fatigue was generally associated with an increase in theta band power spectrum (µV²/Hz) in sensorimotor and parietal regions. In the alpha frequency band, red and neutral targets induced a widespread increase in spectral power, whereas the blue target was associated with a decrease in spectral power in fronto-occipital regions. An interactive pattern was also observed in the beta frequency band.<br /><br />Conclusion: The present findings indicate that mental fatigue caused by a cognitive task, as well as changes in sable color, can independently and interactively change the spectral patterns of the shooters' cerebral cortex in the theta, alpha, and beta frequency bands.Shahid Beheshti UniversitySports Psychology2676-372918220260923Title : The Effect of Motor Skill Interventions Through Teaching Games for Understand and Traditional Methods on Cognitive Flexibility and Response Inhibition of StudentsTitle : The Effect of Motor Skill Interventions Through Teaching Games for Understand and Traditional Methods on Cognitive Flexibility and Response Inhibition of Students10721310.48308/mbsp.2026.244043.1326FAZeinabYazdaniUniversity of Eyvanekey0000-0002-4304-4439BehzadMohamadi OrangiDamghan University0000-0002-5023-8776SaharMohammadzadehDamghan University0000-0001-7917-3518Journal Article20260423Purpose: The aim of this study was to compare the effect of motor skill interventions using the Teaching Games for Understanding (TGfU) approach versus the traditional (linear) method on response inhibition and cognitive flexibility in male and female high school students in Shahroud.<br /><br />Methods: This quasi-experimental study employed a pretest-posttest design. A total of 120 tenth-grade students (60 girls and 60 boys) were selected through convenience sampling and randomly assigned to either the experimental group (TGfU) or the control group (linear). Interventions consisted of eight 60-minute sessions over four consecutive weeks. Cognitive flexibility was assessed using the Cognitive Flexibility Inventory (CFI), and response inhibition was measured using a computerized Stroop task. Data were analyzed using repeated-measures ANOVA within a mixed 2×2×2 factorial design (Time × Group × Gender).<br /><br />Results: The main effect of time was significant for both cognitive flexibility (F(1,116)=267.646, p<0.001, η²=0.698) and response inhibition (F(1,116)=1477.311, p<0.001, η²=0.927). The Time × Group interaction was significant for cognitive flexibility (F(1,116)=8.206, p=0.005, η²=0.066), indicating the TGfU group showed significantly greater improvement compared to the linear group. For response inhibition, the three-way interaction of Time × Group × Gender was significant (F(1,116)=5.775, p=0.018, η²=0.047). The main effect of gender was not significant for either variable.<br /><br />Conclusion: The findings of this study suggest that the TGfU approach may be considered an effective strategy for enhancing cognitive flexibility in adolescents. However, extending this effectiveness to response inhibition requires further evidence.Purpose: The aim of this study was to compare the effect of motor skill interventions using the Teaching Games for Understanding (TGfU) approach versus the traditional (linear) method on response inhibition and cognitive flexibility in male and female high school students in Shahroud.<br /><br />Methods: This quasi-experimental study employed a pretest-posttest design. A total of 120 tenth-grade students (60 girls and 60 boys) were selected through convenience sampling and randomly assigned to either the experimental group (TGfU) or the control group (linear). Interventions consisted of eight 60-minute sessions over four consecutive weeks. Cognitive flexibility was assessed using the Cognitive Flexibility Inventory (CFI), and response inhibition was measured using a computerized Stroop task. Data were analyzed using repeated-measures ANOVA within a mixed 2×2×2 factorial design (Time × Group × Gender).<br /><br />Results: The main effect of time was significant for both cognitive flexibility (F(1,116)=267.646, p<0.001, η²=0.698) and response inhibition (F(1,116)=1477.311, p<0.001, η²=0.927). The Time × Group interaction was significant for cognitive flexibility (F(1,116)=8.206, p=0.005, η²=0.066), indicating the TGfU group showed significantly greater improvement compared to the linear group. For response inhibition, the three-way interaction of Time × Group × Gender was significant (F(1,116)=5.775, p=0.018, η²=0.047). The main effect of gender was not significant for either variable.<br /><br />Conclusion: The findings of this study suggest that the TGfU approach may be considered an effective strategy for enhancing cognitive flexibility in adolescents. However, extending this effectiveness to response inhibition requires further evidence.Shahid Beheshti UniversitySports Psychology2676-372918220260923Effect of Virtual Training for Physical Education Teachers on Physical Literacy and Cognitive Performance in Typical Students and Students with Educable Intellectual DisabilityEffect of Virtual Training for Physical Education Teachers on Physical Literacy and Cognitive Performance in Typical Students and Students with Educable Intellectual Disability10721810.48308/mbsp.2026.244468.1333FAHassanAmeri AslPhD Student, Department of Physical Education and Sport Sciences, Shushtar Branch, Islamic Azad University, Shushtar, Iran0000-0001-8587-2657KeivanShabani MoghaddamAssociate Professor, Department of Physical Education and Sport Sciences, Razi University, Kermanshah, Iran0000-0003-2110-8371Seyed KavousSalehiAssistant Professor, Department of Physical Education and Sport Sciences, Shahid Rajaee Teacher Training University, Tehran, IranMohammadSajjadianAssistant Professor, Department of Physical Education and Sport Sciences, Shushtar Branch, Islamic Azad University, Shushtar, IranJournal Article20260521Purpose: This study aimed to compare the effect of virtual training for physical education teachers on improving physical literacy and cognitive performance (working memory and attention) in educable intellectually disabled students and typical students.<br /><br />Methods: A quasi-experimental study with a pretest-posttest design and a control group was conducted. The sample consisted of 400 seventh-grade students (200 educable intellectually disabled students with IQ scores of 55–70, and 200 typical students) from schools in Ahvaz, selected through purposive sampling and randomly assigned to either an experimental group (receiving instruction from virtually trained teachers) or a control group. Teachers in the experimental group received 32 hours of virtual in-service training. Research instruments included the Physical Literacy Assessment Questionnaire (CAPL-2) as well as the 1-back test to measure working memory and reaction time.<br /><br />Results: Virtual training for physical education teachers significantly improved (P ≤ 0.001) all dimensions of physical literacy and the overall score in both student groups. Effect sizes were very large, ranging from 0.62 to 0.92. Cognitive performance also improved significantly, as reflected in a reduction in reaction time on the n-back test (P ≤ 0.001). Although both groups showed progress, the degree of improvement was greater in typical students than in educable intellectually disabled students.<br /><br />Conclusion: Virtual training for physical education teachers represents an effective and equity-oriented approach to enhancing physical literacy and cognitive performance in both student groups, particularly among students with special needs. Expanding virtual in-service training programs for physical education teachers is recommendedPurpose: This study aimed to compare the effect of virtual training for physical education teachers on improving physical literacy and cognitive performance (working memory and attention) in educable intellectually disabled students and typical students.<br /><br />Methods: A quasi-experimental study with a pretest-posttest design and a control group was conducted. The sample consisted of 400 seventh-grade students (200 educable intellectually disabled students with IQ scores of 55–70, and 200 typical students) from schools in Ahvaz, selected through purposive sampling and randomly assigned to either an experimental group (receiving instruction from virtually trained teachers) or a control group. Teachers in the experimental group received 32 hours of virtual in-service training. Research instruments included the Physical Literacy Assessment Questionnaire (CAPL-2) as well as the 1-back test to measure working memory and reaction time.<br /><br />Results: Virtual training for physical education teachers significantly improved (P ≤ 0.001) all dimensions of physical literacy and the overall score in both student groups. Effect sizes were very large, ranging from 0.62 to 0.92. Cognitive performance also improved significantly, as reflected in a reduction in reaction time on the n-back test (P ≤ 0.001). Although both groups showed progress, the degree of improvement was greater in typical students than in educable intellectually disabled students.<br /><br />Conclusion: Virtual training for physical education teachers represents an effective and equity-oriented approach to enhancing physical literacy and cognitive performance in both student groups, particularly among students with special needs. Expanding virtual in-service training programs for physical education teachers is recommendedShahid Beheshti UniversitySports Psychology2676-372918220260923The effect of cognitive-motor exercises based on the Gentile model on improving leisure and play, school/educational performance, and daily living activities of children with autismThe effect of cognitive-motor exercises based on the Gentile model on improving leisure and play, school/educational performance, and daily living activities of children with autism10722410.48308/mbsp.2026.242433.1316FASyed HojjatZamani SaniDepartment of Motor Behavior. University of Tabriz. Tabriz. Iran.0000-0001-7276-5289VahidHassanpourShahid Beheshti University0000-0002-9511-3520AmirGhiamiradDepartment of Motor Behavior. University of Tabriz. Tabriz. Iran.MahboubDadashzadehMSc Motor Behavior. Department of Motor Behavior. University of Tehran. Tehran. IranJournal Article20251110Purpose: Motor skill deficits in Autism Spectrum Disorder (ASD) can profoundly influence social maturation and adaptive behavior. Therefore, this study aimed to investigate a cognitive-motor training program, based on the Gentile model, for improving leisure and play, academic skills, and daily living in children with ASD.<br /><br />Methods: This quasi-experimental study used a pretest-posttest control design. Twenty children (6-10 years) with high-functioning autism were randomly assigned to experimental (n=10) and control (n=10) groups. The experimental group underwent six weeks of cognitive-motor training (three 60-min sessions/week) per Gentile's taxonomy. The CHSQ was completed by parents pre- and post-intervention. MANCOVA analyzed the data (α = 0.05).<br /><br />Results: After controlling for baseline pretest scores, MANCOVA revealed a highly significant multivariate effect (Wilks' Lambda = 0.317, p = 0.001). Univariate follow-up analyses indicated significant improvements in leisure and play (P = 0.001) and daily living activities (P = 0.009) in the experimental group, whereas school and educational skills did not demonstrate any significant change (P = 0.80).<br /><br />Conclusion: In summary, the six-week cognitive-motor intervention grounded in the Gentile model effectively enhanced both leisure engagement and daily living functional abilities in children with ASD, although it failed to exert a significant impact on school-related academic competencies. These findings corroborate the practical utility of structured cognitive-motor interventions for targeted functional areas. Nevertheless, the lack of transfer to the academic domain highlights that future research ought to incorporate direct assessments of social, behavioral, and emotional variables to fully elucidate the underlying therapeutic mechanisms.Purpose: Motor skill deficits in Autism Spectrum Disorder (ASD) can profoundly influence social maturation and adaptive behavior. Therefore, this study aimed to investigate a cognitive-motor training program, based on the Gentile model, for improving leisure and play, academic skills, and daily living in children with ASD.<br /><br />Methods: This quasi-experimental study used a pretest-posttest control design. Twenty children (6-10 years) with high-functioning autism were randomly assigned to experimental (n=10) and control (n=10) groups. The experimental group underwent six weeks of cognitive-motor training (three 60-min sessions/week) per Gentile's taxonomy. The CHSQ was completed by parents pre- and post-intervention. MANCOVA analyzed the data (α = 0.05).<br /><br />Results: After controlling for baseline pretest scores, MANCOVA revealed a highly significant multivariate effect (Wilks' Lambda = 0.317, p = 0.001). Univariate follow-up analyses indicated significant improvements in leisure and play (P = 0.001) and daily living activities (P = 0.009) in the experimental group, whereas school and educational skills did not demonstrate any significant change (P = 0.80).<br /><br />Conclusion: In summary, the six-week cognitive-motor intervention grounded in the Gentile model effectively enhanced both leisure engagement and daily living functional abilities in children with ASD, although it failed to exert a significant impact on school-related academic competencies. These findings corroborate the practical utility of structured cognitive-motor interventions for targeted functional areas. Nevertheless, the lack of transfer to the academic domain highlights that future research ought to incorporate direct assessments of social, behavioral, and emotional variables to fully elucidate the underlying therapeutic mechanisms.