1. Goodway JD, Ozmun JC, Gallahue DL. Understanding motor development: infants, children, adolescents, adults. Eighth Edition. Jones & Bartlett Learning; 2019, pp: 60-287. [Link] 2. Payne VG, Isaacs LD. Human motor development: A lifespan approach. 9th Edition. Routledge; 2017, pp: 79-298. [Link] [ DOI:10.4324/9781315213040] 3. Haywood K, Getchell N. Life span motor development. 5th edition. Human Kinetics; 2009, pp: 15-308. [Link] 4. Chow BC, Chan L. Gross motor skills of Hong Kong preschool children. Asian Journal of Physical Education & Recreation. 2011; 17(1): 71-77. [Link] 5. Mardanparvar H, Sabohi F, Rezaei Dehghani A. Comparison the effect of teaching by group guided discovery learning, questions & answers and lecturing methods on the level of learning and information durability of students. Education Strategies in Medical Sciences. 2016; 8(6): 35-41. [Persian]. [Link] 6. Corapci F. The role of child temperament on head start preschoolers' social competence in the context of cumulative risk. J Appl Dev Psychol. 2008; 29(1): 1-16. [Link] [ DOI:10.1016/j.appdev.2007.10.003] 7. Emarati FS, Namazizadeh M, Mokhtari P, Mohammadiyan F. Effects of selected elementary school games on the perceptual-motor ability and social growth of 8-to-9-year-old female students. Journal of Research in Rehabilitation Sciences. 2012; 7(5): 661-673. [Persian]. [Link] 8. Akbari H, Abdoli B, Shafizadeh M, Khalaji H, Haji Hosseini S, Ziaei V. The effect of traditional games in fundamental motor skill development in 7-9 year-old boys. Iranian Journal of Pediatrics. 2009; 19(2): 123-129. [Link] 9. Araújo D, Brymer E, Brito H, Withagen R, Davids K. The empowering variability of affordances of nature: Why do exercisers feel better after performing the same exercise in natural environments than in indoor environments? Psychol Sport Exerc. 2019; 42: 138-145. [Link] [ DOI:10.1016/j.psychsport.2018.12.020] 10. Logan S, Robinson L, Webster EK, Barber L. Exploring preschoolers engagement and perceived physical competence in an autonomy-based object control skill intervention: A preliminary study. Eur Phy Educ Rev. 2013; 19(3): 302-314. [Link] [ DOI:10.1177/1356336X13495627] 11. Prince M, Felder R. The many faces of inductive teaching and learning. J Coll Sci Teach. 2007; 36(5): 14-20. [Link] 12. Martin EH, Rudisill ME, Hastie PA. Motivational climate and fundamental motor skill performance in a naturalistic physical education setting. Phys Educ Sport Pedagogy. 2009; 14(3): 227-240. [Link] [ DOI:10.1080/17408980801974952] 13. Karimi Moonaghi H, Mohammady A, SalehMoghaddam A, Gholami H, Karshki H, Zamanian N. Comparing the effects of cooperative learning to lecture trainings on the motivational beliefs and self-regulating learning strategies. Iranian Journal of Medical Education. 2014; 14(5): 393-402. [Persian]. [Link] 14. Aein F, Noorian C. Problem-based learning: A new experience in education of pediatric nursing course to nursing students. Journal of Shahrekord University of Medical Sciences. 2006; 8(2): 16-20. [Persian]. [Link] 15. Samborski S. Biodiverse or barren school grounds: their effects on children. Child Youth Environ. 2010; 20(2): 67-115. [Link] 16. Louv R. Last child in the woods: saving our children from nature-deficit disorder. Algonquin books; 2008; pp: 22-98. [Link] 17. Acar H. Learning environments for children in outdoor spaces. Procedia Soc Behav Sci. 2014; 141: 846-853. [Link] [ DOI:10.1016/j.sbspro.2014.05.147] 18. Valentini NC, Rudisill ME. Motivational climate, motor-skill development, and perceived competence: two studies of developmentally delayed kindergarten children. Journal of Teaching in Physical Education. 2004; 23(3): 216-234. [Link] [ DOI:10.1123/jtpe.23.3.216] 19. Dicke T, Elling J, Schmeck A, Leutner D. Reducing reality shock: the effects of classroom management skills training on beginning teachers. Teach Teach Educ. 2015; 48: 1-12. [Link] [ DOI:10.1016/j.tate.2015.01.013] 20. Hillyard C, Gillespie D, Littig P. University students' attitudes about learning in small groups after frequent participation. Active Learning in Higher Education. 2010; 11(1): 9-20. [Link] [ DOI:10.1177/1469787409355867] 21. Colley RC, Brownrigg M, Tremblay MS. A model of knowledge translation in health: the Active Healthy Kids Canada Report Card on physical activity for children and youth. Health Promot Pract. 2012; 13(3): 30-320. [Link] [ DOI:10.1177/1524839911432929] 22. Gray C, Gibbons R, Larouche R, Sandseter EBH, Bienenstock A, Brussoni M, et al. What is the relationship between outdoor time and physical activity, sedentary behaviour, and physical fitness in children? A systematic review. Int J Environ Res Public Health. 2015; 12(6): 6455-6474. [Link] [ DOI:10.3390/ijerph120606455] 23. Berg S. Children's activity levels in different playground environments: an observational study in four Canadian preschools. Early Child Educ J. 2015; 43(4): 281-287. [Link] [ DOI:10.1007/s10643-014-0654-5] 24. Daly L, Beloglovsky M. Loose parts 2: inspiring play with infants and toddlers. St. Paul, MN: Redleaf Press; 2016, pp: 18-114. [Link] 25. Folio MR, Fewell R. Peabody developmental motor scales and activity cards. Adapt Phys Act Q. 1984; 16(5): 8-173. [Link] 26. Derakhshan Rad SA, Sazmand AH. Standardization of Peabody developmental motor scales in children aged 60-71 months in Shiraz. Journal OF Rehabilitation. 2011; 11(4): 35-41. [Persian]. [Link] 27. Walker H, Colvin G, Ramsey E. Antisocial behavior in school: strategies and best practices. Behav Disord. 1996; 21(3): 248-256. [Link] [ DOI:10.1177/019874299602100307]
|