1Professor, Department of Motor Development, University of Tehran, Tehran, Iran
2Assistant Professor, Department of Motor Development, University of Tehran, Tehran, Iran
3Ph.D. student in Motor Development, University of Tehran, Tehran, Iran
Introduction: A geographical Region is a part of the earth that is similar to its own geographical features and is separated from other areas by these features (1). Although geographical Regions play an important role in the formation of movement and the occurrence of behavioral patterns, there are few studies in this field in which contradictory results have been reported (2). The aim of this study was to compare children's Fundamental movement skills according to geographical regions.
Methods: The statistical population included students of Tehran, Lorestan, Khuzestan, and Kurdistan provincial centers, and 240 people (120 girls, 120 boys) participated in this study as a sample. Ulrich's motor development test (2015) was used to assess basic motor skills, and multivariate analysis of variance test was used to analyze the data using SPSS software version 22.
Results: The results of multivariate analysis of variance showed that in the total transfer score of students in Khorramabad, the score was significantly higher than students in Ahvaz (P = 0.001), and students in Sanandaj had higher scores than Students of Khorramabad and Tehran obtained (P = 0.001), but no significant difference was observed between other cities. In the total manipulation score, the score of children in Lorestan province was significantly higher than the children of Khuzestan (P = 0.001), and the children of Kurdistan province scored higher than the children of Lorestan (P = 0.001), but the difference No significance was observed between other provinces.
Conclusion: One of the factors affecting the development of children's movement patterns is the geographical Regions. The results of the present study showed that the effects of geographical Regions on the Fundamental movement skills are different. The findings of this part of the study are consistent with the results of studies by Emma et al. (3), Rosa et al. (4). According to Levin et al. (1970), the theory of behavior regulation, living space, and environmental conditions affect a child's behavior because different conditions provoke different reactions, and growth occurs in a wide range of environmental contexts. Cultural environment Where the person is and issues such as beliefs, etiquette, attitudes affect the child's motor development.