درخت حوزه‌های تخصصی

Background: The research showed that having high scientific intelligence in students does not necessarily imply higher emotional intelligence or better motor efficiency, and these relationships may vary among individuals with different levels of intelligence.Aim: The present study was conducted to compare the motor efficiency and emotional intelligence of ordinary and gifted girls’ students aged 12-15 years.Materials and Methods: The present research was a causal-comparative study. This study was conducted on 100 participants two equal groups (50 gifted girls’ students from National Organization for Development of Exceptional Talant (NODET) and 50 ordinary girls’ students from ordinary schools) using random sampling method from 6 ordinary schools and 3 NODET schools in the first secondary level in Shiraz. The Trait Emotional Intelligence Questionnaire– Adolescent Short Form (TEIQue-ASF) and the Bruininks- Oseretsky Test of Motor Proficiency, Second Edition (BOT-2) were used to measure emotional intelligence and motor efficiency, respectively.Results: The results showed that the motor performance of gifted students was significantly better than ordinary students (P=0.029). However, there was no significant difference in the emotional intelligence variable between the two groups (P<0.05).Conclusion: The research results indicated a significant difference in motor efficiency between gifted and ordinary students. This finding underscores the need for a more in-depth investigation into the potential causes of this disparity. Factors to consider include variations in the physical environment of schools, access to sports facilities, the role of physical activity and sports outside of school, and the differing social and economic backgrounds of families.

Intellectual impairment is one of the most common mental disorders associated with impaired balance and impaired motor performance. The aim of this study was to investigate the effectiveness of game-based intervention on postural control and motor performance in children with intellectual impairment. The population of this study was all of the intellectual impaired girls of Tehran and Mashhad City, and sample consisted of 20 educable intellectual impaired girls, who were healthy physically and voluntarily participated in this research. The subjects were randomly divided into two equal experimental and control groups (n=10). The experimental groups had six weeks of game-based intervention with two sessions per week. During this period, the control group control group engaged in the routine activities of the physical education class. The Timed Up and GO and Stork tests were done as pre-posttest, respectively. Data were analyzed through descriptive and analysis of independent T-test. The findings showed that the implementation of the six-week exercise program led to improvements in static balance (P=0.001) and motor performance (P=0.001) of the participants in the game group compared to the control group. The findings of the study underline the importance of early, structured interventions for children with mild intellectual disabilities, particularly those based on game. Such interventions not only improve motor performance and balance but also contribute to overall physical, cognitive, and social development. Given the positive impact of game-based interventions, they should be integrated into rehabilitation and educational programs for children with intellectual disabilities to support their development and improve their quality of life.

The pathophysiology of heat stress occurs when the body's environmental and physiological responses exceed its ability to maintain homeostasis. When internal heat signals or external factors raise body temperature beyond a certain limit that the cooling mechanisms can effectively manage, the resulting increase in core temperature triggers response pathways that themselves induce physiological stress. The primary response mechanisms to heat stress include sweating, peripheral vasodilation, and shivering as thermogenic responses—all of which are activated by elevated temperatures and may seem counterproductive to the body's requirements, yet they operate through a neuromuscular and hormonal feedback system. Genetic factors influence individual heat tolerance; for instance, certain populations have variations in heat shock proteins (HSP70) and ion channels (TRPV1, RYR1) that enhance their heat response and tolerance. Additionally, individuals with higher relative VO2 max levels demonstrate greater heat tolerance, as those who are physically trained exhibit more sudomotor activity and effective evaporative cooling compared to untrained individuals. Furthermore, individuals who acclimatize to heat over time develop improved thresholds for heat stress, enabling them to better regulate internal and cardiovascular temperature stresses during exposure. This knowledge is crucial for populations at risk and in situations where physical exertion is required in hot conditions.