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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.

Abstract Background and Objectives: Individuals with Autism Spectrum Disorder (ASD) face mobility challenges compared to their typically-developing peers. ASD is characterized by significant communication impairments and restricted, repetitive behaviors. Motor difficulties, including impaired balance, gait, slower movement speeds, delayed motor development, coordination issues, and exaggerated movements, are commonly associated with ASD, affecting 21% to 100% of individuals. Moreover, individuals with ASD often struggle with recognizing and assessing stressful situations, leading to heightened stress responses. They typically respond faster to fear, experience high levels of self-perceived stress, and find it difficult to cope with everyday stressors. Sensitivity to stress may be linked to dysfunction in the hypothalamic-pituitary-adrenal axis, resulting in increased fatigue and fatigability. Studies have shown that skills taught through explicit methods tend to be less robust in demanding situations such as fatigue, psychological stress, and multi-tasking. Consequently, less prescriptive approaches like analogy learning have been suggested. Analogies help learners grasp new concepts by relating them to familiar, similar concepts. The aim of this study was to investigate the effects of analogy learning and explicit learning on javelin-throwing performance in individuals with ASD and compare the effectiveness of both methods. Methods: This quasi-experimental study employed a pretest-posttest design with one control group. Ethical approval was obtained from the Research Ethics

The development of sports infrastructure is crucial for promoting sports culture in society; however, this process is challenged by a lack of financial resources. Donors can complement government resources by financing and accelerating sports projects, but utilizing their capacity faces obstacles. The present study aimed to identify barriers to utilizing donors' capacity in developing sports infrastructure in Iran. This study employed a qualitative content analysis method using the thematic analysis technique, which is exploratory in nature. The research population included sports experts, managers, and individuals active in the field of sports philanthropy. Sampling was conducted through purposive and snowball methods, reaching theoretical saturation after 17 interviews. Data were collected via semi-structured interviews conducted through direct communication and telephone calls. To assess validity and reliability, acceptability, transferability, confirmability, and test-retest methods were used. Data analysis yielded 52 open codes, categorized into 17 sub-themes and 6 main themes: organizational barriers, planning and management barriers, legal barriers, cultural barriers, economic barriers, and awareness and educational barriers. The present findings can serve as a crucial guide for sports organizations and the government in identifying barriers to utilize donors' capacity in developing sports infrastructure, thereby facilitating improved actual performance in this domain.