Amir Dana Publication. The journal is scientifically sponsored by the Iranian Association for Children's Games and Sports (IACGS).Physical Activity in Children2783-53913120260701Effects of Tai Chi Practice on Attention, Flexibility, and Anxiety in Children24533410.22034/pach.2026.577353.1085ENValiollahShahediAssistant Professor, Department of Physical Education and Sports Sciences, Pa.C., Islamic Azad University, Parand, Iran.0000-0001-9046-8341Journal Article20260222Background: Mind-body practices such as Tai Chi may enhance cognitive, physical, and emotional outcomes in children. However, research examining their simultaneous effects on attention, flexibility, and anxiety in school-aged children is limited.<br>Objective: To investigate the effects of a 12-week Tai Chi intervention on attention, flexibility, and anxiety in children aged 8–12 years.<br>Methods: Sixty children (32 boys, 28 girls; mean age 10.0 ± 1.2 years) were assigned by class to a Tai Chi group (n = 30) or a control group (n = 30) engaging in standard physical activity. The Tai Chi group participated in two 45-minute sessions per week for 12 weeks, focusing on sequential movements, balance, and mindful attention. Attention was assessed using the Conners’ Continuous Performance Test (CPT), flexibility using the sit-and-reach test, and anxiety using the Spence Children’s Anxiety Scale (SCAS). Data were analyzed using ANCOVA controlling for baseline scores, age, and sex; effect sizes were reported (partial η²).<br>Results: In the post-intervention, the Tai Chi group demonstrated significant improvements compared to controls: attention (F = 48.5, p < 0.001, partial η² = 0.46), flexibility (F = 39.2, p < 0.001, partial η² = 0.40), and anxiety (F = 35.8, p < 0.001, partial η² = 0.38).<br>Conclusions: Twelve weeks of Tai Chi practice significantly enhances attention, flexibility, and reduces anxiety in school-aged children. These findings support Tai Chi as a holistic, developmentally appropriate intervention that can promote cognitive, physical, and emotional well-being in youth.Amir Dana Publication. The journal is scientifically sponsored by the Iranian Association for Children's Games and Sports (IACGS).Physical Activity in Children2783-53913120260701Effects of Volleyball Mini-Tournaments on Teamwork, Motor Coordination, and Motivation in School-Age Children24533510.22034/pach.2026.577587.1086ENFarzanehRezaeiPh.D Student, Department of Physical Education, Ar.C., Islamic Azad University, Arak, Iran0009-0007-7644-4192Journal Article20260223Background: Team sports during childhood promote physical, social, and psychological development. Mini-tournaments, or short structured game formats, may enhance teamwork, motor coordination, and motivation, but empirical evidence in volleyball is limited.<br>Objective: To investigate the effects of volleyball mini-tournaments on teamwork, motor coordination, and motivation in school-age children.<br>Methods: Seventy-two children (8–12 years; 38 boys, 34 girls) were assigned by class to a mini-tournament group (n = 36) or a control group (n = 36). The intervention consisted of two 40-minute volleyball mini-tournament sessions per week for 8 weeks, including small-sided matches emphasizing skill application, collaboration, and fair play. Teamwork was assessed using a validated observational checklist, motor coordination with the Körperkoordinationstest für Kinder (KTK), and intrinsic motivation using the Intrinsic Motivation Inventory (IMI) – Sports Version. Data were analyzed using ANCOVA.<br>Results: In the posttest, the mini-tournament group demonstrated significant improvements compared to controls: teamwork (17.6 ± 2.1 vs. 12.9 ± 2.5; F = 101.2, p < 0.001, partial η² = 0.59), motor coordination (98.2 ± 8.0 vs. 91.9 ± 8.5; F = 85.4, p < 0.001, partial η² = 0.54), and intrinsic motivation (4.3 ± 0.4 vs. 3.6 ± 0.5; F = 72.8, p < 0.001, partial η² = 0.50).<br>Conclusions: Volleyball mini-tournaments significantly enhance teamwork, motor coordination, and motivation in school-age children. Structured, game-based interventions provide an efficient, engaging, and developmentally appropriate approach for promoting both physical and psychosocial outcomes in youth sports.Amir Dana Publication. The journal is scientifically sponsored by the Iranian Association for Children's Games and Sports (IACGS).Physical Activity in Children2783-53913120260701Influence of Outdoor Nature Play on Children’s Physical Activity, Cognitive Performance, and Emotional Well-Being24539910.22034/pach.2026.577351.1084ENMaryamAbdoshahiAssistant Professor, Alzahra University, IRAN0000-0002-9354-8168Journal Article20260222Background: Opportunities for outdoor nature play have declined in contemporary childhood, raising concerns about children’s physical activity, cognitive development, and emotional well-being. Emerging evidence suggests that nature-based play environments may support holistic child development; however, experimental studies examining causal effects remain limited.<br>Methods: This randomized controlled experimental study investigated the effects of an eight-week outdoor nature play intervention on children aged 6–10 years (N = 80). Participants were randomly assigned to an outdoor nature play group (n = 40) or a control group engaging in non-nature-based play (n = 40). Physical activity was measured using accelerometers, cognitive performance was assessed with standardized executive function tasks, and emotional well-being was evaluated using validated parent-report questionnaires. Outcomes were measured at baseline and post-intervention. Repeated-measures ANOVA was used to examine group × time effects.<br>Results: Significant group × time interactions were observed for all outcomes. Children in the outdoor nature play group demonstrated greater increases in moderate-to-vigorous physical activity compared to controls (F(1,78) = 36.42, p < .001, η² = .32). Significant improvements were also found in cognitive performance (F(1,78) = 14.88, p < .001, η² = .16) and emotional well-being (F(1,78) = 22.15, p < .001, η² = .22). No significant changes were observed in the control group.<br>Conclusion: Outdoor nature play produces significant benefits for children’s physical activity, cognitive functioning, and emotional well-being. Integrating nature-based play into educational and community settings may support healthier and more balanced child development.Amir Dana Publication. The journal is scientifically sponsored by the Iranian Association for Children's Games and Sports (IACGS).Physical Activity in Children2783-53913120260701Effects of Hybrid Active Learning Classrooms on Cognitive Performance and Physical Activity Among School-Age Students24825510.22034/pach.2026.582421.1088ENMustafaCan KOÇISTANBUL GELISIM UNIVERSITY, SCHOOL OF PHYSICAL EDUCATION AND SPORTS, DEPARTMENT OF RECREATION, Turkey0000-0002-3007-5367Journal Article20260519Background: Prolonged sedentary behavior in classrooms may reduce physical activity and impair cognitive performance in school-age students. Hybrid active learning classrooms (HALCs), which integrate structured movement and interactive learning into daily instruction, may support both cognitive and physical development.<br>Objective: To examine the effects of hybrid active learning classrooms on cognitive performance and physical activity among school-age students.<br>Methods: A quasi-experimental study was conducted with 140 students (ages 8–12 years) assigned by classroom to an intervention (n = 70) or control group (n = 70). The six-week intervention incorporated flexible seating, brief movement tasks integrated with academic content, and interactive learning activities. Cognitive performance was assessed using a composite of the Digit Span, Flanker, and Trail Making tasks. Classroom physical activity was measured with accelerometers. Post-intervention outcomes were compared using ANCOVA.<br>Results: Students in HALCs showed significant improvements in cognitive performance compared to controls (F = 34.7, p < 0.001, partial η² = 0.21). Physical activity increased substantially in the intervention group: classroom steps (F = 152.6, p < 0.001, partial η² = 0.53), moderate-to-vigorous activity (F = 126.4, p < 0.001, partial η² = 0.48), and sedentary time decreased (F = 98.1, p < 0.001, partial η² = 0.46).<br>Conclusions: Hybrid active learning classrooms enhance cognitive performance and increase physical activity in school-age students. Embedding movement and interactive learning into classroom routines provides a practical, evidence-based strategy to support both cognitive and physical development.Amir Dana Publication. The journal is scientifically sponsored by the Iranian Association for Children's Games and Sports (IACGS).Physical Activity in Children2783-53913120260701Effects of 12-Week Jump Rope Training on Cardiovascular Fitness and Motor Coordination in Children24844310.22034/pach.2026.576041.1082ENFarzadZehsazAssociate Professor, Department of Sport Physiology, Tabriz Branch, Islamic Azad University, Tabriz, Iran0000-0003-0224-3404Journal Article20260222Background: Cardiovascular fitness and motor coordination are fundamental to children’s physical development, yet many school-age children fail to meet recommended activity levels. Jump rope training is a practical, engaging, and developmentally appropriate intervention that may improve both fitness and coordination.<br>Objective: To examine the effects of a 12-week jump rope training program on cardiovascular fitness and motor coordination in children.<br>Methods: A quasi-experimental study was conducted with 80 children (ages 8–10 years) assigned to either an intervention group (n = 40) or a control group (n = 40). The intervention consisted of three 30-minute jump rope sessions per week for 12 weeks, incorporating progressive aerobic and coordination exercises. Cardiovascular fitness was assessed using the 20-meter shuttle run. Motor coordination was measured using the Körperkoordinationstest für Kinder (KTK). Data was analyzed using ANCOVA.<br>Results: Children in the jump rope group demonstrated significant improvements in cardiovascular fitness compared to controls (PACER laps: F = 102.3, p < 0.001; VO₂ max: F = 98.7, p < 0.001). Motor coordination also increased significantly (KTK score: F = 83.4, p < 0.001). Control participants showed minimal changes.<br>Conclusions: A 12-week jump rope training program significantly enhances both cardiovascular fitness and motor coordination in 8–10-year-old children. Jump rope represents a practical, efficient intervention for promoting holistic physical development and supporting healthy activity habits in school-age populations.Amir Dana Publication. The journal is scientifically sponsored by the Iranian Association for Children's Games and Sports (IACGS).Physical Activity in Children2783-53913120260701Gender Differences in Motor Skill Development and Physical Activity Patterns Among Adolescents24844410.22034/pach.2026.577348.1083ENParvinFarzanegiProfessor, Department of Sport Physiology ,Sari Branch, Islamic Azad University, Sari, Iran0000-0003-2182-3068Journal Article20260222Introduction: Gender differences in motor competence (MC) and physical activity (PA) emerge during adolescence, potentially influencing lifelong health behaviors. Recognizing these disparities is essential for developing targeted strategies that encourage active lifestyles.<br>Objective: To investigate gender differences in MC and PA patterns among adolescents.<br>Methods: This cross-sectional study included 150 adolescents aged 12–16 years (75 boys, 75 girls) recruited from four secondary schools. MC was assessed using the TGMD-3. PA was objectively measured via accelerometers over seven consecutive days. Independent-samples t-tests and Pearson correlations utilized for data analysis.<br>Results: Boys demonstrated significantly higher object control (35.8±5.2 vs. 30.7±4.9; t(148)=7.05, p<0.001, d=1.15) and total MC scores (67.9±8.3 vs. 64.2±7.9; t(148)=3.10, p=0.002, d=0.50), while locomotor skills were slightly higher in girls but not statistically significant (33.5±4.6 vs. 32.1±4.8; t(148)=−1.79, p=0.08). Boys engaged in more moderate-to-vigorous PA (MVPA) than girls (61.2±12.5 vs. 48.3±11.8 min/day; t(148)=6.48, p<0.001, d=1.06). Object control skills were positively correlated with MVPA in both boys (r =0.42, p<0.001) and girls (r=0.36, p=0.002).<br>Conclusion: Gender differences in object control skills and PA exist during adolescence, with higher competence associated with greater MVPA. Interventions targeting skill development, particularly object control in girls, may help reduce disparities in PA and support lifelong active behaviors.Amir Dana Publication. The journal is scientifically sponsored by the Iranian Association for Children's Games and Sports (IACGS).Physical Activity in Children2783-53913120260701Effects of Daily Classroom Physical Activity Breaks on Mental Fatigue and Cognitive Performance in School-Age Students24844510.22034/pach.2026.582420.1087ENFereshtehGolzadehDepartment of Physical Education, Ta.C., Islamic Azad university, Tabriz, IranJournal Article20260519Introduction: Prolonged sedentary behavior during classroom instruction has been associated with increased mental fatigue and reduced cognitive performance among school-age students. Brief, structured classroom physical activity breaks have emerged as a promising strategy to enhance cognitive functioning by promoting physiological arousal and reducing cognitive fatigue; however, evidence regarding their sustained effects over several weeks remains limited.<br>Objective: To examine the effects of daily classroom physical activity breaks on mental fatigue and cognitive performance in school-age students.<br>Methods: A quasi-experimental study was conducted with 120 students (ages 8–12 years) assigned to an intervention group (daily 5–10 minutes activity breaks; n=60) or a control group (standard classroom routines; n=60). Mental fatigue was measured using the Pediatric Mental Fatigue Scale, and cognitive performance was assessed via a composite of Digit Span and Flanker tasks, both at baseline and after a four-week intervention. ANCOVA was used for data analysis.<br>Results: Students in the intervention group demonstrated significantly lower adjusted mental fatigue scores than those in the control group (19.0±4.6 vs. 23.3±5.0; F(1,114)=37.8, p<0.001, partial η²=0.25, Cohen’s d=1.09). Adjusted cognitive performance scores were also significantly higher in the intervention group (88.8±8.2 vs. 84.0±8.8; F(1,114)=28.6, p<0.001, partial η²=0.20, Cohen’s d=0.93).<br>Conclusions: These findings suggest that incorporating brief daily classroom physical activity breaks may reduce mental fatigue and support improvements in cognitive performance among school-age students. Although longer-term studies are warranted, structured movement opportunities appear to represent a feasible strategy for promoting cognitive engagement within primary school classrooms.Amir Dana Publication. The journal is scientifically sponsored by the Iranian Association for Children's Games and Sports (IACGS).Physical Activity in Children2783-53913120260601Effects of Group Exercise Training on Self-Esteem, Body Image, and Health-Related Physical Fitness in Physically Inactive Adolescents25047810.22034/pach.2026.586472.1089ENMahtaEskandarnejadProfessor, Department of Physical Education, University of Tabriz, Iran0000-0002-2136-0465Journal Article20260613Introduction: Physical inactivity during adolescence is associated with reduced physical fitness and poorer psychosocial well-being, including low self-esteem (SE) and negative body image (BI). School-based group exercise programs may offer a practical approach to improving both psychological and physical health in this population.<br>Objective: To examine the effects of a 12-week school-based group exercise training program on SE, BI, and health-related physical fitness (HRPF) in physically inactive adolescents.<br>Methods: In this two-arm randomized controlled trial, physically inactive adolescents aged 13–15 years were randomized to Group Exercise Training (GET) or Control (CON). GET participated in supervised group exercise sessions 3 times/week for 12 weeks (~60 min/session), including aerobic activities, functional bodyweight circuit exercises, and cool-down stretching. Outcomes assessed at baseline and post-intervention. Intervention effects were evaluated using ANCOVA.<br>Results: Compared with CON, GET demonstrated significantly higher post-intervention SE (p=0.002) and improved BI (p=0.001). GET also showed superior improvements in PACER performance (p<0.001), curl-up (p<0.001), push-up (p<0.001), and sit-and-reach (p=0.004).<br>Conclusion: School-based group exercise program significantly improved SE, BI, and HRPF in physically inactive adolescents. Group exercise delivered in schools may be an effective and scalable strategy for adolescent health promotionAmir Dana Publication. The journal is scientifically sponsored by the Iranian Association for Children's Games and Sports (IACGS).Physical Activity in Children2783-53913120260601Combined Effects of Aerobic Training and Vitamin D Supplementation on Inflammatory Markers and Metabolic Health in Overweight Middle-School Girls: A Randomized Controlled Trial25048010.22034/pach.2026.586887.1091ENNeginFarhangiLecture in Sport Physiology, Department of Physical Education, Tabriz Branch, Islamic Azad University, Tabriz, Iran0000-0001-8599-956XJournal Article20260615Introduction: Overweight during early adolescence is associated with chronic low-grade inflammation and increased cardiometabolic risk. School-based aerobic exercise is a practical strategy to improve metabolic health, and vitamin D may provide additional anti-inflammatory benefits. <br>Objective: To examine the effects of aerobic training (AT) with or without vitamin D supplementation on inflammatory markers and metabolic outcomes in overweight middle-school girls.<br>Methods: In this 12-week, three-arm randomized controlled trial, overweight girls (11–14 years) were randomly assigned to AT plus vitamin D (AT+VitD), AT only (AT), or control (CON). The AT was conducted 3 sessions/week at moderate-to-vigorous intensity. The AT+VitD group received vitamin D (2000 IU/day). Fasting blood samples were collected at baseline and post-intervention to assess hs-CRP, IL-6, TNF-α, fasting glucose, insulin, HOMA-IR, HbA1c, and lipid profile. Anthropometrics, waist indices, and blood pressure were also measured. Data was analyzed using ANCOVA adjusted for baseline values.<br>Results: After 12 weeks, hs-CRP, IL-6, and TNF-α showed significant group effects (p < 0.05), with the greatest reductions in AT+VitD, followed by AT, versus CON. Fasting insulin and HOMA-IR also improved significantly in both intervention groups, with larger changes in AT+VitD. Waist indices, systolic blood pressure, and lipid profile improved favorably, generally with the strongest effects in the combined group. Serum 25(OH)D increased significantly only in AT+VitD (p < 0.05), confirming supplementation effectiveness.<br>Conclusion: Combining AT with vitamin D may be an effective, feasible strategy to reduce inflammation-related cardiometabolic risk during early adolescence.Amir Dana Publication. The journal is scientifically sponsored by the Iranian Association for Children's Games and Sports (IACGS).Physical Activity in Children2783-53913120260601Effects of a 12-Week Multicomponent Exercise Program on Dyslipidemia and Health-Related Physical Fitness in Children with Obesity25048210.22034/pach.2026.586912.1093ENRoghayehPozeshAssociate Professor, D epartment of Physical Education, Ta.C., Islamic Azad University, Tabriz, Iran ,0000-0001-8056-8293Journal Article20260615Introduction: Childhood obesity is frequently associated with dyslipidemia and reduced health-related physical fitness (HRPF), increasing cardiometabolic risk early in life. Multicomponent exercise programs may offer a practical and developmentally appropriate strategy to improve lipid profile and HRPF in children.<br>Objective: To investigate the effects of a 12-week supervised multicomponent exercise program on serum lipids and HRPF in children with obesity.<br>Methods: In this two-arm parallel-group randomized controlled trial, children with obesity (CDC BMI-for-age ≥95th percentile) were randomized to an Exercise Group (12-week multicomponent program; 3 sessions/week; moderate-to-vigorous intensity monitored by heart rate and perceived exertion) or a Control Group (usual activities). Fasting serum lipids (TC, triglycerides, LDL-C, HDL-C) and HRPF (20-m shuttle run/PACER, push-ups, curl-ups, sit-and-reach) were assessed at baseline and post-intervention. Data was analyzed using ANCOVA.<br>Results: Compared with controls, the Exercise Group showed significant improvements in lipid profile, including reductions in LDL-C (p=0.001), triglycerides (p=0.008), and TC (p=0.032), along with an increase in HDL-C (p=0.004). HRPF improved significantly in the Exercise Group versus Control, including PACER performance (p<0.001), push-ups (p<0.001), curl-ups (p<0.001), and sit-and-reach flexibility (p=0.002).<br>Conclusion: These findings support multicomponent exercise as an effective non-pharmacological approach to reduce cardiometabolic risk and enhance HRPF in this population.Amir Dana Publication. The journal is scientifically sponsored by the Iranian Association for Children's Games and Sports (IACGS).Physical Activity in Children2783-53913120260601Effects of a 12-Week Bodyweight Circuit Training Program Combined with Green Tea Consumption on Insulin Resistance and Body Composition in Sedentary Overweight Adolescent Boys25048410.22034/pach.2026.587108.1094ENAbazarTeimooriAssistant professor, department of exercises physiology, faculty of physical and sport, farhangian university, karaj Iran0000-0002-8005-5890Journal Article20260616Background: Insulin resistance (IR) during adolescence is closely associated with excess adiposity and low physical activity and increases future cardiometabolic risk. School-based exercise programs are scalable; however, evidence on whether green tea intake enhances exercise-related metabolic benefits in overweight adolescents is limited.<br>Objective: To investigate the effects of a 12-week bodyweight circuit training program, alone or combined with daily green tea consumption, on IR and body composition (BC) in sedentary overweight adolescent boys.<br>Methods: In this three-arm randomized controlled trial, sedentary overweight boys (14–17 years; BMI-for-age 85th–94th percentile) were randomized to Exercise + Green Tea (EX+GT), Exercise only (EX), or Control (CON). Exercise groups completed a school-based bodyweight circuit program twice weekly (60 min/session) for 12 weeks. The EX+GT group consumed 2 cups/day of green tea. Fasting glucose and insulin were measured to calculate HOMA-IR. Secondary outcomes included body mass, BMI, waist circumference, waist-to-height ratio (WHtR), body fat percentage, and fat-free mass. Outcomes were assessed at baseline and post-intervention and analyzed using ANCOVA.<br>Results: A significant group effect was observed for HOMA-IR (p<0.001). HOMA-IR decreased in EX+GT (4.31±0.93 to 3.12±0.71) and EX (4.19±0.88 to 3.54±0.76), with minimal change in CON. EX+GT improved HOMA-IR more than EX (p=0.041). Significant group effects were also found for body mass, BMI, waist circumference, WHtR, and body fat percentage (all p<0.05), generally favoring EX+GT.<br>Conclusion: A brief twice-weekly school-based bodyweight circuit program improved IR and BC in overweight adolescent boys, with greater metabolic benefit when combined with daily green tea consumption.