---

 Background and Aim: There is an agreement on impression of environment on the development in different ways. The environment effect could be passive or active. The environment enrichment is a  passive method which is used to show the effect of  environment on the development during infancy.

The purpose of this study was to investigate the effect of early perceptual-motor enrichment on later fine motor development process of infants.

Materials and Methods: Fifteen 5 to 8-months-old healthy infants participated randomly in this study. According to their age, participants were divided homogenously in two groups: training (n=8, ages=6.5±2) and non-training (n=8, ages=6.5±2). Training group had 36 training sessions(3 times in a week) for an hour at a perceptual-motor enrichment environment (involve vary manipulation and locomotion tools). After 36 training sessions, at the first assessment stage, infant fine motor skills were evaluated by Peabody motor development scale. Three months later, all infants were kept in similar and normal condition. At the later assessment stage, after this three months, infant fine motor skills were evaluated by same scale. Data were analyzed by mixed ANOVA2 (group) × (stage). 

Results: Results indicated that in fine motor age equivalent, main effect of group(F_(1,10)=10.53 , P=.009 ) and main effect of assessment stages(F_(1,10)=96.33 , P=.001) was significant. Interaction between groups and assessment stages (F_(1,10)=2.58 , P=.13)was  not significant. Also,  in fine motor scaled score, main effect of group(F_(1,10)=6.65, P=.02) and main effect of assessment stages (F_(1,10)=32.93 , P=.001) was significant. Interaction between groups and assessment stages (F_(1,10)=.24, P=.63)was  not significant.

Conclusion: Generally, results show that training and experience have positive effect on later   fine motor skills development of infant.   

---

Background and Aim: The purpose of this study was to investigate the effects of perceptual – motor training on motor proficiency in children with hyperactivity disorder.

Materials and Methods: This study was semi-experimental. Fifty hyperactive children referred to Farabi hospital of  Kermanshah. Thirty patients (mean age, 8.8 years old) were randomly selected and examined in the control group were evaluated. The tools of the research were the Conners parent questionnaire, Bruininks-Oseretsky test of motor proficiency. Firstly, the per-test was held for all participants. Then, the experimental group did the perceptual- motor activities for 2 months (24 sessions) and after this period, the post test was administered to both groups. Paired t-test and t-test were used to compare the means (P<0.01).

the significant difference between pre-test and post-test scores of experimental group,  Results: In motor proficiency (total subtests: running speed and agility, balance, bilateral coordination, strength, upper body coordination, response speed, visual controls - motor skills and a high-speed trunk) was found.

Conclusion: It seems that perceptual – motor training improves motor skills in children.

Keywords: Perceptual – motor training, ADHD, Motor proficiency, Gross motor skills, Fine motor skills.