Sport Sciences Research Institute Motor Behavior 2538-273X 13 43 2021 03 21 The Effect of Local Indigenous Games on Motor proficiency in Elementary School Boys in Tehran with High and Low Emotional Intelligence The Effect of Local Indigenous Games on Motor proficiency in Elementary School Boys in Tehran with High and Low Emotional Intelligence 85 100 2789 10.22089/mbj.2019.6435.1719 FA Behzad Mohammadi Oranghi Kharazmi University of Tehran 0000-0002-5023-8776 Farhad Ghadiri Assistant Professor, Kharazmi University, Faculty of Physical Education & Sport Science 0000-0002-1884-4899 Mohammadtaghi Aghdasi tabriz 0000-0001-8921-1856 Rasoul Yaali kharazmi 0000-0002-8159-4570 Journal Article 2018 09 21 In this paper, the local indigenous games have been studied on motor proficiency of 10-13-year-old boys with high and low emotional intelligence. A total of 30 children with a mean age of (11.46 ± 1.04) were selected from the schools of District 7 of Tehran via purposeful method, and based on the general score of emotional intelligence from Shoot et al. The participants were divided into two groups of 15 people with high and low emotional intelligence, and there was no significant difference in motor proficiency between the two groups. To assess emotional intelligence, the Shoot et al. questionnaire and for motor proficiency Bruninx-Oseretsky test were used. Exercise interventions were performed for 8 weeks in a gym in the same way for both groups. These exercises were three sessions per week with each session lasting 90 minutes, consisting of 20 minutes of warm-up, 15 minutes to cool down at the end, and the remaining 55 minutes in between for game interventions. The results of independent t-test revealed a significant difference between the two groups after the intervention. Specifically, the children with a high emotional intelligence had greater Motor Proficiency. Hence, based on the advantage of the chosen motor games, use of this practice in schools can be helpful. Also, sports educators can consider emotional intelligence as an effective variable in supporting children towards high levels of athletic performance. In this paper, the local indigenous games have been studied on motor proficiency of 10-13-year-old boys with high and low emotional intelligence. A total of 30 children with a mean age of (11.46 ± 1.04) were selected from the schools of District 7 of Tehran via purposeful method, and based on the general score of emotional intelligence from Shoot et al. The participants were divided into two groups of 15 people with high and low emotional intelligence, and there was no significant difference in motor proficiency between the two groups. To assess emotional intelligence, the Shoot et al. questionnaire and for motor proficiency Bruninx-Oseretsky test were used. Exercise interventions were performed for 8 weeks in a gym in the same way for both groups. These exercises were three sessions per week with each session lasting 90 minutes, consisting of 20 minutes of warm-up, 15 minutes to cool down at the end, and the remaining 55 minutes in between for game interventions. The results of independent t-test revealed a significant difference between the two groups after the intervention. Specifically, the children with a high emotional intelligence had greater Motor Proficiency. Hence, based on the advantage of the chosen motor games, use of this practice in schools can be helpful. Also, sports educators can consider emotional intelligence as an effective variable in supporting children towards high levels of athletic performance. https://mbj.ssrc.ac.ir/article_2789_b19aa25ff58940d974234b48391b9549.pdf