Background and Aims Postural control of the kinetic variable of motion plays an essential role in maintaining stability in daily activities. Dual tasks for studying balance or postural control are accompanied by cognitive tasks. The aim of the present study was to investigate the effect of listening task complexity and offline learning on postural control. Methods Twenty-eight employees with an age range of 30-40 years from Alzahra University of Tehran (PBUH) were selected by available sampling and based on inclusion criteria and divided into three groups with different training distributions of 2 minutes, 15 minutes, and 24 hours with three levels of difficulty (easy, medium, and difficult). Each group performed three blocks of six attempts with each attempt time of 35 seconds, the interval between attempts of 20 seconds, and the time interval between blocks depending on the division of the group: 2 minutes, 15 minutes, and 24 hours with three difficulty levels. Findings were analyzed using a combined factor analysis of variance with repeated measures of three groups (mass, 15 minutes, and 24 hours) and three task levels (easy, moderate, and difficult) and the Bonferroni post hoc test. Results Findings showed that the main effect of homework difficulty level and practice distribution was significant (P=0.001) and in the retention stage, there was a significant difference between the mean frequency power in the anterior-posterior direction in the low difficulty listening group and the high difficulty listening group. In the listening task, the interactive effect of task difficulty level in the distribution of practice was not significant. In the memorization stage, regarding the COP components (average frequency power in the anterior-posterior direction), the training group (24 hours), and in the listening task with an easy complexity level, the best condition was posture control, and in the training group (2 minutes) and in the listening task with difficult complexity level, the weakest condition was control posture. In the listening task with a high level of difficulty, the 24 hour training group had better average COP components than the mass training group and the 15 minute training group. Conclusion It seems that distance training over mass training along with the parameters of strengthening motor memory increases cognitive effort and motivation. According to Hacken, Kelso, and Bondes hypothesis (progress-regression), educators should include homework in teaching instruction and from simple to difficult in the curriculum.

Background and Aims Creative solutions are essential to success in sports, the development of talent, and the selection system, and it is important to be flourished in the early years. On the other hand, the play environment is one of the most effective environments in supporting the motor creativity of preschool children. This study aimed to investigate the effect of creative and traditional games on motor coordination and creativity in action and movement in girls aged 6 to 7 years. Methods The present quasi-experimental study is an applied study that was conducted with a pretest-posttest design. A total of 107 girls aged 6-7 years were selected by the available sampling method based on inclusion and exclusion criteria and divided into two creative and traditional games. Demographic questionnaire, thinking creatively in action and movement (TCAM) test, motor coordination test (The Körperkoordinations test für kinder [KTK]), and motor games were used. The practice protocol included creative movement games such as crab-style walking relief competition, bubble game, hungry wolf, play with small colored balls, balloon games, and traditional games. For the pretest and posttest, the TCAM and KTK tests were performed. Data were analyzed using combined factor analysis of variance with repeated measures and Bonferroni post hoc test using SPSS software, version 22. Results The results showed that the main effect of the evaluation steps was significant (P=0.001) for the motor coordination variable and was better in both groups posttest in the motor coordination test. The main effect of the group is significant (P=0.001), and the creative exercise group had better motor coordination in the posttest. The interaction effect of the group in the evaluation stages is significant (P=0.001). The average total score of creativity and components of fluidity, initiation, and imagination in the posttest was higher in the pretest, and the creative game group obtained higher scores in these components. Performing creative games had a more significant effect on children’s creativity, movement, and physical coordination than traditional games. Conclusion The children’s physical coordination and motor creativity increase with the practice of creative games. Children’s motor creativity skills, especially mental skills, and their originality and imagination are supported through play. It is better to use creative practice and games to develop children’s mental and motor skills during school physical education hours.