Purpose: Autism spectrum disorder (ASD) is one of the most severe childhood disorders and every child with this disorder has a unique situation in terms of strengths or challenges in cognitive, motor, emotional and social fields.
Methods: This study is semi-experimental with pre-test and post-test design and a control group. The statistical population in this research included all (ASD) from 8 to 12 years old in the educational centers for children with this disorder in Mazandaran province in 2024. Random sampling method was applied to select the target sample, based on which 30 children with autism spectrum disorders were selected for this study. The training program was taken from Horwitz and Sissel (Horwitz R), which includes reinforcement, games, and sports activities for children, performed by the experimental group for 24 sessions (60 min each session and for 70 days). Canadian Assessment of Physical Literacy - Second Edition (CAPL-2) was employed to assess physical literacy and Tower of London test for cognitive performance. The data were analyzed by multivariate covariance method.
Results: The obtained results indicated that for the total physical literacy, the results of the post-hoc-test for the main effect of Practice intervention showed that the experimental group is significantly different from control group, all p < 0.05. Means comparisons showed that the experimental group resulted in higher physical literacy than control group. Also time test (reaction time) from the series of tests of the tower of London (Cognitive Performance) no significant differences two groups in the pre-test (F > 1), confirming that the two groups did not differ before training.
Conclusion: Therefore, it can be concluded that performing physical activities as an essential and main part of the daily schedule of these children can provide effective consequences in improving their cognitive performance and physical literacy.
Maternal-fetal attachment (MFA) represents the evolving psychological bond between a pregnant person and their fetus, reflecting early emotional investment and expectations of the maternal role. Maternal awareness and response to fetal movement are key components of MFA, suggesting that fetal activity may serve as a meaningful cue in the development of maternal representations of the baby. Previous work shows that engaging in fetal movement counting significantly enhances MFA scores, and mothers who perceive greater fetal movements have higher MFA scores compared to those who perceive fewer movements. However, it remains unclear if this association reflects perception alone, or whether associations between objective fetal movement and MFA exist. Therefore, we objectively measured fetal movement alongside MFA in 51 pregnant women (mean age 28.9 years, SD = 6.0) in their third trimester (mean gestational weeks 36.7, SD = 2.2). Fetal movement was objectively measured with a Toitu MT-516 fetal actocardiograph and MFA was assessed using the Prenatal Attachment Inventory-Revised. Greater fetal movement was associated with higher MFA scores, independent of maternal mood, parity, knowledge of fetal sex, and gestational age. Taken together, these findings underscore the relevance of fetal movement within the psychology of pregnancy, suggesting that fetal movement outside of maternal perception may function as a communicative signal to enhance MFA. As maternal-fetal attachment is linked to postpartum bonding and caregiving, understanding these prenatal associations provides insight into how early psychological and relational processes shape postnatal development across the perinatal period.

