Introduction

Artificial intelligence (AI) is a revolutionary technology that is reshaping numerous industries, and the sports industry is no exception. AI’s ability to quickly and accurately process and analyze large data sets has opened up new opportunities to enhance athletic performance, predict outcomes, manage health, engage fans, and ensure fair play [1] by providing advanced algorithms and machine learning techniques that can sift through vast amounts of data, identify patterns, and provide actionable insights [2]. AI-powered analytics are transforming sports performance by providing personalized training programs tailored to an athlete’s needs. For example, AI can analyze an athlete’s movements in real time, provide immediate feedback, and suggest adjustments to improve technique and reduce injury risk [3]. This level of granular analysis was previously unattainable, giving athletes and coaches a powerful tool to enhance performance [4]. AI-based systems can recommend content tailored to individual interests, such as highlights of favorite players or upcoming matches, while virtual assistants and chatbots enhance interaction by providing real-time updates, answering questions, and facilitating ticket purchases [5]. For example, AI analyzes a player’s shooting techniques, defensive patterns, and conditioning. This data helps coaches tailor training programs to individual needs and reduce the risk of injury [6]. AI can also identify subtle inefficiencies in a player’s shooting form that may not be noticeable to the naked eye, allowing for targeted improvements [7]. This data can then help players refine their techniques and better strategize against their opponents. E-sports is a competitive sports project that has recently emerged. Today, with the rapid development of the Internet, more and more people understand and accept e-sports. One of these is the use of computer games called exergames [8]. Exergames are a new innovative technology that provides an interactive environment, upper and lower limb movements are simulated on a game screen [9]. In other words, exergames have become a cheap and reliable program for implementing and improving health programs, balance, and neuromuscular coordination control [10]. On the other hand, Xbox Kinect games are becoming popular to enrich the environment for children. The Xbox Kinect console operates through the player's movement, without the need for a controller [11]. Xbox holds the Guinness World Record for selling electronic devices. The player can interact with various computer-motion games using a wireless (remote) controller that detects the player's movement in three dimensions through accelerometer and optical sensor technology. Because computer-motor games are attractive to children and can be effective in helping children acquire motor skills and develop motivation for physical activity, computer-motor games can be presented as an alternative method for teaching motor skills. The use of computer-motor games as a training protocol in the discussion of enriching home, sports and rehabilitation institutions environments is used [7]. The use of these games is promising because it may increase the child's motivation during sports and form part of the child's educational program. Physical activities in these games include: motor tasks that include a wide range of sensory feedback, adjustable movement ranges, speed and accuracy levels, and integration of a variety of visual-spatial, cognitive, and attentional tasks [12] in the use of computer-motor games in the discussion of psychomotor performance [13] rehabilitation [14] These studies reported positive effects of games on psychomotor performance and rehabilitation. Also, Sheehan and Katz [15] in a study examined the effect of these games (computer-motor game program) in a school environment among 9-10 year old children and reported a positive effect on postural stability in agility, balance, and coordination. There have been several studies on the effect of Xbox Kinect games. For example, research has been conducted in the field of sports motivation and self-efficacy [16], pushing children towards new experiences and creating creative games in children [13], which shows that the beneficial effects of Xbox King games on the variables in question. Since in today's societies, human resources are the most valuable and precious capital of any society, paying attention to the growth and development of children, who are the future builders of societies, is considered a kind of protection of national capital [17]. Therefore, the approach of the present research is to present a theoretical framework in the field of dynamic systems in the discussion of providers and enrichment of the home environment by including the training of fundamental motor skills in children with motor delays. The dynamic systems perspective explains the basis of new behavioral patterns and the role of interactions of many subsystems in the emergence of completely new behaviors similar to old behaviors [18]. In fact, the dynamic systems perspective has important keywords such as behavioral attractors, step change, control parameters, rate limiters, and constraint model [19]. According to this view, one or more variables may act as rate-limiters. The dynamic systems perspective emphasizes the importance of individual differences, as well as explains the causes of such differences, and provides a useful framework for early intervention programs that can positively impact children's lives. Given the apartment life and lack of exercise facilities, exergy training is an alternative and home exercise method for improving motor skills. Fundamental motor skills are the gross movements that underlie all human movements in daily life activities (e.g., driving, climbing stairs, moving household items, etc.), sports activities (soccer dribbling, handball receiving, basketball three-step, etc.), and professional motor activities (e.g., carpentry, handicrafts, etc.) [20]. Fundamental motor skills are divided into two groups of motor skills: locomotor skills (e.g., running, jumping, hopping, hopping, and sliding) and manipulative skills (e.g., throwing, catching, dribbling, kicking, rolling, and hitting) [17]. Therefore, in the present study, considering the necessity of fundamental motor skills in a dynamic system perspective, researchers designed a specific program to promote fundamental motor skills and encourage participation in developmental programs by manipulating constraints in children's environments, with the aim of investigating the effect of artificial intelligence on gross motor skills of children with movement disorders, seeking to answer the question "Can artificial intelligence tools affect gross motor skills of children with movement disorders?"

Materials and Methods: The present study is considered an applied research in terms of its purpose and a semi-experimental design in terms of data collection; the design of this study is a pre-test-post-test design with a control group. Also, the data collection method is based on a library-based study in the form of reviewing documents and records, reviewing theoretical frameworks, reviewing national and international experiences, and reviewing theses. In the field section, the Ulrich Gross Motor Skills Development Test is used. The statistical population of this study consisted of elementary school students (first grade of elementary school) in Abhar County in the academic year 1402-1403. The number of these students in Abhar city is 1100 in 5 public schools (first grade of elementary and preschool (Al-Zahra, Sardar Soleimani, Dr. Hesabi, Dr. Shahriari, Asiyeh (two rotating shifts for girls and boys)). Among these students, 45 children (girls and boys) were identified with movement disorders and 40 were selected as samples using the Morgan table. This sample size was divided into two groups of 20 people according to similar research. The entry criteria in this study were voluntary attendance, parental consent, and compliance with definable rules and participation in the subjects, as well as the exit criteria of fatigue, reluctance, and absence from the tests under study. After the final identification and approval, the individuals were divided into two groups of 20 people (experimental and intervention groups). Then, a pre-test including a motor development test using the Ulrich-3 gross motor skills development test was conducted in two groups. For skill scoring, the films prepared using the motor development test checklist were based on Developmental level, age, weight, previous history of physical activity of children were used. Initial extraction results showed that both groups are similar and homogeneous. In the second stage of post-test, an intervention was carried out in two groups (intervention and experiment). In the first group (intervention), a selected exercise taken from the computer-motor game program in the field of developing motor skills including sports, games, and active reactions for children was performed. In the second group (experiment), no intervention was carried out. Then, after the completion of the intervention, the first group was again given the Ulrich-3 gross motor development test from both groups.Computer-motor game program (intervention group): These programs were carried out for 8 weeks, each consisting of 2 sessions per week, for a total of 16 sessions, each session lasting 45 minutes, which were divided into 4 parts. The first 15 minutes of the program included a warm-up, followed by a 10-minute game involving locomotor skills, then 10 minutes involving manipulative motor skills, and finally a 10-minute cool-down. Motor computer game training programs such as the motor-computer game program were designed to develop six manipulative skills and six movement skills in the children studied. A relatively dark room was used to implement the intervention. All children had their own space and equipment when they received training in movement and manipulation skills through the motor computer game console. A video camera was used at three different angles to determine the children's developmental level and to prevent repetition of the test.

Data collection tool

Gross motor development test- This test was first developed in 1985 by Ulrich to qualitatively assess gross motor skills, and then in 2017, a new, more comprehensive version was presented. This test has two subtests: locomotion and manipulation. Walking, running, jumping, hopping, trotting, sliding, and hiccuping are locomotion subtests. Throwing, catching, kicking, overhead kicking, and rolling are manipulation subtests that qualitatively assess the development of gross motor skills. Ulrich (1985) reported the reliability and validity of this test as 0.96 and 0.87, respectively, in a study on 3- to 10-year-old American children. Its validity and reliability were also confirmed by Salami et al. in 2019 in Iran. Based on the studies of Salami et al., the reliability and internal consistency coefficients for the object displacement and control scores and the total composite score were reported to be 0.89, 0.92, and 0.91, respectively [21].

Finally, the extracted data were analyzed using analysis of covariance to determine the mean difference of variables between groups and to eliminate the effect of the pre-test. Also, the Kolmogorov-Smirnov statistical test was used to check the normality of the data and the Levine test was used to check the homogeneity of variances. The error value was considered at a significant level of P≥0.05. SPSS version 18 was used to analyze the data.

Results: The results of the study of the mean and standard deviation of the pre-test and post-test scores of motor skills development in the intervention and experimental groups are reported in Table 2. The results of the graphical analysis are also reported in Figure 1. Computerized motor interventions have improved performance in the intervention group. To examine the research hypothesis, a one-factor analysis of covariance statistical test was used. Before using the analysis of covariance test, some important assumptions of this statistical test should be examined, because failure to comply with these assumptions may bias the research results. The assumptions for using analysis of covariance are: normality of data distribution, equality of error variances, and homogeneity of regression lines. These three assumptions were examined before the analysis of covariance for this study.

The results of examining the normality of the data in Table 3 using the Kolmogorov-Smirnov test showed that the data distribution is normal (p>0.05). The value of the variance homogeneity of the error of motor skills development in the intervention group; (Table 4) means that F is 1.306 and the significance level of the test is 0.1; that is, there is no statistical difference between the error variances (p>0.05). To examine the interaction between the independent variable and the pre-test results, the f test in Table [5] was used: the value of the F test is 1.352 with 12 degrees of freedom and the significance level is 0.321, meaning that the size of this test is not significant (p>0.05). As can be seen in Table [6], the results of the analysis of covariance after adjusting for the pre-test effect showed (η2 = 0.37; p=0.001; F = 14.09 (1,37)); There is a significant difference between gross motor skills in the experimental and control groups (P=0.001).

Conclusion: The aim of the present study was to investigate the effect of computer games based on artificial intelligence on gross motor skills of children with movement disorders. The results showed that motor computer games lead to the development of gross motor skills. The intervention group of motor computer games at school performed better than the experimental group, so these games improve the motor skills of movement and manipulation by creating mobility and motivation in children and also by enriching the environment. In addition, the quality of education and the type of program used are important factors in the field of children's movement development that should be considered in interventions. The findings of this study are consistent with the findings of [22], [23], [10] and [24] who examined the role of intervention factors on the development of basic skills using developmental programs and motor computer games and concluded that these programs lead to the development of basic skills. However, a common misconception regarding the developmental concept of basic movement patterns is that these skills are determined by maturity and are little influenced by task demands and environmental factors. Some child development experts have repeatedly written about the natural development of movements and play, and have advocated the idea that children acquire these movements naturally and simply as a result of maturity. However, although maturity plays a role in the development of basic movement patterns, it should not be viewed as the only influential factor. Environmental conditions play a very important role in the improvement of these skills [25]. However, the results of this study are inconsistent with the findings of a study [26], which examined the effect of Xbox Kinect games on the development of basic movement skills in preschool children and found that these games had no effect on the development of movement skills. One important reason could be the environmental conditions and the space in which these skills are practiced, which have an effect on the results. Also, one of the important reasons for the greater impact of motor experiences and motor skill training compared to free games is having a purposeful practice opportunity. To improve their motor abilities, children need encouragement, practice and training opportunities, a rich and stimulating environment, and quality education in an ecological environment. Considering what has been done about environmental enrichment in dynamic systems. Also, the finding [27] showed that the development of fundamental motor skills takes place based on the interaction between the constraints of the task, the individual, and the environment. That is, fundamental motor skills are implemented within a dynamic system that includes a specific task and by a learner with certain characteristics in a special environment. Therefore, the environment plays a significant role as a constraint in the development of fundamental skills, and creating exercises tailored to the needs of children is considered one of the best solutions for enriching the environment. Also, games that stimulate fundamental motor skills and games in which the child plays a central role, compared to control conditions, lead to the creation of an environment that stimulates the child's creativity and curiosity to practice fundamental motor skills in a more enjoyable way. Apart from this, these games help to be more actively involved in learning the relevant skill and increase the rate of skill learning [24]. Therefore, by enriching the school environment, home environment, and facilities in parks and public places, motor skills can be significantly increased in both delayed and non-delayed children.

Keywords: Artificial intelligence, motor skills, children

Ethical Considerations

Compliance with ethical guidelines

The ethical principles observed in the article, such as the informed consent of the participants, the confidentiality of information, the permission of the participants to cancel their participation in the research. Ethical approval was obtained from the Research Ethics Committee of the University.

Funding

This study didn’t had no funding.

Authors' contribution

Authors contributed equally in preparing this article.

Conflict of interest

The authors declared no conflict of interest