References
Abdolmaleki, J., & Ghafari Mejlej, M. (2023). Investigating the effect of using peer education in reducing academic procrastination (An educational action research). Curriculum Development and Educational Planning Research, 13(2), 185-267. https://doi.org/10.30495/jcdepr.2023.709270 (in Persian)
Aghaei, Najaf, Elahi, Alireza, & Dehghan, Ayatollah. (1400). Designing a management model for physical education extracurricular activities in Iran. Research in educational sports, 9(23), 17-44. doi: 10.22089/res.2020.8282.1789(in Persian)
Barbosa, A., Whiting, S., Simmonds, P., Scotini Moreno, R., Mendes, R., & Breda, J. (2020). Physical activity and academic achievement: An umbrella review. International Journal of Environmental Research and Public Health, 17(16), 5972. https://doi.org/10.3390/ijerph17165972
Bedard, C., St John, L., Bremer, E., Graham, J. D., & Cairney, J. (2019). A systematic review and meta-analysis on the effects of physically active classrooms on educational and enjoyment outcomes in school age children. PLoS One, 14(6), Article e0218633. https://doi.org/10.1371/journal.pone.0218633
Bowen, C., & Snow, P. (2017). Making sense of interventions for children with developmental disorders: A guide for parents and professionals. J&R Press.
Chaddock-Heyman, L., Hillman, C. H., Cohen, N. J., & Kramer, A. F. (2014). The importance of physical activity and aerobic fitness for cognitive control and memory in children. Monographs of the Society for Research in Child Development, 79(4), 25–50. https://doi.org/10.1111/mono.12129
Chin, D. V. (1998). Biology and management of barnyardgrass, red sprangletop and weedy rice. Weed Biology and Management, 1(1), 37-41.
Chaput, J.-P., Willumsen, J., Bull, F., Chou, R., Ekelund, U., Firth, J., Jago, R., Ortega, F. B., & Katzmarzyk, P. T. (2020). 2020 WHO guidelines on physical activity and sedentary behaviour for children and adolescents aged 5–17 years: Summary of the evidence. International Journal of Behavioral Nutrition and Physical Activity, 17(1), 141. https://doi.org/10.1186/s12966-020-01037-z
Cothran, D. J., Kulinna, P. H., & Garn, A. C. (2010). Classroom teachers and physical activity integration. Teaching and Teacher Education, 26(7), 1381–1388. https://doi.org/10.1016/j.tate.2010.04.003
Dale, L. P., Vanderloo, L., Moore, S., & Faulkner, G. (2019). Physical activity and depression, anxiety, and selfesteem in children and youth: An umbrella systematic review. Mental Health and Physical Activity, 16, 66–79. https://doi.org/10.1016/j.mhpa.2018.12.001.
Daly-Smith, A. J., Zwolinsky, S., McKenna, J., Tomporowski, P. D., Defeyter, M. A., & Manley, A. (2018). Systematic review of acute physically active learning and classroom movement breaks on children’s physical activity, cognition, academic performance and classroom behaviour: Understanding critical design features. BMJ Open Sport & Exercise Medicine, 4(1), Article e000341. https://doi.org/10.1136/bmjsem-2018-000341
de Greeff, J. W., Bosker, R. J., Oosterlaan, J., Visscher, C., & Hartman, E. (2018). Effects of physical activity on executive functions, attention and academic performance in preadolescent children: A meta-analysis. Journal of Science and Medicine in Sport, 21(5), 501–507. https://doi.org/10.1016/j.jsams.2017.09.595
Diamond, A. B. (2015). The cognitive benefits of exercise in youth. Current Sports Medicine Reports, 14(4), 320–326. https://doi.org/10.1249/jsr.0000000000000169
Etnier, J. L., Nowell, P. M., Landers, D. M., & Sibley, B. A. (2006). A meta-regression to examine the relationship between aerobic fitness and cognitive performance. Brain Research Reviews, 52(1), 119–130. https://doi.org/10.1016/j.brainresrev.2006.01.002
Gadais, T., Caron, T., Ayoub, M.-B., Karelis, A., & Nadeau, L. (2020). The role of the teacher in the implementation of a school-based intervention on the physical activity practice of children. International Journal of Environmental Research and Public Health, 17(19), 7344. https://doi.org/10.3390/ijerph17197344
Ghafari Mejlej, M., & Karamipour, M. (2021). Presenting a conceptual framework for developing gifted students’ curriculum (Case study of Tizhooshan Schools in the west of Mazandaran Province). Curriculum Development and Educational Planning Research, 11(1), 143-156. Https://dorl.net/dor/20.1001.1.22517758.1400.11.9.1.5 (in Persian)
Habibi, Arash and Jalal Nia, Rahale, 2023, Presenting a strategic management model of virtual education based on the motivation of students' academic progress (case study: University of Tehran). (in Persian)
Hair, J. F., Sarstedt, M., Pieper, T. M., & Ringle, C. M. (2012). The use of partial least squares structural equation modeling in strategic management research: a review of past practices and recommendations for future applications. Long range planning, 45(5-6), 320-340.
Hesketh, K. D., Booth, V., Cleland, V., Gomersall, S. R., Olds, T., Reece, L., Ridgers, N. D., Straker, L., Stylianou, M., Tomkinson, G. R., & Lubans, D. (2023). Results from the Australian 2022 report card on physical activity for children and young people. Journal of Exercise Science and Fitness, 21(1), 83–87. https://doi.org/10.1016/j.jesf.2022.10.006
Javedan, Lida, and Javadifar, Mohhaddeh. (2014). The effect of educational technology on teaching and learning of students. National Conference of Psychology and Educational Sciences. SID. https://sid.ir/paper/826865/fa(in persian)
Kleinheksel, A. J., Rockich-Winston, N., Tawfik, H., & Wyatt, T. R. (2020). Demystifying content analysis. American Journal of Pharmaceutical Education, 84(1), 7113. https://doi.org/10.5688/ajpe7113
Lashkarizadeh, Amina, Rooh Elahi, Vahid, Zarezadeh, Mahshid, and Khodabakhshzadeh, Amin. (2019). The effect of selected physical activities with different levels of cognitive-motor interference on children's executive functions. Motor-Sports Development and Learning (Movement), 12(3), 349-364. SID. https://sid.ir/paper/410315/fa(in Persian)
Lear, S. A., Hu, W., Rangarajan, S., Gasevic, D., Leong, D., Iqbal, R., Casanova, A., Swaminathan, S., Anjana, R. M., Kumar, R., Rosengren, A., Wei, L., Yang, W., Chuangshi, W., Huaxing, L., Nair, S., Diaz, R., Swidon, H., Gupta, R., & Yusuf, S. (2017). The effect of physical activity on mortality and cardiovascular disease in 130 000 people from 17 high-income, middle-income, and low-income countries: The PURE study. Lancet, 390(10113), 2643–2654. https://doi.org/10.1016/S0140-6736(17)31634-3
Lerum, O., Eikeland Tjomsland, H., Leirhaug, P. E., McKenna, J., Quaramby, T., Bartholomew, J., Jenssen, E. S., Smith, A.-D., & Resaland, G. K. (2021). The conforming, the innovating and the connecting teacher: A qualitative study of why teachers in lower secondary school adopt physically active learning. Teaching and Teacher Education, 105, 103434. https://doi.org/10.1016/j.tate.2021.103434.
Lin, T.-W., & Kuo, Y.-M. (2013). Exercise benefits brain function: The monoamine connection. Brain Sciences, 3(1), 39–53. https://doi.org/10.3390/brainsci3010039
Marmeleira, J. (2013). An examination of the mechanisms underlying the effects of physical activity on brain and cognition. European Review of Aging and Physical Activity, 10(2), 83–94. https://doi.org/10.1007/s11556-012-0105-5
Norris, E., van Steen, T., Direito, A., & Stamatakis, E. (2020). Physically active lessons in schools and their impact on physical activity, educational, health and cognition outcomes: A systematic review and metaanalysis. British Journal of Sports Medicine, 54(14), 826–838. https://doi.org/10.1136/bjsports-2018-100502
Romar, J. E., Enlund, M., Lind, S., & Bjorkgren, M. (2023). Movement integration in academic classrooms; a ¨ focus on secondary students’ experiences. Journal of Physical Education and Sport, 23(4), 918–928. https://doi.org/10.7752/jpes.2023.04115
Safdari, S., Ghafari Mejlej, M. (2022). Identification of needs and practical requirements of teachers’ learning and professional development. Curriculum Development and Educational Planning Research, 12(1), 57-74. Https://dorl.net/dor/20.1001.1.22517758.1401.12.4.1.2 (in Persian)
Stylianou, M., Kulinna, P. H., & Naiman, T. (2016). ‘…because there’s nobody who can just sit that long’: Teacher perceptions of classroom-based physical activity and related management issues. European Physical Education Review, 22(3), 390–408. https://doi.org/10.1177/1356336X15613968
Shivai, Farnoosh and Yazdani, Saideh, (2022), Examining the role and place of physical education on increasing students' learning, the fifth national conference of professional research in psychology and counseling from the teacher's perspective.
Tomporowski, P. D. (2003). Effects of acute bouts of exercise on cognition. Acta Psychologica, 112(3), 297–324. https://doi.org/10.1016/S0001-6918(02)00134-8
Warehime, S., Snyder, K., Schaffer, C., Bice, M., Adkins-Bollwit, M., & Dinkel, D. (2019). Exploring secondary science teachers’ use of classroom physical activity. The Physical Educator, 76(1), 197-223.
https://doi.org/10.18666/tpe-2019-v76-i1-8361
Wassenaar, T. M., Williamson, W., Johansen-Berg, H., Dawes, H., Roberts, N., Foster, C., & Sexton, C. E. (2020). A critical evaluation of systematic reviews assessing the effect of chronic physical activity on academic achievement, cognition and the brain in children and adolescents: A systematic review. International Journal of Behavioral Nutrition and Physical Activity, 17(1). https://doi.org/10.1186/s12966-020-00959-y
Watson, A., Dumuid, D., Maher, C., & Olds, T. (2022). Associations between meeting 24-hour movement guidelines and academic achievement in Australian primary school-aged children. Journal of Sport and Health Science, 11(4), 521–529. https://doi.org/10.1016/j.jshs.2020.12.004
Zahidbablan, Adel and Hejbari, Saideh, 1401, the effect of educational technology on teaching and learning of students, the third national conference of the future school, Ardabil(in Persian)
Zakharova, V. S., Maydankina, N. Y., & Zakharova, L. M. (2020). Investigating the effects of cognitive and physical development in children education. Propósitos y Representaciones, 8(2), Article e475. https://doi.org/10.20511/pyr2020.v8n2.475