Introduction: interaction between the physical and cognitive factors of the elderly can have a significant impact on their quality of life and affect on design of health-based mechanisms for the elderly. In this regard, the purpose of this study was to investigate the effect of different levels of physical activity on the retrospective and prospective memory performance in elderly. Method: The present research is a causal-comparative study. The sample consisted of 178 elderly. All participants were asked to complete the physical activity level Questionnaire of Champs and elders was placed in three groups with low physical activity (n=56), moderate (n=63) and high (n=59). Retrospective and prospective memory was evaluated through Crawford Questionnaire. Results: The findings showed that there was a significant difference between the performance of prospective memory in the elderly group with a high and moderate activity level with prospective memory of the elderly group with a low level of activity (P = 0.001). Also, the results of variance analysis indicated that there is a significant difference between retrospective memory performance in elderly group with physical activity levels (P = 0.004). Conclusion: According to the findings of the present study, it can be concluded that in elderly, different levels of physical activity significantly effect on the memory performance. So, one can expect that the elderly with regular physical activity will prevent the occurrence of many memory problems over time. This study suggests that Elderly people put up high-level physical exercises in their daily routine to prevent cognitive decline in retrospective and prospective memory.

Study aim: To investigate the interactive effects of behavioral activation or behavioral inhibition and induced pleasant or unpleasant emotions on working memory performance among young adults. Material and methods: Eighty participants (age 18–32 years) were randomly classified into 2 groups behavioral activation or inhibition and then sub-divided further via whether they received inductions in either pleasant emotions or unpleasant emotions. A pre-test measure of the working memory test was recorded and repeated after emotional induction. Results: The ANOVA analysis indicated significant effect of PERSONALITY factor (F1,76 = 4.760, p = 0.0322, ηp 2 = 0.059) on results of the working memory test. The memory performance of the behavioral activation group that received positive emotion was better than the other groups, and the working memory performance of the behavioral inhibition group that received positive emotion was poorer than the other groups. Furthermore, the working memory performance of the behavioral activation group (positive emotion) was better than the other groups. Also, the working memory performance of the behavioral inhibition group (positive emotion) was poorer than the other groups. Conclusions: Finally, the findings support the different effects of the brain behavioral systems and sport emotional induction on working memory.

Background: Children's creativity and motor competence are expandable factors that are related to convergent and divergent thinking processes. Objective: This study aimed to investigate the effect of games based on divergent and convergent thinking on motor competence and creativity in children aged 7-8 years. Methods: Participants aged 7.41 ± 0.39 years (n = 34) were selected based on inclusion criteria and were divided randomly into three groups (divergent thinking, convergent thinking, and control). Participants performed their group interventions in eighteen training sessions (six weeks period). The nonlinear training approach was used to manipulate divergent thinking and linear training was used in the group of manipulating convergent thinking. Each child completed the Movement Assessment Battery for Children -Second Edition to assess motor competence. The Bertsch Test was used to assess motor creativity. Results: In motor competence, the results revealed significant main effects for groups (p < .001) and time (p < .001) as well as significant groups by time interaction effect (p < .001). The divergent thinking group (M = 32.50) was significantly better than the control group (M = 24.79, p < .001), and the convergent thinking group (M = 28.81, p = .003). In motor creativity, the results revealed significant main effects for groups (p < .001) and time (p < .001) as well as significant groups by time interaction effect (p < .001). The divergent thinking group (M = 13.27, p < .001) and the convergent thinking group (M = 12.36, p = .016) were significantly better than the control group (M = 10.63). However, no significant difference was found between the divergent thinking and convergent thinking groups. Conclusions: Physical education teachers and educators are recommended to use the divergent thinking training approach to promote students' motor competence. Also, simple adjustments in the exercise program in the form of games can help children's motor creativity. However, more research is suggested to explore divergent and convergent learning mechanisms.

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