Ehsan Zarian - Faculty of Physical Education and Sport Sciences, Allameh Tabatabai of Tehran, Iran
Behzad Mohamadi Orangi - Faculty of Physical Education and Sport Sciences, Kharazmi University of Tehran, Iran
Rasoul Yaali - Faculty of Physical Education and Sport Sciences, Kharazmi University of Tehran, Iran
Mohamad Taghi Aghdasi - Faculty of Physical Education and Sport Sciences, Tabriz University, Iran
John Foley - Department of Physical Education, State University of New York, Cortland, USA
Behrooz Ghorban Zadeh - Faculty of Physical Education and Sport Sciences, Shahid Madani University of Azerbaijan, Iran

Objective: This study investigated the effect of aerobic rhythmic exercises with and without music on emotional intelligence (EI) and motor proficiency (MP). Method: Participants were ۴۵ boys (Mage = ۱۱.۸ ±۱.۳۴) who volunteered for the study while attending summer programs. EI was accessed with the Schutte Self-Report Emotional Intelligence Scale, and MP was evaluated by the Bruininks-Oseretsky Test for Motor Proficiency– ۲. Participants were randomly divided into three groups: control (G۱), aerobic exercise with (G۲), and without music (G۳). Experimental groups trained completed an eight-week program, three sessions per week, while the control group performed their normal activity. Analysis of covariance was used to compare post-testing outcomes among the groups. Results: Changes in EI in G۲ group were significantly higher compared to the G۱ group (P=۰.۰۱), but there were no significant differences between G۱ and G۳ (P=۰.۱۹) and between G۲ and G۳ (P=۰.۲۱). In MP G۲ was better than G۱ (P=۰.۰۰), and G۳ (P=۰.۰۲), and also G۳ was better than G۱ (P=۰.۰۰). Conclusion: The results of this study show that combining aerobics with music can be effective in improving both EI and MP, which can be used to strengthen motor skills and intelligence in schools and clubs.

Motor Proficiency, Emotional Intelligence, Aerobic Exercise, Music, Preadolescent