Mina Asadi - Master of Science, Department of Motor Behavior, Faculty of Sport Sciences, Alzahra University, Tehran, Iran
Parvaneh Shamsipour Dehkordi - Associate Professor, Department of Motor Behavior, Faculty of Sport Sciences, Alzahra University, Tehran Iran
Marzieh Entezari - c) Ph.D in Motor Learning, Department of Motor Behavior, Faculty of Sport Sciences, Kharazmi University, Tehran, Iran

Background: The aim of this study was to determine the effect of linear and non-linear pedagogy on motor and cognitive creativity with respect to the role of high and low memory inhibition. Methods: ۴۰ students (Mean ۷ ± ۰.۵۱ years) were divided into four groups (high inhibition and nonlinear training, low inhibition and nonlinear training, high inhibition and linear training, and low inhibition and linear training). The training sessions included ۶ weeks, ۳ sessions per week, and ۶۰ minutes for each session. In the pretest, Torrance's cognitive thinking test and Bertsch's motor creativity test were performed on them and fundamental movements were performed in both linear and nonlinear methods. Results: The results of the ۲ (type of training) × ۲ (memory inhibition) analysis of covariance showed that in all components (fluency, originality, and flexibility) of motor creativity and cognitive thinking, the nonlinear training group performed better than linear training (p≤۰.۰۵). In fluency and originality of cognitive thinking, high memory inhibition groups were better than low memory inhibition groups (p≤۰.۰۵). In the fluency of cognitive thinking, the nonlinear group had the highest score and the linear group had the lowest score. Conclusion: The results showed that the use of nonlinear training is more effective than linear training in improving motor creativity and cognitive thinking.

Fluency, Originality, Flexibility, Memory inhibition