Motor Development and Learning
hanieh hamedinasab; fatemeh rezaee; ahmad nikravan
Abstract
: Perceptual performance plays an important role in acquisition of children's skills, and perceptual-motor speed exercises and balance are effective in future professional success. The aim of this research was to determine the effectiveness of perceptual-motor exercises with self-control feedback ...
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: Perceptual performance plays an important role in acquisition of children's skills, and perceptual-motor speed exercises and balance are effective in future professional success. The aim of this research was to determine the effectiveness of perceptual-motor exercises with self-control feedback and coach control on balance and reaction time of children aged 6-8.
Methods: Using available sampling, 60 girls from 6 to 8 years of age were selected from Neishabur city and randomly divided into 3 groups: self-control, coach control, and control. In order to colecting data the static and dynamic balance plate, the dynamometer device and the eight-way reaction time recording device was used. To implement the exercises from the protocol of perceptual-motor exercises with self-control feedback (the children had access to their performance feedback based on their choice) and control tester (the tester gave them feedback on how to perform the movements) for 8 weeks, 3 sessions a week in 45-60 minutes and a total of 24 sessions were used. The data were analyzed using analysis of covariance test.
Results: The findings of the research showed that perceptual-motor exercises with self-control and examiner-control feedback have significantly improved the static (P=0.12) and dynamic (P=0.001) balance of children. Also, perceptual-motor exercises with self-control feedback and examiner control caused a significant improvement in reaction time (P=0.0001), and the effect of training (group) on reaction time was also significant (P=0.001), there was a further decrease.
Conclusion: These findings somehow support the effect of intervention exercises on children's perceptual-motor abilities, especially reaction time. ...
Mobina Javad Mutab; Fatemeh Rezaei
Abstract
Introduction: This study aimed to investigate the effect of brain breaks on academic progress, self-efficacy, and interest in physical activity of primary school students.Methods: The current research was a quasi-experimental type with a pre-test, post-test, and control group design. Its statistical ...
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Introduction: This study aimed to investigate the effect of brain breaks on academic progress, self-efficacy, and interest in physical activity of primary school students.Methods: The current research was a quasi-experimental type with a pre-test, post-test, and control group design. Its statistical population included fourth, fifth, and sixth-grade female students. Using the cluster random sampling method, 127 students were selected as the research sample and were assigned to two intervention and control groups through a simple random method. To collect data, the Self-Efficacy Questionnaire for Children (Morris, 2001) and the Children’s Attraction to Physical Activity questionnaire (Rose et al., 2009), and a researcher-made questionnaire for the educational progress of the participants were used. The intervention group performed brain breaks physical activities twice a day and three days a week for four months, while the control group did not receive any intervention. Data were evaluated using an independent t-test.Results: Data analysis indicated that after the intervention (brain breaks), the average scores of the experimental group for three variables of academic achievement (F=3.57, P=0.001), self-efficacy (F=7.65, P=0.001), and interest in physical activity (F=10.72, P=0.001) had a significant difference compared with the control group.Conclusion: These findings can highlight the need for planners and education officials to pay attention to the importance of the role of brain breaks activities in improving academic progress, self-efficacy, and its effect on the level of interest in physical activities of primary school girls.
Raziyeh Shakarami; Ahmad Nikravan; Fatemeh Rezaee
Abstract
The Effect of Sensory-Motor Integration Training With Help of Interested Parent on Balance in Autism Children AbstractThe pervasive development disorders is one of the most common cases is autism. This disorders include a group of psychological disorders in which social interaction skills and communication ...
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The Effect of Sensory-Motor Integration Training With Help of Interested Parent on Balance in Autism Children AbstractThe pervasive development disorders is one of the most common cases is autism. This disorders include a group of psychological disorders in which social interaction skills and communication skills have been destroyed. With consider to high costs of treatment for autism, the use of alternative therapies suitable for autistic patients, especially children, and improving their quality of life is one of great importance. The aim of the present research is to determine the impact of course of sensory-motor integration training with help of interested parent to improve balance improvement of children suffering from autism. For this purpose, 24 autism children aged 6-10 years selected to this study and participated to sensory-motor training for 10 weeks. Participants asked to 2 stages of pre-test and post-test for balance skill. They were evaluated based on Laklak and Tandem Gait test. In order to analyze the effects of the research protocol, the analysis of variance with repeated measure and the scheffe post-hoc test was used at the significant level of P≤0.05. The results showed that sensory - motor integrity training significantly improved the static and dynamic balance skill and parent-centered approach have had higher benefits in improving dynamic balance with positive effects through manipulation of psychological features such as sense of belonging and solidarity, motivation and higher assurance.
Fatemeh Rezaee; Fazlolah Bagherzadeh; M.Hossein Sadeghzadeh
Abstract
Mental toughness is the ability to increase the flow of the positive energy against obstacles. The aim of the present study was to compare mental toughness of male and female skilled and novice climbers. 130 climbers that were randomly selected and divided to skilled and novice groups. Data were ...
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Mental toughness is the ability to increase the flow of the positive energy against obstacles. The aim of the present study was to compare mental toughness of male and female skilled and novice climbers. 130 climbers that were randomly selected and divided to skilled and novice groups. Data were collected through Mental Toughness Questionnaire of Sheard, Golby and Van Wersch. Data were analyzed using multivariate analysis of variance and LSD post hoc test (P≤0.05). The results showed that the main effect of skill was not significant but the main effect of gender and interaction between gender and skill were significant. Further analysis on the data showed that the highest mean belonged to the male skilled climbers in confidence component and the lowest mean belonged to female novice climbers in control component. Male skilled climbers were also significantly higher in all three subscales of confidence, control, and stability than female skilled climbers. So, it is suggested that according to the nature of climbing which is an endurance and risky exercise, merely being skilled at developing the mental toughness of climbers was not a criterion and other factors such as gender and its interaction with skill play an important role as well.
Fatemeh Rezaei; Mahdi Shahbazi; Fazollah Bagherzadeh
Abstract
Skillful performance in soccer requires not only sound techniques but also quickand accurate decision making. These decisions are usually made in variousintensities of practice and performance. The main aim of this study was toinvestigate the effect of different levels of arousal and training intensity ...
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Skillful performance in soccer requires not only sound techniques but also quickand accurate decision making. These decisions are usually made in variousintensities of practice and performance. The main aim of this study was toinvestigate the effect of different levels of arousal and training intensity on decisionmaking (speed and accuracy) of expert female soccer players. For this purpose, 16expert female soccer players (mean age 22.4±3.8 yr) with 8 or more years ofcompetitive experience were voluntarily selected from Tehran women's premierleague. Soccer related photographs on a computer monitor were used to evaluatethe decision making task; participants had to decide which action they wouldundertake (shoot, pass, dribble). Three different levels of arousal (low: with nospectators, medium: with silent spectators and high: with cheering spectators) inthree different levels of intensity (resting, 40% of HRmax, 80% of HRmax) weredesigned. To measure the accuracy and speed of decision making, parametricmethod of MANOVA, 3(training intensity levels) in 3 (arousal levels), was used. Tototally compare the groups, one-way analysis of variance, ANOVA with repeatedmeasures and Tukey post hoc test were used at α=95%. The results showed nosignificant difference in the speed of decision making among different arousallevels (P>0.05) while a significant difference was observed in the accuracy ofdecision making among different arousal levels (P˂0.05). The speed of decisionmaking improved in the low and medium arousal levels through an increase intraining intensity while no significant difference was observed in the speed ofdecision making in high arousal level among different intensity levels (P>0.05).Furthermore, the accuracy of decision making showed no significant difference inlow and high arousal levels among different intensity levels (P>0.05). Theaccuracy of decision making improved in low arousal level through an increase intraining intensity. These finding showed that training intensity and arousalseparately influenced each decision making component.
Fatemeh Rezaee; Ahmad Farrokhi; fazlollah Bagherzadeh
Abstract
The aim of this study was to determine the effect of motivational self-talk as one
of the psychological strategies. Motivational self-talk is a type of self-talk that
appears to improve performance and control arousal level through increased drive
and effort and positive motivation in performance. ...
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The aim of this study was to determine the effect of motivational self-talk as one
of the psychological strategies. Motivational self-talk is a type of self-talk that
appears to improve performance and control arousal level through increased drive
and effort and positive motivation in performance. This study tried to investigate
the effect of motivational self-talk on performance of simple and complex skills.
Using a quasi-experimental method, 42 physical education students (20-25 years
old who had passed basketball 1 and 2 units) were selected to participate in this
study. Then, they were randomly divided into two equal groups (experimental and
control) and completed a 15-minute warm-up and task practice. Firstly, the
subjects performed a pre-test (without self-talk) including basketball passing test
(AAHPERD, 1996) as simple skill and basketball passing test (AAHPERD, 1984)
as complex skill. Then, the participants performed a post-test using self-talk with
the above tests. Statistical analysis was performed using independent t test and
paired sample t test by SPSS 11.5 at ??0.05. The results showed no significant
difference between experimental and control groups in pre-test in the performance
of simple (P=0.703) and complex (P=0.512) skills so both group were at the same
level of performance. Motivational self-talk improved the simple skill in the
experimental group (P=0.001). A significant difference (in favour of experimental
group) was observed in the improvement of the simple skill in the post-test of both
groups (P=0.004). Also, motivational self-talk improved the performance of
complex skill in the experimental group (P=0.001). A significant difference (in
favour of experimental group) was observed in the improvement of the complex
skill in the post-test of both groups (P=0.048). The mean difference in the simple
task (? x =0.94) and in the complex task (? x =0.48) between the two groups showed that
the mean difference of simple skill was higher than the complex skill. Generally,
the results showed that motivational self-talk improve the performance of both
skills while it influenced simple skill more than complex skill.
