Mehdi Shahbazi; Aboalfazl Shayan; Ali Samadi; Zahra Nemati
Abstract
There are evidences in both animal and human studies which show that exercise has beneficial effects on the central nervous system and cognition. So, the aim of this study was to investigate the effect of resistance exercise on memory and probable mechanisms of this effect (i.e. neurotrophic factors) ...
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There are evidences in both animal and human studies which show that exercise has beneficial effects on the central nervous system and cognition. So, the aim of this study was to investigate the effect of resistance exercise on memory and probable mechanisms of this effect (i.e. neurotrophic factors) in sedentary students. 30 sedentary students (mean age, 23.8±1.6 yr) were randomly divided into two groups: control and resistance. After blood sampling and memory test, they continued their exercises for 5 weeks based on the resistance training protocol. In the end, at least 48 hours after the last training session, the memory test and blood samples were collected in order to eliminate the temporary effects of exercises. For analysis of the data, Covariance test and Pearson correlation coefficient were used (P≥0.05). Results showed that resistance exercises significantly increased memory score (P<0.05). Although BDNF significantly increased after the exercises, the exercises did not influence the expression of any neurotrophic factors (P˂0.05). Furthermore, there was no significant correlation between variations of memory scores and variations of expression of neurotrophic factors (P˂0.05). The findings indicated that exercise can improve memory.
Abolfazl Shayan; Fazlolah Bagherzadeh; Mehdi Shahbazi; Siroos Choobineh
Abstract
The vital role of exercise in many aspects of daily life and somewhat cognitivefunctions are acknowledged but a point that has recently gained researchers'attention is to investigate the effect of different types of exercises on cognitivefunctions and the mediating mechanisms of this effect. The aim ...
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The vital role of exercise in many aspects of daily life and somewhat cognitivefunctions are acknowledged but a point that has recently gained researchers'attention is to investigate the effect of different types of exercises on cognitivefunctions and the mediating mechanisms of this effect. The aim of this study was todetermine the effect of two types of endurance and resistance exercises on thelevels of attention and BDNF of sedentary students. Therefore, 46 sedentarystudents from University of Tehran (mean age 24.3+1.8 yr) were assigned to threegroups: endurance, resistance and control after the Stroop pretest. After bloodsamples had been collected, the subjects continued their exercise protocol for fiveweeks. Finally, at least 48 hours after the last session, the Stroop test wasperformed and blood samples were collected in order to eliminate the temporaryeffects of exercises. For data analysis, Kolmogorov–Smirnov test, paired sample ttest, one–way ANOVA, MANOVA test, Dunnett's T3 post hoc test and Pearsoncorrelation coefficient test were used (P≤0.05). Results showed a significantimprovement in the response time of Stroop test in both endurance and resistancegroups while expression of BDNF significantly increased only in endurance group(P<0.05). The control group showed no improvement in any variables. In addition,there was no significant difference between the effect of two types of exercise onthe response time of the Stroop test and expression of BDNF (P>0.05). There wasno significant correlation between the variations of response time of the Stroop testand expression of BDNF (P>0.05). Finally, this research indicated that exercisecan improve cognitive functions, but there was no significant difference betweenendurance and resistance exercises in response to this question that which activitywas more useful.
Abolfazl Shayan; Davood Homeniyan; Hossein AbediniParizi; Jamal Fazel Kalkhoran
Abstract
The aim of this study was to determine the interactional effects of various video
shows (skilled and self-model) and feedback type on performance and learning of
dart throwing skill. 90 volunteers were randomly divided into 6 groups including
self-control, experimenter control and yoked feedback that ...
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The aim of this study was to determine the interactional effects of various video
shows (skilled and self-model) and feedback type on performance and learning of
dart throwing skill. 90 volunteers were randomly divided into 6 groups including
self-control, experimenter control and yoked feedback that received either skilled
model or self-model. Three groups who watched the skilled model observed dart
throwing by a member of dart national team at first and at rest intervals whereas
self-model groups watched their own performance as a recorded movie. Selfcontrol
groups requested feedback from the examiner during their performance.
Yoked groups received feedback in those attempts on which self-control groups
requested feedback and experimenter-control groups received feedback by
examiner. Subjects trained for six days and then participated in the retention (after
48 hours) and transfer (immediately after retention) tests. The method of the study
was semi-experimental and data were analyzed using analysis of variance with
repeated measures, two-way analysis of variance and Bonferroni and Tukey post
hoc tests. Results showed that all six groups improved from pretest to acquisition,
retention and transfer. Regardless of the role of feedback, there was no difference
between skilled and self-model in any stages. Experimenter control feedback had
more efficiency than other feedbacks in the acquisition while self-control feedback
was better in retention and transfer. Furthermore, results showed that those
subjects who received self-control feedback had more learning when they observed
self-model. The main reason why self-model-self-control feedback group was better
than other groups could be the effect of motivational processes resulted from this
interaction and more coordination of this feedback with subjects’ demands.
