Motor Development and Learning
Nazli ilchizadeh; Mohammadtagi Agdasi; Zahra Fathirezaie
Abstract
Introduction: Executive functions control, direct and coordinate cognitive processes. The purpose of the current research is to determine the comparison of the electrical responses of different brain regions in Implicit and Explicit learning of a motor skill in teenage girls with cold executive functions.
Methods: ...
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Introduction: Executive functions control, direct and coordinate cognitive processes. The purpose of the current research is to determine the comparison of the electrical responses of different brain regions in Implicit and Explicit learning of a motor skill in teenage girls with cold executive functions.
Methods: The current research method was of semi-experimental type, with a pre-test and post-test design, in which 20 girls aged 12 to 14 years were purposefully selected and placed in two groups of overt and covert learning. In the pre-test phase, people threw 15 darts and simultaneously brain waves were recorded with an electroencephalography device. Then both groups underwent 60-minute training sessions for five consecutive days. After finishing the exercises, on the sixth day, the memorization and transfer test was done. The results were analyzed using Matlab, SPSS and Excel software at a significance level of 0.05.
Results: The results showed that the response of different parts of the nervous system in the form of brain waves in five brain regions DLPFC, OFC, CF, Frontal, All Frontal was not significant in the explicit learning method and not significant in the Implicit learning method.
Conclusion: Based on the present results, it can be said that the explicit learning method causes positive changes at the level of the cerebral cortex, but Implicit learning needs long-term strengthening. Therefore, explicit learning can be an effective intervention to improve brain waves and promote motor skill learning in individuals with cold executive function.
Motor Development and Learning
Zahra Fathirezaie; Robab Basel Younes; Mohammad Taghi Aghdasi
Abstract
Introduction: Mental fatigue significantly impacts sports performance, particularly in precision-oriented disciplines such as air pistol shooting. This research aims to investigate the effects of mental fatigue on performance accuracy and alpha wave activity with EEG in air pistol athletes.
Method: This ...
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Introduction: Mental fatigue significantly impacts sports performance, particularly in precision-oriented disciplines such as air pistol shooting. This research aims to investigate the effects of mental fatigue on performance accuracy and alpha wave activity with EEG in air pistol athletes.
Method: This semi-experimental study involved two groups, consisting of 20 shooters divided into a mental fatigue group (N = 10 participants) and a control group (N = 10 participants). The Stroop test was employed to induce mental fatigue. Sports performance was assessed by having participants shoot 15 arrows at a shooting range, while alpha wave activity was measured using a 30-channel electroencephalography (EEG) device in two phases: before and after the shooting test. Statistical analysis was conducted using MATLAB, EEGLab, Excel software and 2x2 mixed analysis of variance with SPSS version 26 software at a significance level of 0.05.
Results: The results indicated that the mental fatigue group exhibited a decrease in shooting accuracy performance and an increase in alpha wave activity across five brain regions (F4, Ft7, C4, T8, P7), specifically in the frontal, central, temporal, and parietal areas. However, no changes were observed in the control group.
Conclusion: These results highlight the significance of managing mental fatigue in precision-oriented sports and suggest the development of training programs and coping strategies aimed at reducing mental fatigue to enhance athletes' performance.
Kosar Abbaspour; Moahammadtaghi Aghdasi; Zahra Fathirezaie; Seyed Hojjat Zamani Sani; Stefan Schneider
Abstract
Introduction: Although vision is the dominant sensory system in sports, many situations require multisensory integration. It is noteworthy that the effect of auditory stimuli with visual stimuli in athletes has not been comprehensively investigated. Therefore, the present study aimed to investigate the ...
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Introduction: Although vision is the dominant sensory system in sports, many situations require multisensory integration. It is noteworthy that the effect of auditory stimuli with visual stimuli in athletes has not been comprehensively investigated. Therefore, the present study aimed to investigate the effect of unisensory and multisensory information processing on decision-making under pressure.Methods: The study was conducted as a quasi-experimental design with a statistical population of elite male badminton players. Thirteen of them were selected by simple random sampling. The players were required to respond correctly in a badminton spatial decision-making task under four conditions (visual stimulus, auditory stimulus, congruent visual-auditory stimulus, and incongruent visual-auditory stimulus) in two normal and under-pressure conditions. PsychoPy software was used to design the task and assess decision-making accuracy, and for statistical analysis, repeated measures variance (2×4) was used at a significance level of 0.05.Results: The results indicated that the decision-making accuracy of elite badminton players in the congruent visual-auditory condition (multisensory) was significantly better than the unisensory visual and auditory conditions separately, especially under pressure. Additionally, decision-making accuracy in the incongruent visual-auditory condition was significantly lower than in the other three conditions.Conclusion: It can be concluded that multisensory integration (visual-auditory) enhances decision-making accuracy in elite badminton players more than unisensory processing (either visual or auditory), which can be explained based on information processing theory. The results also showed that decision-making in all four sensory conditions under pressure was better than in normal conditions, which can be attributed to the high level of experience and skill of athletes in pressure conditions.
fatemeh zamani; Mohammad Taghi Aghdasi; Zahra Fathirezaie
Abstract
Introduction: The present study aimed to investigate the moderating role of students' learning styles and emotional intelligence in learning the setting skill in a cooperative method.Method: The research method was a quasi-experimental type, in which 48 female students in the first stage of high school ...
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Introduction: The present study aimed to investigate the moderating role of students' learning styles and emotional intelligence in learning the setting skill in a cooperative method.Method: The research method was a quasi-experimental type, in which 48 female students in the first stage of high school were selected conveniently and were assigned into one of four groups: divergent learning style with low/high emotional intelligence and convergent learning style with low/high emotional intelligence. After the pre-test and passing the course in an educational environment by using the cooperative learning model, the participants took part in the immediate retention, retention, and transfer tests. The measurement tools were Kolb's learning styles questionnaires, Goleman's emotional intelligence questionnaires, and the French and Cooper volleyball tests. In the data analysis, the mean and standard deviation were used in the descriptive statistics section; and in the inferential statistics section, the analysis of variance with repeated measurements and mixed model (4x4) were used at a significance level of 0.05.Findings: The findings indicate that there is a significant difference between the amount of immediate retention, retention, and transfer of volleyball setting skills in a cooperative way in groups with convergent and divergent learning styles and with high and low emotional intelligence; as in the immediate retention, retention, and transfer stages of the group with divergent learning style and high emotional intelligence got the highest score and the group with convergent learning style and low emotional intelligence got the lowest score.Conclusion: it is important to pay attention to the role of learning styles and emotional intelligence of students in teaching setting skills. In addition, it seems that the cooperative learning model is considered a suitable method to use during sports hours.
Zohreh Khalilpour; Mohammadtaghi Aghdasi; Seyed Hojjat Zamani Sani
Abstract
It is the basis of every human being's progress in learning, which is in fact one of the most difficult concepts to define. In a successful educational system, students' learning style is always considered as one of the factors affecting academic achievement. Knowledge of students' learning style helps ...
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It is the basis of every human being's progress in learning, which is in fact one of the most difficult concepts to define. In a successful educational system, students' learning style is always considered as one of the factors affecting academic achievement. Knowledge of students' learning style helps teachers to make optimal use of various learning styles and adopt appropriate teaching methods.The present study was conducted to investigate the relationship between learning styles and cognitive styles among male and female students with the moderating effect of academic levels and gender. For this purpose, 350 undergraduate and graduate students were selected by cluster random sampling method and completed questionnaires of Kolbe's learning styles (1985) and Whitkin's cognitive styles (1971). Data were analyzed using Pearson correlation, independent t-test and multivariate analysis of variance. Results showed that there is no significant correlation between cognitive styles and variables related to learning styles. Also, there was no significant correlation between age and cognitive styles and variables of learning styles, except in active experiments. However, there was a significant correlation between learning styles. The results of group differences showed that undergraduate students tend to be more dependent on the cognitive style than those of masters and boys. There was no statistically significant difference between educational levels and gender in learning styles. Undergraduate students are more inclined toward contextual cognitive styles than graduate students and boys than girls, and style and gender seem to interact with preferences.
Mohammad Taghi Aghdasi; Sima Abdolzadeh
Abstract
The present study aimed at determining the relationship between learning styles and the effect of random and blocked practices on learning of badminton serve skills. In this quasi-experimental study, 48 female high school students were randomly placed in four groups: 1. convergent learning style ...
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The present study aimed at determining the relationship between learning styles and the effect of random and blocked practices on learning of badminton serve skills. In this quasi-experimental study, 48 female high school students were randomly placed in four groups: 1. convergent learning style with random practice, 2. convergent learning style with blocked practice, 3. divergent learning style with random practice and 4. divergent learning style with blocked practice. After the pretest, subjects went through the acquisition phase under specific conditions of each group and then participated in retention and transfer tests. Kolb Learning Styles Questionnaire (KLSI) and French short serve test and Scott and Fox high serve tests were used. ANOVA was used to compare the scores of the four groups. Findings showed differences among immediate retention, delayed retention and learning transfer (P<0.05). Convergent learning style and random practice were more effective than divergent learning style and blocked practice to learn badminton serve skill (P<0.01). Therefore, focusing on the role of learning styles and learning intervention in instructing serve skills gains importance.
