Mohammad Hossein Manzari Tavakoli; Masoumeh Shojaei; Kivan Norouzi
Abstract
The aim of this study was to investigate the effect of local indigenous games on cognitive function, physical literacy, and academic achievement of children 8 to 12 years old. The participants were 60 male elementary school students with an average age of 10.32. The research was conducted in four phases, ...
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The aim of this study was to investigate the effect of local indigenous games on cognitive function, physical literacy, and academic achievement of children 8 to 12 years old. The participants were 60 male elementary school students with an average age of 10.32. The research was conducted in four phases, include Pre-test,, Training phase in local indigenous games and dynamic courtyard,, Posttest, and Follow-up. The local indigenous games training consisted of twelve traditional-indigenous games that relied highly on physical activity and interpersonal interactions skills. In addition, the control group performed dynamic courtyard training that included some predetermined activity in school. The descriptive statistics and statistical procedures of Mixed ANOVA 2*3 and Bonferroni post-hoc were utilized to analyze data. Results were indicated that the amount of cognitive function for the local indigenous games group was higher than the control group. In addition, the physical literacy of the local indigenous games group was increased more than the control group. Moreover, academic achievement points for the local indigenous games group and the control group in the pre-test to post-test were enhanced, but this increase was higher in the local indigenous games group. The results of this study, were suggested that local indigenous games as a better model compared to the dynamic courtyard model for improving cognitive function, physical literacy, and academic achievement among children 8 to 12 years old.
Mahdiyeh Gharelar; Masumeh Shojaei; Hasan Mohammadzadeh
Abstract
Psychological states affect focus of attention and play a mediating role in its effect on motor performance and learning. The present study investigated the effect of practice under psychological pressure and attention focusing with instruction on learning billiard shot. Participants were 48 female volunteer ...
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Psychological states affect focus of attention and play a mediating role in its effect on motor performance and learning. The present study investigated the effect of practice under psychological pressure and attention focusing with instruction on learning billiard shot. Participants were 48 female volunteer students (19-23 years old) who were randomly selected and assigned to 4 experimental groups (internal focus under high and low pressure, external focus under high and low pressure). The groups practiced for 8 sessions after the pretest. Acquisition test was performed in the last session of practice, and the retention test was conducted with 2 and 10 days of delay after the last practice session. The accuracy of the shots was scored according to the distance of the ball from the pit. The results of U Mann-Whitney test showed priority of internal attention in the acquisition and 10-day delay retention tests and priority of practice under low pressure in 10-day delay retention test (P<0.05). The results of Kruskal–Wallis test and pairwise comparisons indicated priority of the acquisition of internal attention under high pressure on external attention under high pressure and the priority of delayed retention of internal attention under low pressure on external attention under high pressure (P<0.05). It seems that given the nature of skill in terms of unchanged environmental conditions and high accuracy and attention requirements especially in the early stages of learning, practice under low psychological pressure conditions and internal focusing will result in more delayed retention for novice people
Hassan Kiaei; Jafar Nouri; Elaheh Shojaei
Abstract
The present study aimed at determining resources of sport self-confidence in elite bodybuilders and their relationship with body image. The subjects of study included 35 bodybuilders participating in qualifying tournaments of bodybuilding national team. A questionnaire for resources of sport self-confidence ...
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The present study aimed at determining resources of sport self-confidence in elite bodybuilders and their relationship with body image. The subjects of study included 35 bodybuilders participating in qualifying tournaments of bodybuilding national team. A questionnaire for resources of sport self-confidence and a questionnaire of physical self-description were used to collect data. Kolmogorov–Smirnov test, one-sample ttest, Pearson correlation coefficient and one-variable regression with significance level of 0.05 were used to analyze data. The findings showed that ability demonstration (Mean=6.451 ± 0.787) was the most important resource of sport self-confidence in elite bodybuilders. Moreover, the results showed that bodybuilders had a positive body image (t(16.82)=31.94, P<0.001). Regarding the correlation between resources of sport self-confidence and body image, the results showed a positive and significant relationship between all resources of sport self-confidence (except for the vicarious experiences and coaches' leadership style) and body image and the highest level of correlation belonged to ability demonstration with body image (P<0.001, r=0.5920). Furthermore, the results showed that the body image of these bodybuilderswas a predictor of their sport self-confidence (β=0.520, t=3.497, P<0.001). The results of this study support Vealey’s sport self-confidence model.
Asie Zoqi; Masoumeh Shojaei; Abdollah Ghasemi
Abstract
Children's development is shaped based on a combination of environmental, organism, physiological and genetic factors. Recent researches on the development of children and toddlers convincingly show that the best growth level happens in a motivating environment and a powerful support. This study ...
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Children's development is shaped based on a combination of environmental, organism, physiological and genetic factors. Recent researches on the development of children and toddlers convincingly show that the best growth level happens in a motivating environment and a powerful support. This study aimed at evaluating the effect of an environment affordance intervention on social development of toddlers aged between 24 and 42 months. The sample included 46 healthy toddlers aged between 24 and 42 months in Ghoochan city who were randomly selected by multi-stage cluster sampling methods. The subjects were assigned to three groups: experimental (n=16), kindergarten (n=15) and control (n=15). The experimental group was placed in an afforded environment for 36 sessions (3 months). To examine toddlers' home environment and afforded environment of experimental group, the Affordances in the Home Environment for Motor Development– (AHEMD) was used for motor development and Vineland Scale was applied for social development. Data were analyzed using univariate analysis of Covariance (ANCOVA). The findings showed no significant differences in social development among the groups (P=0.963). The results indicated that environment affordances had no effects on toddlers' social development in the experimental group. Therefore, the present study concluded that environment affordance did not influence toddlers' social development aged between 24 and 42 months.
Ghazal Mohamadi; Masomeh Shojaei; Afkham Daneshfar
Abstract
The purpose of the present study was to investigate the effect of variability of attentional focus distance by self-talk on the learning of table tennis forehand in. After pretest, the participants performed 180 forehand strokes during 6 sessions with repeating the words “slightly rotation” ...
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The purpose of the present study was to investigate the effect of variability of attentional focus distance by self-talk on the learning of table tennis forehand in. After pretest, the participants performed 180 forehand strokes during 6 sessions with repeating the words “slightly rotation” in the internal focus group “slightly open” in the near external focus group, “over the net ” in the far external focus group, and each of the words “slightly rotation, slightly open, and over the net ” respectively in each 2 sessions in the increasing distance of attentional focus group. Control group performed without self-talk during acquisition phase. Retention test was performed 48 hours after acquisition test in the same situation without self-talk, and after break, transfer test was done by changing the direction of target (parallel forehand) without self-talk. The accuracy and the pattern of forehand strokes were measured by a 5 point-scale (Liao and Masters, 2001) and researcher-made scale, respectively) .According to the results of 2-factor mixed ANOVA, acquisition, retention, and transfer of forehand accuracy in internal focus of attention group were significantly lower than other groups (p<0.05).Furthermore, the effect of increasing attentional focus distance on acquisition of forehand pattern was significant. The effect of near external attentional focus on retention of pattern was significant. But transfer of stroke pattern in control group was significantly more than far external focus group (p<0.05). Thus, it is recommended to use self-talk by increasing attentional focus and near external attentional focus and not to use internal focus of attention to instruct forehand to novice adolescents.
Roza Rahavi; Masoumeh Shojaei; Zahra Estiri; Hasan Naghizadeh
Abstract
Contextual interference is one of the instructional methods for several skills.The aim of this research was to determine the effects of interference beforeperformance and interference during performance on the acquisition and retentionof generalized motor program and parameter in basketball skills with ...
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Contextual interference is one of the instructional methods for several skills.The aim of this research was to determine the effects of interference beforeperformance and interference during performance on the acquisition and retentionof generalized motor program and parameter in basketball skills with an emphasison the examination of contextual interference hypotheses and self-regulationlearning theories. In interference before performance, self-practice schedules isgenerated (self-regulation effect) and interference during performance,experimenter-imposed practice schedule is generated (contextual interferenceeffect). For this purpose, 120 students of Yazd University (age range 19-21 yearsold) who had no prior experience in basketball skills volunteered to participate inthis study. Participants were randomly assigned to 10 groups (each 12 subjects); 5groups practiced with generalized motor program (dribble, chest pass and freethrow skills) and 5 groups practiced with parameter (free throw from differentdistances) in practice schedules (blocked, random, serial, self-regulated and yokedto self-regulated). To collect data, throw and pass test (AAHPERD basketball test)and dribble test (Johnson basketball test) were used. After the pretest, in theacquisition phase, subjects took part in 5 training sessions including 45 trails persession (15 trails each block) for 5 days. After 48 hours, they participated inretention test with 15 trails (5 trials each task). The data were analyzed by one-way ANOVA, factor analysis of variance with repeated measures, LSD and Duncanpost hoc tests. Results showed a significant difference among practice schedules inacquisition and retention phases of generalized motor program, that is, the effect ofcontextual interference was observed in this program (p<0.05). Also, there was asignificant difference among the schedules in acquisition and retention phases ofparameter, that is, controlling the design of practice has a positive effect onlearning (p<0.05). Thus, the results suggested that during learning process, theeffect of interference before performance was more important than duringperformance.
Amin Sadeghi; Mohamad.Kazem Vaez Mousavi; Masomeh Shojaee; Arezo Adeli far
Volume 1, Issue 3 , January 2009, , Pages 23-36
Abstract
The aim of this study was to compare the effect of self-control, frequent and reduced feedback of KR on children's learning skill of throw targeting in Aleshtar city. For this purpose, 60 subjects were selected and assigned through step-by-step random method to three groups of self-control, frequent, ...
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The aim of this study was to compare the effect of self-control, frequent and reduced feedback of KR on children's learning skill of throw targeting in Aleshtar city. For this purpose, 60 subjects were selected and assigned through step-by-step random method to three groups of self-control, frequent, and reduced. They performed the task of targeting through throwing in two steps of acquisition and retention with a delayed interval of 24 hours. The self-control group was divided into two groups of high (more than 30%) and low frequency (lower than 18%) after the acquisition phase. In both phases of acquisition and retention, inferential and descriptive statistics were used. In descriptive statistics, central indexes and dispersion of variables, in inferential statistics in acquisition phase, analysis of variance (series of practical efforts) 6 × 4 (how to present feedback) and in retention phase, one-variable analysis of variance and Tukey post hoc test as well as SPSS 11.5 software were used (P?0.05). The results indicated no significant difference among these groups in acquisition phase. In retention phase, frequent group had better performance than other groups. The comparison between coach-oriented and subject-oriented practice methods shows that frequent coach- oriented practice method leads to better results for children.
Nikoo Khosravi; Davoud Houmanian; Masomeh Shojaee; Zohreh Eskandari
Volume 1, Issue 3 , January 2009, , Pages 51-63
Abstract
The purpose of this research was to study growth hormone (GH) response to a session of maximal exercise in active adolescents. For this purpose, 15 subjects (8 females: age 13± 0.5 yrs, height 153.25± 3.73 cm, weight 43± 5.10 kg and 7 males: age 14± 0.5 yrs, height 166.86± 6.07 cm, weight 52.86± ...
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The purpose of this research was to study growth hormone (GH) response to a session of maximal exercise in active adolescents. For this purpose, 15 subjects (8 females: age 13± 0.5 yrs, height 153.25± 3.73 cm, weight 43± 5.10 kg and 7 males: age 14± 0.5 yrs, height 166.86± 6.07 cm, weight 52.86± 5.61 kg) performed an incremental exercise protocol on a treadmill with an increasing grade until volitional exhaustion. Blood samples were collected from venous blood of the subjects before and immediately after the exercise. T-test and Pearson correlation were used to analyze the data. The results showed a significant increase in serum GH concentration after exercise in both boys and girls (P0.05). But GH response was significantly higher in girls than boys (12.39 ng/ml, 4.23 ng/ml respectively). Regression analysis revealed no significant correlation between BMI and GH responses before exercise in girls and boys. Results from the present investigation indicated an increase in GH concentration after exercise and that women had greater GH release.
