Javad Nasiri; Rasool Zeidabadi; Mohammad reza Shahabi kaseb
Abstract
Introduction: Achieving a high level of motor learning requires finding an optimal combination of variables and methods. This research aimed to investigate the interactive effect of the focus of attention (internal and external) and learning approach (explicit and implicit) on the retention and transfer ...
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Introduction: Achieving a high level of motor learning requires finding an optimal combination of variables and methods. This research aimed to investigate the interactive effect of the focus of attention (internal and external) and learning approach (explicit and implicit) on the retention and transfer of basketball free throw skills.Methods: Forty-eight volunteer male students were randomly assigned to four Explicit Learning - Internal Attention, Explicit Learning - External Attention, Implicit Learning - Internal Attention, and Implicit Learning - External Attention groups. In the acquisition phase, the groups practiced basketball free throws in 6 blocks of 10 trials. 24 hours after the end of the acquisition phase, a retention test and two transfer tests were performed in a block of 10 trials for each test. The first transfer test was performed 10 minutes after the retention test under pressure conditions, and the second transfer test was performed ten minutes after the first transfer test from a 4-meter distance and a 45-degree angle.Results: The results showed that in explicit learning conditions, the external focus of attention and in implicit learning conditions, the internal focus of attention led to better learning in basketball free throw.Conclusion: According to the findings of the present study, the cognitive overload of the explicit learning approach was moderated by providing the external focus of attention instructions. However, in the implicit learning approach, due to the use of analogy learning, little cognitive load is exerted on the learners’ working memory and it is possible to direct their attention to the skill itself or parts of the body that are involved in the execution of skill to achieve the benefits of the internal focus of attention.
Jalil Mirzaee; Rasool Zeidabadi; Mohammad Reza Shahabi Kaseb
Abstract
Mental fatigue is a psychological state caused by prolonged periods of cognitive activity and decreases physical performance, but its impact on motor learning has been less studied. The aim of this study was to investigate the effect of self-controlled feedback on learning to produce low, medium and ...
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Mental fatigue is a psychological state caused by prolonged periods of cognitive activity and decreases physical performance, but its impact on motor learning has been less studied. The aim of this study was to investigate the effect of self-controlled feedback on learning to produce low, medium and maximum forces in mental fatigue condition. Participants consisted of 28 eligible volunteers who were randomly divided into two groups of self-controlled feedback and yoked. Electrical dynamometer, Stroop test, multidimensional fatigue inventory and the VAS scale were used in this study. Both groups firstly performed the Stroop test for one hour under mental fatigue protocol and they entered the acquisition phase of force production task after making sure that mental fatigue was created. Immediate and delayed retention tests were performed 10 minutes and 48 hours after the end of the acquisition phase respectively. Findings showed that in mental fatigue condition, there was no significant difference between self-controlled feedback and yoked groups in acquisition and retention of different forces. Also, the error produced in learning the medium force was less than those in learning the low and maximum forces in the mental fatigue condition, that is to say the learning of the medium force was significantly better than the low force. The results showed that mental fatigue reduces the effectiveness of self-controlled feedback and destroys learning to produce low and maximum forces more than medium force.
Aliyeh Miri Ardakol; Mohammadreza Shahabi Kaseb; Rasool Zeidabadi
Abstract
Retention is one of the important indicators for inference of learning motor skill. There are some disagreements on the retention measurement concept among experts and researchers of the motor learning area. Therefore, the aim of the present study was to analyze the qualitative content of retention measurement ...
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Retention is one of the important indicators for inference of learning motor skill. There are some disagreements on the retention measurement concept among experts and researchers of the motor learning area. Therefore, the aim of the present study was to analyze the qualitative content of retention measurement concept in motor skills in Persian scientific research articles between 2009 and 2019. The present study was developmental with a quality content analysis method. 143 articles of Persian scientific research journals were studied, which mentioned the concept of retention. Data were analyzed with Nvivo10 software. Results revealed that there were 47 subsidiary topics and 6 main topics for the retention measurement concept including measurement method of retention concept, number and duration of trials in retention test, number and duration of trials in the acquisition phase, number of warm-up decrement trials, task type and detraining length. Also, the results indicated that there was no agreement among experts about the measurement method of retention concept and its related issues. This topic not only can confuse researchers on how to measure the retention concept in motor behavior area, but also can limit the possibility of comparing different research results and thus makes it hard to decide on optimal practice solutions and methods. Therefore, it is necessary to make specific decisions in this regard by holding symposiums with the participation of experts in the field of motor behavior.
Ahmad Farrokhi; Ebrahim Motesharee; Rasool Zeyd Abadi; Samira Aghasi; Gholam Reza Parsa
Abstract
The aim of this study was to determine the validity and reliability of the Persian version of sport perfectionism scale of Dun et al. (2006). To determine the construct validity of the questionnaire, 393 (230 male and 163 female) athletes with different skill levels (novice, non-elite and elite) in 10 ...
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The aim of this study was to determine the validity and reliability of the Persian version of sport perfectionism scale of Dun et al. (2006). To determine the construct validity of the questionnaire, 393 (230 male and 163 female) athletes with different skill levels (novice, non-elite and elite) in 10 team and individual sports were selected by random sampling method and then completed the questionnaire. For this purpose, three sport psychologists and three English teaching experts translated the questionnaire into Persian by translation - back translation method. Then, content and face validity of the Persian version was confirmed (CVI=0.89, VCR=0.93). Confirmatory factor analysis (CFA) based on structural equations model was used to determine the construct validity of the questionnaire; Cronbach alpha coefficient was used to determine internal consistency of the questionnaire and intra-class correlation coefficient under test-retest method with a 2-week interval was used to study temporal reliability of items. The results showed that the primary model of sports perfectionism scale did not support the favorable fit and thus did not confirm the construct validity of the primary model (30 questions). But after eliminating three problematic questions, the second model with 27 questions had acceptable fit indexes (RMSEA=0.08, CFI=0.87), internal consistency and temporal reliability indicating good validity and reliability of the modified Persian version (27 items) of sport perfectionism scale. Therefore, the Persian version of the sport perfectionism scale (modified model of 27 questions) can be used to study and evaluate the personality traits of Iranian athletes.
Shida Ehsani; Elahe Arabameri; Ahmad Farokhi; Rasoul Zeydabadi
Volume 1, Issue 2 , October 2009, , Pages 87-102
Abstract
The purpose of the present study was to investigate the effect of self-controlled (SC) and instructor-controlled (IC) feedbacks on the acquisition of dart motor skill using videotape feedback. For this purpose, 200 female volunteer students of University of Tehran participated in this research. After ...
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The purpose of the present study was to investigate the effect of self-controlled (SC) and instructor-controlled (IC) feedbacks on the acquisition of dart motor skill using videotape feedback. For this purpose, 200 female volunteer students of University of Tehran participated in this research. After the questioners had been filled out, 36 individuals were randomly selected from 152 qualified participants. After a 10-trial pretest, they were divided into three groups: SC, IC, and Yoked group. The SC group received videotape feedback whenever they asked for it; the IC group after 5 trails, and the yoked group at the points that SF group received it. All the groups were videotaped. Practice phase consisted of 100 trials including 10 10-trail blocks. Retention and transfer tests were carried out 48 hours later. Foe data analysis, one-way ANOVA, repeated measures and Tukey test were used and EXCEL software was used to draw the plots. The results showed that the type of feedback had a significant effect on the form and accuracy of dart motor skill in acquisition, retention and transfer (P
