Golchin Shokreh; Fatemeh Hosseini
Abstract
The aim of this study was to evaluate the effectiveness of transcranial direct current stimulation (tDCS) on working memory in children with developmental coordination disorder (DCD). The research method was quasi-experimental with pretest and posttest and retention with experimental and control groups. ...
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The aim of this study was to evaluate the effectiveness of transcranial direct current stimulation (tDCS) on working memory in children with developmental coordination disorder (DCD). The research method was quasi-experimental with pretest and posttest and retention with experimental and control groups. The research population consisted of children (age: 7-11 years old) in Urmia city in 2018. 16 children with DCD were selected as the sample with convenience sampling method and based on inclusion and exclusion criteria, and then were randomly divided into two groups: experimental (n=8) and control (n=8). The experimental group received 10 sessions (each session 10 minutes) of tDCS on f4 and f3 brain zones with 0.75 mA circuitry. The control group received 10 sessions of sham circuitry for 20 seconds, then the circuity was cut off, but they were not informed of this sham circuity. The data of working memory were collected using N-BACK test. The analysis of variance with repeated measurements was used to test the research hypothesis (P=0.05). The results showed that transcranial direct current stimulation (tDCS) had a significant effect on the enhancement of working memory and the effect would continue to the retention phase (P=0.05). This approach can be used to improve working memory in children with DCD.
Fatemehsadat Hosseini; Omid Farjollahi
Abstract
Visual impairments as an individual constraint can lead to the lack of adequate visual perception and overshadow children’s all developmental aspects. Therefore, the aim of the present study was to investigate the effect of a course of core stability training on fundamental skills in visually impaired ...
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Visual impairments as an individual constraint can lead to the lack of adequate visual perception and overshadow children’s all developmental aspects. Therefore, the aim of the present study was to investigate the effect of a course of core stability training on fundamental skills in visually impaired boys. 30 visually impaired children (age range: 5-7 years) were selected by convenience sampling method. After the Ulrich pretest, they were randomly divided into two groups: the core stability training group and the ordinary daily activities. The experimental group participated in the core stability training for 16 sessions, each session 45 minutes. The control group carried out their daily activities. The results of mixed analysis of variance 2 × 2 and Bonferroni post hoc test indicated a significant difference in scores between the two groups so that the subjects of the experimental group outperformed the control group in all locomotors subscales (P<0.05). In general, the results of the study suggest core stability training as a suitable training model to promote fundamental motor skills in children with visual impairment because of increased levels of motivation and enjoyment of physical activity, the development of the children's physical self-concept and enhancement of abdominal and back muscles performance
Ebrahim Norouzi; Fatemeh Hosseini; Mohammad Kazem Vaez Mousavi
Abstract
The employment of neurofeedback is growing rapidly in sport performance enhancement. The aim of this study was to investigate the effect of neurofeedback training on motor performance and conscious motor processing of skilled dart players. The subjects were 20 male skilled dart players. The research ...
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The employment of neurofeedback is growing rapidly in sport performance enhancement. The aim of this study was to investigate the effect of neurofeedback training on motor performance and conscious motor processing of skilled dart players. The subjects were 20 male skilled dart players. The research was conducted in five phases: pretest, neurofeedback training, posttest 1, under pressure test and posttest 2. Neurofeedback training consisted of prevention training of the alpha frequency band (8 to 12 Hz) in F4. To analyze data, descriptive statistics and mixed ANOVA were used. Results indicated that the amounts of conscious motor processing for neurofeedback training group decreased in posttest 1 (P=0.001) and under pressure test (P=0.001) but this reduction was not observed in the control group (P=0.83). The dart throwing points for neurofeedback training group and control group in the posttest 1 increased compared with the pertest (P=0.001), but only neurofeedback group (P=0.001) was able to preserve this increase in the under pressure test. The findings indicated an effect among neurofeedback training, conscious motor processing and sport performance. In other words, the neurofeedback training leads to the desired motor performance and creates automatic sense in the athlete by reducing the conscious motor processing.
Bahman Aalizadeh; Fatemeh Sadat Hosseini; Bahman Daranloue
Abstract
Aim: The use of psychological interventions in sport to enhance performance has become increasingly popular. However, the effectiveness of these interventions has been questioned by some sports psychologists. Educationally-based psychological interventions have produced significant increases in performance. ...
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Aim: The use of psychological interventions in sport to enhance performance has become increasingly popular. However, the effectiveness of these interventions has been questioned by some sports psychologists. Educationally-based psychological interventions have produced significant increases in performance. It was found that 38 of the 45 studies examined (85%) had found positive performance effects, although causality could only be inferred in 20 of these studies. These interventions could be classified as relaxation-based, cognitive, cognitive-behavioural or behavioural in nature. The purpose of this study was to evaluate the effect of physical practice, mental imagery and music on the improvement of basketball shooting skill.Methodology: In this quasi-experiment study, 45 students (19-22 years) were randomly selected from elementary schools and classified in the three experimental groups consisting 15 participants. Physical practice, mental imagery and imagery along with music were the order of three experimental groups. The data was collected using modified basketball shooting in this study.Results: Statistical analysis was conducted with the descriptive statistics tests consisting kolmogro-smirnow, T test and one way-anova. The result of present study indicated significant differences (p< 0.05) between pre and posttest of physical practice, physical practice with mental imagery and physical practice with mental imagery and music.Conclusion: Based on inter group comparison, it can be said that mixed method was more efficient than other two methods and significant difference was not reported between physical practice with mental imagery and physical practice. Thus, it is suggested that different teaching methods should be used for promoting training programs.
Maryam Lotfi; Jalal Dehghanizade; Fateme Sadat Hosseini
Abstract
The aim of this study was to investigate the effect of focus of attention on learning dart throwing in mentally retarded children.In this quasi-experimental study, 22 mentally retarded boys (age 10-12 years old) were randomly selected according to IQ (50-70) and were assigned to two homogenous attention ...
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The aim of this study was to investigate the effect of focus of attention on learning dart throwing in mentally retarded children.In this quasi-experimental study, 22 mentally retarded boys (age 10-12 years old) were randomly selected according to IQ (50-70) and were assigned to two homogenous attention (internal, external) groups after the pretest and a training session according to the obtained scores, age and IQ. The subjects practiced in 5 blocks and each block 8 throws. Two-way analysis of variance with repeated measures and ANOVA were used to analyze data. In retention phase, both groups increased accuracy in their throwing (P=0.044). Variability (P=0.044) and throwing accuracy (P=0.047) decreased due to the training. In transfer phase, internal focus group could not transfer skill to new conditions while variable group succeeded to transfer their skill to new conditions. Also, external focus group had lower variability (P=0.049) and higher accuracy (P=0.048) than internal focus group. According to the findings, external focus group was able to retain and transfer skills to new situations which confirmed constrained action hypothesis (Wulf et al., 2001) in mentally retarded individuals.